Differentiation is an important and essential aspect of teaching and lesson planning that all teachers and future teachers must understand and implement at all times. However, despite the need for differentiation in all classrooms, there remains confusion, misunderstandings, and a general lack of implementation in many schools across the country. As Tomlinson, Brimijoin, and Navarez (2008) write in Chapter 1 of Differentiated School, “Surface approaches to deep issues trivialize problems and convince teachers that shortly the wind will shift and the gnats that are pestering them will go away until a new breeze blows through”. Trivializing differentiation does a disservice to all students and limits their potential. As teachers, it is essential that we all acknowledge the immense importance of differentiation and how it can be beneficial to every student. As such, we must keep in mind that differentiation is not going away and we need to learn to adapt and to incorporate it into all that we do as teachers.
Tomlinson, Brimijoin, and Navarez (2008) include a chart that describes what differentiation is and what it is not. This chart is incredibly useful as a future educator and outlines the specifics of differentiation, particularly the aspects that cause educators a lot of confusion and uncertainty. A common misconception is that differentiation is “something extra to the curriculum”; however, that is certainly not the case. Differentiation is “at the core of effective planning”. If teachers are not including differentiation in each and every lesson plan, they are not being effective teachers. As Tomlinson and Moon (2013) write, “To see differentiation as an isolated element reduces teaching to a series of disconnected components that function effectively apart from the whole” (p. 1). While this explanation would be ideal and would make planning much easier for teachers, this is not the case. Differentiation, along with all components of teaching, cannot be separated into isolated sections to pick and choose from. When one element is not being met effectively, such as differentiation, the whole system of teaching becomes weaker and less impactful overall.
Differentiation is necessary but it is about more than just adapting each assignment or teaching style for each student. Differentiation is also about creating a classroom space that is welcoming and engaging for all students and encourages them to learn in ways that are comfortable for them. As Tomlinson and Moore (2013) write, “Leading in a differentiated classroom suggests that a teacher has a vision of a classroom where the welfare of each student is paramount, where members come together as a team to achieve important goals – a community designed to support the maximum development of each individual and the groups as a whole” (p. 15). Creating this vision is important for students to feel included and safe to learn within the classroom environment. Differentiation tactics will likely look different than the type of teaching most people have experienced in schools. For example, when I was in school I was constantly reminded to raise my hand when speaking, to only speak when asked to, and to sit still and listen. This strategy is not effective and is not inclusive to all students. As Tomlinson and Moore (2013) continue on to say, “‘Let’s work together to create a place where learning works for all of us’ is a far more compelling invitation for most learners than ‘ please sit still and participate only upon invitation’” (p. 15). It is important to keep this idea of differentiation in mind, even when creating classroom rules and systems. As a future teacher I will ensure that I am trying my best to incorporate differentiation in all that I do because I know the importance of it and the difference it can make in the lives of each student.
Resources
Tomlinson, C. A., Moon, T. R. (2013). “Assessment and Student Success in a Differentiated Classroom”. Association for Supervision and Curriculum Development, p. 1-47. https://urcourses.uregina.ca/pluginfile.php/1947192/mod_resource/content/1/Tomlinson%20and%20Moon.pdf
Tomlinson, C.A., Brimijoin, K. , Narvaez, L. (2008). “Chapter 1: Setting the Stage for Change Toward Differentiation”. Differentiated Schools. http://www.ascd.org/publications/books/105005/chapters/Setting-the-Stage-for-Change-Toward-Differentiation.aspx