Leading and Managing A Differentiated Classroom

Chapter 7Yes, But…..

Common sticking points

• I can’t differentiate instruction because:– I have to cover the standards for everyone.– The standardized test is not differentiated.– I’m already too busy and have absolutely no extra

time for planning– I teach too many students

Common sticking points

– I have only one textbook.– My classroom is too small.– It won’t prepare students for college– Parents won’t accept it.

The Reality is:

• I can’t differentiate because I have to cover the standards for everyone.

• FACT: Differentiation is an instructional approach and does not dictate curriculum.

• The primary goal is to help teachers develop and use multiple pathways for students to learn whatever they teach.

• I can’t differentiate instruction because the standardized test is not differentiated.

• FACT: Research indicates that students do better on standardized test when they have the opportunity to learn in preferred modes , even if the test is not in the preferred mode.

• I can’t Differentiate instruction because I’m already too busy and have absolutely no extra time for planning.

• FACT: Planning is a new way of thinking. You don’t plan the way you always have and then plan for differentiation. You pace yourself and start planning using differentiation strategies.

• I can’t differentiate instruction because I teach too many students.

• FACT: Class size does not matter when it comes to differentiation. Teachers with 12 to 15 students still teach the same as if they have 40 students.

• I can’t differentiate instruction because I have only one textbook.

• FACT: There are countless materials other than the textbooks. The Internet throws open the door in terms of interest, readiness, and even learning profiles.

• I can’t differentiate instruction because my classroom is too small.

• FACT: The size of the room does not seem to be a catalyst for student-focused Instruction.

• I can’t differentiate instruction because it won’t prepare students for college.

• FACT: Effective differentiation should absolutely prepare students for higher education by ensuring that they learn the content, habits of mind, academic skills, and self awareness necessary for continuing learning.

• I can’t differentiate instruction because parents won’t accept it.

• FACT: Few parents recoil at the idea of a teacher who genuinely cares about the growth of their children.

But My Students Are Different

• “This would be wonderful, but I don’t think you know the students I teach”.

• FACT: A majority of students are ready , willing, and able to be part of a learning community that is safe, welcoming, challenging, and supportive.

Guidelines

• Don’t lower your expectations for students.– ALL students need high expectations, acceleration

that focuses on content to propel them forward, and support for the journey.

• Move slowly but persistently toward helping all students satisfy the same expectations.

• Learn from the “warm demanders”; Warm demanders have clear and unequivocal about expectations for behavior and work.

• Remember that young people will nearly always succeed if they can

• Invest heavily in trying to understand the cause of a student’s misbehavior.

• Be proactive.

• Pick your battles.

• Don’t be afraid to delay handling a tense situation.

• Demonstrate empathy and respect to identify solutions to a problem.

But Grading Requirements Don’t Work with Differentiation

• Grading is one moment in a long progression of assessment decisions.

• The nature of a teacher’s decisions about assessment will affect grading.

• Instruction should be differentiated.

• Assessments should be differentiated.

• Grading should stem from, not dictate, effective assessment practices.

• Grades should be based on clear and specific learning goals.

• Evidence that contributes to grading should be valid.

• Student’s should be graded on clear, not norms.

• Grade later in a cycle rather than earlier.

• Report key elements of learner development, but report them separately.

Concluding Thoughts

• We know that every student that enters every classroom will be enhanced or diminished by the collective attitudes, decisions, and practices of the teacher.