Differentiated Instruction: Inclusion Through Flexible Education
By: Amanda Vindevoghel Cundall
Differentiated instruction (DI) as a method of teaching is not a new concept. As an important part of Universal Design for Learning, DI is a well-known instructional approach utilized by teachers as early as pre-kindergarten ranging to post-secondary. While there is a plethora of information regarding the formal application of DI, “Every teacher who has entered a classroom has differentiated instruction in one way or another.” (Levy, 2008, p. 162) This paper argues that while not novel or ground-breaking, differentiated instruction continues to be valuable to inclusive education because of its flexible nature and ability to be used for any child or classroom setting a teacher may encounter.
DI, in simple terms, is a way to “…meet each child where he or she is and move each forward in his or her learning as far as possible.” (Levy, 2008, p. 161) In order to best do this, an educator needs to be systematic in their usage of such an educational approach. A popular way to utilize DI is by employing the ADAPT Strategy and separating differentiation into three phases of application; content, process and product.
The ADAPT strategy is a systematic approach to creating differentiated instruction and is broken down into five steps:
- Accounts of students’ strengths and needs
- Demands of the classroom
- Adaptations
- Perspectives and consequences
- Teach and assess the match (Hutchinson, 2020)
Before knowing which adaptations should be employed, a teacher must understand how a student prefers to learn, their interests, and any special needs they may have. A teacher must also be aware of the general needs and preferences of the class as a whole. Understanding these needs and preferences then allows the teacher to make appropriate adaptations for individual learners. Once adaptations have been employed the teacher can then assess if the strategy is supporting improved learning outcomes.
In theory, DI and the use of the ADAPT strategy are straightforward concepts. However, in a classroom of 30 students with language, intellectual, physical, and other exceptionalities, the idea of having to differentiate can be quite overwhelming. The good news is that differentiations that may help one student with an intellectual exceptionality, for example, may also be helpful for another student with a language exceptionality. As with any task that may seem daunting, using DI can seem less intimidating if considered in phases.
An educator can differentiate and use the ADAPT strategy in many ways. One of these ways is by differentiating and ADAPTing the content to be learned. Let’s consider a third-grade math class learning multiplication. Students that are mathematically gifted may be given more complex equations featuring larger numbers. Students that struggle with math may be given simple equations featuring single digits. Both situations ensure students will be working on and learning multiplication, but in a way that challenges them appropriately.
Differentiating the process by which a student learns is another way to support both typical and exceptional learners and promote inclusivity. As an example, student in an English class may need to learn general thematic concepts. Instead of assigning one novel to the entire class, a teacher can differentiate the process by allowing students to use a novel, comic book, or even movie adaptation of their choice. Allowing students to choose can increase engagement and reduce the stress on exceptional students who can then focus on the learning at hand. A student that struggles with reading comprehension may choose to watch a movie adaptation. A gifted student may choose a novel that will challenge their abilities. In this way the content related to thematic concepts can be learned by all in a way that appeals to and challenges them in a way that is tailored to their own abilities and preferences. As stated by … “Something that is important to remember when differentiating instruction is that different student groups should not be receiving more or less work. Rather, they should be doing work that is appropriate for their level of understanding.” (McGlynn and Kelly, 2017, p. 25)
Finally, a teacher may also differentiate by requiring a final product based a student’s interests or abilities. Consider a fifth-grade class learning about mammals. Students that are strong readers may choose an animal and produce a written report. Other students that are drawn to fine arts may wish to create a visually representative collage demonstrating their knowledge of an animal through pictures. Yet another student who has no interest in written reports or visual representation may choose to create a hip-hop song about their chosen animal. Each option gives the students to demonstrate their knowledge but does so in a way that appeals to their strengths and preferences.
Having the option to differentiate content, process and/or product allows the flexibility needed to address a wide array of exceptionalities in a way that is not overwhelming. While there is a plethora of information and ideas about how to do this, it is essential that any differentiated instruction is accompanied by quality assessments. As per? “The main function of assessment is to improve the quality of the instructional decisions that are made for student learning.” (Moon, 2005, p. 5) Assessments not only of the work, but of student abilities and learning progress. Without assessments to understand where a student has started and the progress they’ve made, a teacher may be wasting precious time and energy on differentiations that are not working and may even cause frustrations and disengagement of learners. In this way, pre-assessments, formative assessments and summative assessments allow for better understanding of students’ needs and progress.
To facilitate greater learning through differentiation, a teacher must understand a student’s starting point. Pre-assessments help educators set baselines. These assessments can be as simple as asking students to write down what they know about a certain topic but can also be as intensive as a in-depth survey of a student’s behaviour. Using this vital information, teachers can set achievement goals and understand the best ways to differentiate instruction for a particular child.
Formative assessments are used to measure progress as differentiated teaching and learning is taking place. These assessments can also be quite simple and are flexible in that they can be offered in a variety of ways. “When choosing your methods of formative assessment, keep your students’ learning styles and needs in mind. If your students are hands-on, consider using kinesthetic methods of assessment. If your students seem musically inclined, allow them to demonstrate their knowledge of the content in a musical way.” (McGlynn and Kelly, 2017, p. 22) The results of a formative assessment can confirm that differentiated instruction is having the desired effect. These results, if unfavourable, may also offer an educator the chance to make changes to their strategy so that end results will be more favourable.
A summative assessment allows an educator to gauge “the mastery of the content just studied.” (Moon, 2005, p. 230) Moon Goes on to further suggest that “When instructional units are spiraled, or built on one another, the summative assessment in a concluding unit can serve as the preassessment for the upcoming unit, therefore allowing the teacher to anticipate students’ readiness for what will come next.” (Moon, 2005, p. 230) In addition to understanding what students have taken away from a particular unit, a summative assessment also allows teachers to see which phases or forms of differentiated instruction have been met with success.
Successful teaching is not guaranteed when using any particular strategy, and differentiated instruction is no different. Marshall, 2017 quotes Mike Schmoker as stating that differentiated instruction “[S]eemed to complicate teachers’ work, requiring them to procure and assemble multiple sets of materials.” And “With so many groups to teach, instructors found it almost impossible to provide sustained, properly executed lessons for every child or group (p. 2)” (Marshall, 2017, p. 9) As with any strategy, a teacher must ensure that are not differentiating so much that they are over-complicating their own lives while also not adequately challenging students. “Well-intentioned, dedicated teachers often fall into the trap of helping students too much. Among the most important life skills that students should take away from their K-12 years is the ability to self-assess, know their strengths and weaknesses, deal with difficulty and failure, and build a growth mindset.” (Marshall, 2017, p. 13)
An educator’s job is not straightforward. There is no one strategy guaranteed for successful teaching and learning. There are, however, several well-researched tools and strategies to assist teachers in their mission to successfully educate children in an inclusive way. In a study comparing reading comprehension and fluency between students receiving differentiated instruction and students receiving traditional teaching methods, results showed that differentiated instruction was “as or more effective than a traditional whole group basal approach.” (Reis, McCoach, Little, Muller and Kaniskan, 2011, p. 462) When surveying middle-school students after their class had been restructured to facilitate differentiated instruction, “Eighty-seven percent of the students said they preferred the current class structure when compared to how things had been done at the beginning of the year. Furthermore, 87% also reported they felt they were learning more, 87% felt more confident to speak up in class, 95% felt more comfortable in class, and 92% felt they received more individualized attention.” (Patterson, Connolly and Ritter, 2009, p. 51)
Differentiated instruction is not a panacea but one part of an array of tools to be used to create an inclusive and successful learning environment. There are risks associated in using this strategy such as teacher burnout. There have also been educators that have found great success in using DI. Through use of the ADAPT strategy, organizing differentiation into phases, and undertaking meaningful assessment, differentiated instruction can be a valuable and flexible way to ensure inclusive education that benefits all students.
References
Hutchinson, Nancy L. (2020). Inclusion of Learners with Exceptionalities in Canadian Schools: A Practical
Handbook for Teachers. Pearson.
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Marshall, Kim (September 2016). Rethinking differentiation — Using teachers’ time most effectively. The
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McGlynn, Kaitlyn and Kelly, Janey (December, 2017). Using formative assessments to differentiate
instruction. Science Scope. Retrieved June 2, 2020 from: https://www.jstor.org/stable/26387287
Moon, Tonya R., (Summer, 2005). The Role of Assessment in Differentiation. Theory Into Practice.
Retrieved June 2, 2020 from: https://www.jstor.org/stable/3497002
Patterson, Joshua L., Connolly, Mindy C., Ritter, Shirley A., (September 2009). Restructuring the Inclusion
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