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Differentiation Practices and Strategies

Module 1 Application Assignment

Teacher Inventory on Differentiation Practices and Strategies

Samantha DiMatteo

Marygrove College
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Educators use a combination of traditional and differentiated teaching practices to


create a learning environment that is most conducive to the needs of their audience. In
the completion of the Teacher Inventory on Differentiation Practices and Strategies
survey my results yielded a 3.04, indicating that my teaching practices lean more
towards a differentiated classroom. However, upon reflecting and analyzing each
question individually, there are many components of my teaching style that would need
alternative approaches in order to continuously support the idea of differentiation.
Heacox (2009) states, All teachers are in different places in developing their
professional skills related to differentiation (p. 11). This survey notes a number of
components that I currently incorporate into my classroom, and highlights the fact that I
have a number of aspects to focus on in order to better differentiate my lessons.
In regards to curriculum I design my lessons to support clearly stated learning
goals, this question was scored in the fourth column, a 4, indicating that this is a
frequent practice of mine. When developing my lesson plans I make sure to note the
essential questions and objectives that support the curriculum. During instruction these
goals and objectives are posted on the board, clearly stated, and referred to frequently
throughout the class period. These KUDos help to make my goals and expectations
clear to my students, and pose a useful tool throughout each lesson.
It is imperative that educators use ongoing formative assessments to help shape the
direction of each lesson. These assessments can redirect our lessons to support the
needs of our students. This is another part of the survey that I practice on a consistent
basis and also circled the 4 to support this factor. As Tomlinson (2010) states, Teachers
have to make specific and continually evolving plans to connect each learner with key
content(p. 14). One of the most successful ways I try to practice this is through the
development of good questioning techniques. By asking good questions throughout the
course of the class I can gain instant feedback as to my students understanding and
ability to work towards the goals I have outlined for them. If questioning reveals that the
students need additional time or redirection on a subject matter I can alter the direction
of my lesson to better support their progress. As Heacox (2009) describes, Educators
recognize that not all students are at the same readiness level, or learn at the same pace
or in the same way (p. 6). This leads me to discuss the final portion of the survey,
flexible instruction.
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There are a number of components to flexibility that I use frequently in my


classroom that as a result caused me to have responses in the fourth column. First, I use
a variety of instructional strategies in my teaching. My goal is to target all types of
learners and therefore I approach material from a variety of angles in order to support
this goal. Many of my students have IEP and 504 plans, this makes me continuous of my
decisions to provide extra time, instruction, and support to my students based on their
needs. Heacox (2009) explains, Differentiation is an ongoing, reflective process. You
differentiate instruction based on student learning needs, which often emerge during the
process of teaching and learning (p. 10). It is important to me that all students have a
learning experience that challenges their intellectual abilities. If I recognize that a task is
too elementary for them I often pose more complex problems that still support the
material but require more intellectual effort from my students. Heacox (2009) reminds
us to: consider whether there are students who might benefit from activities above and
beyond the unit because of advanced knowledge or skills (p. 10). Having readily
available tiered assignments can be a useful tool in reaching all cognitive levels. Finally,
I scored a 4 in reference to grouping strategies. When grouping students I take one of
two approaches. I either group students with similar abilities together and give each
group assignments to support their academic strengths or I group higher achieving
students with lower achieving students so they can work cooperatively to assist their
classmates. Successful educators are continuously working to create new classroom
practices that better address the needs of their students. As Tomlinson (2010) states,
Teachers have to make specific and continually evolving plans to connect each learner
with key content(p. 14). To be successful with differentiation teachers must be willing to
be flexible with their instructional techniques.
A main theme of my educational philosophy revolves around my beliefs that all
children can learn and that it is my educational obligation to teach students not only the
skills they need to succeed in their academic futures, but also the skills that will lead
them obtain success in all aspects of their lives. According to Lieberman and Miller
(2004), The major challenge of schools is this: ensuring that all students attain the
skills, knowledge, and disposition they will need to be successful in the world that awaits
them (Lieberman & Miller p. 6). It is through differentiated instruction that I can reach
my philosophical goals and ensure that the needs of every student are met. I can
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approach this with lessons that are easily adjusted to support their needs and challenge
their abilities. I team-teach a number of my classes and sometimes we split the class
into two groups and work on material that focuses on each groups educational needs.
For example, in my classes that are a combination of juniors and seniors the juniors
practiced PARCC problems while seniors worked on practice college entrance exams.
Giving material to students that they find relevant can help enhance their education
experience.
It would be impossible for me to meet the focus of my educational philosophy
without differentiating my instruction. Every student learns in a unique manner
therefore curriculum and instruction must be constantly reevaluated in order to support
my ever-changing audience. One of the best ways I can work to reach all students is
through continuous growth and reevaluation of my teaching practices. As Heacox (2009)
states, Trial and error and experience in the classroom have enabled them (teachers) to
figure out what works and what doesnt work in helping more children learn (p. 11).
The use of KUDos can offer clarity as to the direction I wish my lessons to take and
can serve as a useful instructional tool. Heacox (2009) describes them as a roadmap
for your course, unit, or lesson (p. 8). To implement differentiation into my classroom I
can start by identifying each component of what I want students to know, understand,
and do. Heacox (2009) notes, All academic standards can be sorted into either know,
understand, or do goals (p. 6). Once my goals are clearly established I can work to
create lessons that support my goals. During this process it is important that I
considered my students varying needs and learning styles. McCoy (2008) notes, in
order for us to develop hard working, critical thinkers, with character we must first be
aware of the needs of our students and target those needs with passion and
determination (McCoy 2008). One way that I can identify the readiness, abilities, and
learning styles of my students is through pre-assessments, summative assessments, and
ongoing formative assessments. As Danielson (2006) mentions, hard data and factual
evidence are difficult to refute (Danielson p. 139). The question on the survey
regarding pre-assessments was one of the lowest scores I had. Formative and
summative assessments are a common part of my classroom routine, however I need to
work to design pre-assessments that can help shape the direction of my instruction.
Gathering data can help me gear my lessons to appropriately challenge my students,
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such data can also assist in grouping strategies, which is another way I like to
incorporated differentiation into my classroom. A final technique that I would like to
implement is the concept of offering students choices on assignments. I scored the
lowest on questions regarding tiered assignments, choices, and tasks that reflect me
students interests. If they have an opportunity to choose an activity that reflects their
desires they will be more involved and thus more successful with the material. The
numerous components of differentiation can seem overwhelming, therefore I think the
best approach to be successful is to, as Heacox (2009) notes, Add one new
differentiation strategy at a time, practice it, refine its use with you students, and only
then move towards a new strategy(p. 11).
Constantly reevaluating our teaching practices and having the willingness to grow
with the changing needs of our students can yield success with differentiated instruction.

References
Heacox, D. (2009). Making differentiation a habit: How to ensure success in academically diverse
classrooms. Minneapolis, MN: Free Spirit Publishing.

Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom.
Alexandria, VA: ASCD.

Lieberman, A.L., Miller, L.M., (2004). Teacher Leadership. San Francisco: Jossey-Bass.

Danielson, C.D., (2006). Teacher Leadership. Alexandria, Va.: Association for


Supervision and Curriculum Development.

McCoy, A. (2008, July 18). The ABCs of Educational Leadership. [Video File] Retrieved
from https://www.youtube.com/watch?v=CRAZ4iu-EgA
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