17 Basic Methods for Managing Differentiation in the Classroom

1. Have a strong rationale for differentiating instruction based on student readiness, interest, and learning profile

Underlying assumption:

Teacher knows each student

2. Begin differentiating at a pace that is comfortable for you.

Underlying assumption:

You will start!

3. Time differentiated activities to support student success

• Tasks should be shorter than the attention span of the students who work on the task

• Advanced learners may need more time

Goal: Over time students will be able to sustain group and independent tasks longer

4. Use an “anchor activity” to free you up to focus your attention on your students.

• Productive use of students’ and teacher’s time• Students must be taught to work quietly and

independently

Assumption: Teacher has planned anchor activities in advance

5. Create and deliver instructions carefully• Prepare task cards or assignment sheets• Give clear expectations for movement etc.• Give directions to a few responsible students,

who share them with others• Specify a time limit for movement and activities• Anticipate problems

Assumption: Teacher and student preparation is required

6. Assign students into groups or seating areas smoothly

• Don’t waste time calling names• List names by color on an overhead, wall

chart, peg-boards etc.

7. Have a “home base” for students.• Beginning and ending a class with a set

place for students helps with organization and materials

• In high school, it allows for taking attendance without a roll call.

8. Be sure students have a plan for getting help when you’re busy with another student or group

– Ask 3 before you come to me– Expert of the day– Ask a peer

Assumption: It’s never OK to sit and do nothing while waiting for help.

9. Minimize noise• Work on students working quietly with peers

- Teach students to talk quietly or whisper- Practice how to move quietly around the room- Use a signal to lower the noise level, e.g. lights

flickering

• Set up a section of the room for those easily distracted by noise or use head phones or ear plugs

10.Make a plan for students to turn in work

• Use an “expert of the day” to see if work is complete and of good quality before being turned in

• Be organized – have a place for work to be submitted, e.g. folder, bin etc.

11.Teach students to rearrange the furniture

• Draw 3-4 floor plans and teach students to move furniture to match the plan

• Clarify expectations and purpose of the arrangement, how it will help their work

12.Minimize “stray” movement• Designate a “gopher” for each work group• Determine in advance the structure you

want to encourage productivity

13. Promote on-task behavior• Let students know you will be checking daily to see how

they are using their time• Note those working with extra concentration and put a +

by their names• Note those having a difficult time staying on task and

put a – by their namesTrack students over time. Share results + & -. Revise groups, seating arrangement or assignments as necessary.

14.Have a plan for “quick finishers” • If the same students consistently

complete work with competence, tasks are insufficiently challenging

• If the student’s goal is to be finished first, encourage superior work vs. speed

• Develop anchor activities

15.Make a plan for “calling a halt”• Provide advanced warning• Provide alternative homework

assignments, learning contract or an anchor activity for those who or advanced or behind when the group as a whole moves on

16. Give your students as much responsibility for their learning as possible. Foster independence by having students:

• Pass out materials• Move furniture for group work• Keep records of own work• Chart progress toward established goals• Critique one another’s work• Help design some of their own tasks• Having them make suggestions for smoother classroom

operation.

17.Engage students in talking about classroom procedures and group process

• Think aloud about your thinking• Develop ownership of the classroom• Have ongoing conversations about what is

being experienced individually and collectively

Students can often spot problems and develop solutions before the teacher can.