Running head: DIFFERENTIATION
1
Not Like the Other Students: Differentiation
Nicole Evans
EDU 381: Curriculum and Instructional Design
Sherrie Robbins
July 6, 2015
DIFFERENTIATION
2
Not Like the Other Students: Differentiation
As eight-year-old Cash enters his third grade classroom each day, he enters a world of
confusion. You see, Cash is dyslexic. He does not read, write, speak, and process information
like other students in his class. He is of superior intelligence but struggles—physically, mentally,
and emotionally—every day because he has to read. In the mornings he has to read the cereal
boxes. In the evenings he has to read his homework. During the school day is the worst for him
because of how much reading is required of him from the curriculum that is being presented to
him. Not only is it the responsibility of the effective teacher to make sure that what is being
presented is mastered by all but in order to do this successfully, the instruction must be
differentiated. Success is vital in learning, especially for those with different struggles and
learning styles. This outlook is differentiation, which “is neither revolutionary nor something
extra. It is simply teaching mindfully and with the intent to support the success of each human
being for whom we accept professional responsibility” (Sousa & Tomlinson, 2011, p. 9). To
accept these differences with the dignity of ensuring mastery, the student and teacher will
succeed. It is not only valuable for the dyslexic child but also non-English language learners,
ADHD/ADD (attention deficit hyperactivity disorder/attention deficit disorder), kinesthetic
learners, visual learners, gifted students, twice exceptional students, blind students, and all
students.
To validate the support that differentiation is important, research shows that this
technique is vital to learning within the classroom. The theory of zone of proximal development
(ZPD) by Vygotsky shows support for differentiation. According to Pearl Subban (2006, p. 937940), support for differentiation is also shown by student diversity, brain research, theories
concerning learning styles and multiple intelligences. Backed by research by Carol Ann
DIFFERENTIATION
3
Tomlinson, differentiated instruction is “based on the premise that students learn best when their
teachers accommodate the differences in their readiness levels, interests and learning profiles. A
chief objective of differentiated instruction is to take full advantage of every student’s ability to
learn” (Subban, 2006, p. 940). The effective teacher must understand the differences in each
student and use techniques and forms of teaching that enhance learning based on these
differences.
Differentiated instruction looks like teaching to each student rather than the class as a
whole. It is accepting each students’ differences and ensuring mastery of skills by
accommodating to each of these differences. Carol Ann Tomlinson breaks differentiated
instruction down into a model that includes (Hansen, Buczynski, & Puckett, 2015, sect. 2.3):

Level 1: General Principles—respectful tasks, quality curriculum, teaching up,
flexible management, continual assessment, and building community

Level 2: Curricular Elements of Teaching—differentiate through content, process,
product, affect, and learning environment

Level 3: Differentiating in Response to Student Characteristics—readiness,
interest, and learning profile

Level 4: Strategies for Differentiation—graphic organizers, scaffolding, cubing,
learning contracts, tiering, learning/interest centers, etc.
In my classroom, I will engage students in small group instruction, independent study,
scaffolding, tiering, and differentiated homework. We will explore the same discovery while the
path to this discovery will be tailored to each one of my student’s needs. I will not single any
student out yet making sure that each knows their uniqueness is very important to everyone in
the class. Tiering, for example, is “a strategy that allows all students to work with the same
DIFFERENTIATION
4
content but at a degree of difficulty that provides an appropriate level of challenge” (Sousa &
Tomlinson, 2011, p. 102). Using tiering while recognizing similes and metaphors, the teacher
can tier the students according to readiness and interest. Reading material is decided upon by
teacher which is leveled at three different tiers. All of the students are to distinguish similes and
metaphors that they come across while reading their specific reading material while creating a
class list. Comparison of each simile and metaphor can be done as a class. Using this list, the
students are to create a short story or poem in which they can be assessed by.
Experiences that I have had with this method involved small groups during reading.
During a practicum experience in a third grade classroom, the students were divided into five
different reading groups. Each group would meet with the teacher for cooperative learning—“use
of small groups in the classroom so that students work together to extend their own and each
other’s learning” (Hansen, Buczynski, & Puckett, 2015, sect. 6.4) in which the students will learn
off of each other. For example, one student will make a comment that triggers another comment
and/or question from another student, etc. The teacher’s role was to act as a guide. He started the
conversation and then listened/observed while the students read and taught each other. It amazed
me as this one strategy could be used in all levels of reading groups.
I understand differentiation and how valuable it is in the classroom. I understand the
guidelines and tips in which to follow to develop lessons that involve differentiation. My biggest
concern is in the actual development process. I have not had a lot of experience expressing
differentiation yet know that with time and practice, it will come to me a lot easier. A question
that I have is will I know by assessment results if the proper differentiation is being done? Will I
be able to improvise in enhancement or changes during the presentation of lessons that involve
differentiation so that each student is accommodated for?
DIFFERENTIATION
5
Differentiation is a very important technique that should be used in all lessons every day.
Success of learning is what is of most important while recognition of each student and his/her
needs that need to be engaged upon for mastery of skills. It is through differentiation that
teachers are “consistently mindful of three things: 1) how their content is structured for meaning
and authenticity, 2) who their students are as individuals, and 3) which elements in their
classrooms give them degrees of freedom in connecting content and learners” (Sousa &
Tomlinson, 2011, p. 15). I understand that I cannot be all things to every student at all times but
recognizing the understanding of each of their differences will aide in the creation of my
advanced classroom. Cash is dyslexic. I, as the teacher, will make sure that I am prepared with
materials and accommodations (set in place by his parents, doctors, and/or IEP) that meet his
learning needs. I will ensure that Cash will be a successful third grader with techniques that he
will be able to take with him in years to come.
DIFFERENTIATION
6
References
Hansen, C.B., Buczynski, S., and Puckett, K.S. (2015). Curriculum and Instruction for the 21st
Century. San Diego, CA: Bridgepoint Education, Inc.
Sousa, D.A. and Tomlinson, C.A. (2011) Differentiation and The Brain. Bloomington, IN:
Solution Tree Press.
Subban, P. (2006). Differentiated Instruction: A Research Basis. International Education
Journal, 2006, 7(7), 935-947. Retrieved from
http://files.eric.ed.gov/fulltext/EJ854351.pdf