Differentiating Instruction: Making It Happen
in
Classrooms
Differentiating Instruction:
Making It Happen in Classrooms
By
Dr. Vicki Gibson
Gibson Hasbrouck & Associates
Wellesley, MA
Differentiating Instruction:
Making it Happen in Classrooms
Identifying what literature and
research report about differentiating instruction is critical to
understanding how to make it
happen in classrooms (Gibson
& Hasbrouck, 2008; Marzano,
Marzano, & Pickering, 2003).
Numerous publications are available that describe the characteristics of differentiating instruction
or suggest curricula and activities
that can be modified to address student variance
(Evertson & Harris, 1999; Marzano, Marzano,
& Pickering, 2003; Rothstein-Fisch & Trumbull,
2008; Tomlinson & Eidson, 2003). Those resources
are important supports for teachers and administrators who desire to understand the concept
of differentiating instruction, and to identify
resources for forming a plan of action. However,
research-based methods are needed to carry
out the plan, successfully implement change,
monitor progress, and assess effects on teacher
and student outcomes (Evertson, Emmer, & Worsham, 2003; Gibson, et. Al, 2008; McLeod, Fisher,
& Hoover, 2003); Tomlinson & McTighe, 2006).
At its simplest, differentiating instruction means
teaching differently to address the diversity of students’ needs. It is contrasted to traditional practices using whole-group lecture format where student learning and participation are more passive
and unresponsive to individual needs. Increasing
6642_Vicki_Gibson_6pg.indd 6
student variance, often described
as disparity in skills and knowledge, presents huge challenges
for teachers and administrators
assigned the job of differentiating
instruction. Many educators are
wondering how to make differentiating instruction happen successfully in classrooms?
Teaching differently to address
student variance is possible, but
it requires changes in practice,
which involves changing the behavior of teaching. In order to know where to begin the process
of implementing changes in instructional delivery,
teachers and administrators need to evaluate the
following:
• How instruction is currently delivered in classrooms: using whole-class lecture or a combination
of whole-class and small-group lessons
• What is taught and whether pacing and curricula are appropriate to address student needs
(i.e., instructional and program effectiveness—the
quality of the teaching and curricula)
• What professional development training has
been provided to prepare teachers for differentiating instruction, including how to observe patterns
of error and use data to inform practice, grouping
for instruction, and aligning curricula to needs
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Differentiating Instruction: Making It Happen
• What professional development will be required to improve instructional effectiveness and
sustain change
Often, administrative expectations for teachers’
performance exceed prior training and expertise,
and only minimal, if any, on-the-job support is
provided. Teachers are asked to: 1) assess student strengths and diagnose needs, 2) use data
to group students for instruction, 3) use data to
select curricula and activities that will be academically profitable, 4) deliver high quality, differentiated instruction for diverse needs, 5) monitor progress and adjust instruction, reteaching as needed,
and 5) manage classrooms of active students. Just
the description of these expectations sounds overwhelming, especially if no methodology has been
provided for how to make this happen.
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environment despite evidence that whole-class
lecture formats restrict opportunities for individualizing instruction and fail to address the diverse
needs of all learners (Vaughn et al., 1998). In contrast, student-responsive, multi-tiered small-group
instruction has been proven to improve reading
achievement, but delivering that type of instruction will require teacher training (Hall, 2002; Tilly,
2003; Vaughn, 2003).
Simply grouping students for instruction is not
necessarily differentiating instruction either.
Grouping itself is only a procedural change. In
order to differentiate teaching, changes must
occur in lesson content and selection of curricula
and activities to ensure instruction and practice
are aligned to student skills and needs. Teachers
must select materials that are academically profitable, not just busy work or time fillers. Teaching in
small-groups is not differentiated
when all students receive the
same instruction or use the same
content, materials, and activities.
The problem teachers face is
how are they supposed to get
everything done and differentiate
“ In order to differentiate
instruction to increase student
teaching, changes must
achievement? Where is their
occur in lesson content
Changing practice will require more
guide for scaling that mountain? Scientific research has not
and selection of curricula professional development that
provided procedural models for
helps teachers develop new delivery
and activities to ensure
differentiating instruction parand decision-making tools so they
instruction and practice
tially because of the ambiguity
can incorporate new teaching and
are aligned to student
surrounding what it is and the
learning behaviors in the classroom.
skills and needs.”
limited research on how to impleSpecifically, teachers need help to
ment it successfully in classrooms.
differentiate instruction. They need
In order to clarify expectations,
to know how to:
the Florida Center for Reading
Research (FCRR, 2006) presented this definition of
differentiated instruction:
• Change instructional delivery, managing
whole-class and small-group instruction;
“matching instruction to meet the different needs
of learners in a given classroom that includes
• Collect and use data to align content, or what
small-groups and increased practice opportunities
is taught, to student needs, and
in the form of reading centers.”
• Improve instructional effectiveness, enhancing
While the definition describes components—
the quality of the instruction.
matching instruction to needs, small-groups, and
more practice—it does not provide the methodology for making differentiation occur. With no
Changing delivery involves grouping for instruction so that opportunities for explicit, skillstraining, teachers are forced to rely on personal
focused teaching in small-groups increase.
educational experiences and belief systems as
Research findings reveal that students receiving
their model for good instruction. Teachers teach
instruction in small-groups learned significantly
the way they learned. Traditional whole-class
more than students who were not instructed in
lecture prevails because it is a familiar habit and
6642_Vicki_Gibson_6pg.indd 1
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Differentiating Instruction: Making It Happen
small-groups (Lou et al., 1996; Mathes & Fuchs,
1994; Moody et al., 1997). This occurred when
instruction and materials used in the small-group
lessons were adjusted for specific student needs.
Ideally, teachers should alternate time periods for
whole-class lessons (used to introduce content,
model expectations, or review previously taught
content) and small-group, teacher-led lessons
(providing opportunities for more student engagement in explicit, skills-focused instruction
with constructive feedback).
In addition to identifying necessary environmental
and instructional changes, two important teacher
concerns must be addressed when initiating implementation of differentiated instruction. Teachers often ask, “What are the rest of the students
doing while I am teaching a small-group?” and
“How do I get everything done?” The answer to
these questions is found in an instruction management system that includes four steps:
1. Preparing the classroom environment for collaboration and small-group instruction
2. Assessing students’ strengths and needs to
align curriculum with needs
3. Creating teaching tools for managing resources such as time, pacing, and work
4. Developing a rotation chart that identifies
group memberships and clarifies performance
expectations, (i.e. where and when students participate in various activities)
Step One involves preparing the physical environment by arranging furniture to create learning centers or workstations where students can
complete assignments or projects either working
in small-groups, with a partner, or independently.
Desks may be pushed together or tables may be
used for small-group activities, forming a Teaching Table for teacher-led lessons, workstations for
collaborative practice, and a worktable used for
homework practice. Collaboration in small-groups
and peer tutoring are encouraged to enhance
learning without interrupting the teacher, who
may be working with another group.
6642_Vicki_Gibson_6pg.indd 2
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Step Two involves dividing students into smaller
groups using either homogeneous (by similar
skill) or heterogeneous (mixed skill) groupings.
Memberships change flexibly according to student
progress and achievement, type of activity, or
resources (time, equipment, personnel). Assigning small-group memberships ensures compatibility for behaviors and guided practice. Teachers
usually create three to four small-groups with
approximately 4–8 students per group. Smaller
groups are preferred to allow more opportunities
for participation, questions, and corrective feedback (Vaughn & Linan-Thompson, 2003; Vaughn
et. al., 2001). Explicit instruction may be more
efficient and effective conducted with similar
skill groupings, whereas mixed-skill groups work
better for practice activities so students can assist
each other.
Step Three involves managing resources such
as instructional time, pacing, and student work.
Teachers adjust their daily schedules to alternate
time periods for whole-class and small-group
instruction. Most daily schedules begin with a
10- to 15-minute overview used by teachers to
introduce or review vocabulary words, or model,
teach, and clarify expectations for performance.
After the overview, a 20-minute time period for
small-group work begins. Assigned curricula and
activities are based on needs identified by assessments. Students participate in practice activities
using Work Contracts to help organize their work,
monitor their progress, and complete assignments. One small-group works with the teacher
who provides skills-focused instruction specific to
need, i.e., differentiated instruction. Other students attend workstations participating as study
groups and completing guided practice activities,
or a worktable used to begin homework assignments with support, or complete tasks independently at desks.
Step Four involves creating a rotation chart that
identifies small-group memberships and communicates how the groups will participate at the
workstations, worktable, or teaching table. Teachers construct the rotation chart to reflect how
many small-groups will be formed and what activities are available. Most rotation charts include
an area for small-group skills instruction with the
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Differentiating Instruction: Making It Happen
teacher, workstations for small-group practice
activities or homework, and a worktable for
partner or independent practice. Computers,
language and literacy centers, and writing
and spelling workstations are commonly used
for small-group practice activities.
After each small group has attended a session with the teacher, a whole-group activity
may be used for quick lesson or review or
to summarize the day, connect experiences,
review vocabulary and key concepts, and
answer questions. Depending on time schedules, small-group time periods may be used
consecutively, one small-group activity following another. Often, teachers group within a
large group by assigning or using partners to
repeat information, restate for clarification,
or ask a question to monitor comprehension.
Based on observations in whole- and smallgroups, teachers determine what additional
instruction is needed. Memberships for smallgroups may need modification to accommodate changing needs for compatibility or skill
development.
In summary, differentiating instruction includes:
• Changing the behaviors of teaching and
instructional delivery to address student variance.
• Implementing data-informed whole-class
and small-group instruction.
• Using leveled curricula that enhances
student learning and achievement.
• Using flexible grouping patterns that are
sensitive to student progress.
Differentiating instruction requires a chartered course for successful implementation
and it must be addressed first as a training and management issue. Administrators
must provide teacher training and support
that identifies how to manage grouping for
differentiating instruction and how to implement it successfully over time, not at once. A
review of current teaching practices will be
6642_Vicki_Gibson_6pg.indd 3
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necessary to determine needs. Differentiating assessment may need reflection to determine if pacing schedules or performance
expectations are reasonable and attainable.
Evaluating program effectiveness is needed to
determine if curriculums used in classrooms
are evidence-based, effective, and capable of
providing multiple tools and materials for use
with varying student performance levels. Identifying changes that may be needed in classroom structure and environments is necessary
so small-group, differentiated instruction can
occur.
Instruction becomes differentiated when
teaching is individualized, sensitive, and
responsive to needs, both teachers and
students. Practice activities that incorporate
student collaboration, study groups, and discussions will enhance comprehension if they
are used to increase student engagement,
interests, and motivation to complete tasks.
Differentiating instruction means teaching
differently, using an instruction management
system that creates classrooms and teaching
behaviors that support whole class and smallgroup lessons, collaborative learning, and
independent practice AFTER students receive
sufficient instruction and have participated in
guided practices BEFORE they are expected to
work independently.
Biography
Vicki Gibson, Ph.D. has been teaching students, training teachers, writing curriculum,
and directing instruction since 1975. She is
the Curriculum Director for Longmire Learning Center, Inc. (LLC), a private educational
facility serving families with children ages 2–8
years. She is the Chairman and CEO of Gibson Hasbrouck & Associates, an educational
consulting firm that provides intense professional development. Prior to becoming a consultant and author, Dr. Gibson owned three
private schools, serving children ages 2-12
years. She taught and lectured for ten years
at Texas A&M University, and spent ten years
teaching in public schools as a Kindergarten
teacher, special education resource teacher,
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Differentiating Instruction: Making It Happen
adaptive behavior specialist, and learning disability specialist. Dr. Gibson received her B.S.,
M.S., and Ph.D. at Texas A&M University.
Dr. Gibson is a well-respected, nationally recognized author and speaker on differentiating
instruction, early childhood curriculum design
and methodology, classroom management,
and using effective instructional strategies
for emerging and low-performing students.
She provides consultation and conducts
workshops for teachers, administrators, and
parents. She authored We Can!, a comprehensive early childhood curriculum, a supplemental Language Arts program titled Letter
Sounds & Strokes, and a pre-writing program,
I Can Draw, all published by Sopris West.
Dr. Gibson co-authored Road to Reading, a
Reading and Collaboration Training Program
for Teachers of At-Risk Readers in Grades 3–8.
She co-authored a book with Jan Hasbrouck,
PH.D., titled Differentiated Instruction: Grouping for Success, published by McGraw-Hill
Higher Education. Dr. Gibson is an author for
Treasures, the K-6 reading program published
by Macmillan/McGraw-Hill.
References
Evertson, C. M., E. T. Emmer, and M. E.
Worsham, Classroom Management for Elementary Teachers, 6th ed., Allyn & Bacon,
Boston, 2003.
Evertson, C. M. and A. Harris, “Support for
managing learning-centered classrooms:
The classroom organization and management program,” in H. J. Freiberg (ed.), Beyond Behaviorism: Changing the Classroom
Management Paradigm, Allyn & Bacon,
Boston, 1999, pp. 59-74.
Gersten, R., S. Vaughn, D. Deshler, and E.
Schiller, “What We Know About Using
Research Findings: Implications for Improving Special Education Practice,” Journal
of Learning Disabilities, 30(5), 1997, pp.
466–476.
6642_Vicki_Gibson_6pg.indd 4
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Classrooms
Gibson, V. and J. Hasbrouck, Differentiated
Instruction: Grouping for Success, McGrawHill Higher Education, 2008.
Lou, Y., P. C. Abrami, J. C. Spence, C.
Poulsen, B. Chambers, and S. D’Appolonia,
“Within class grouping: A meta-analysis,”
Review of Educational Research, 66(4),
1996, pp. 423-458.
Marzano, R., J. S. Marzano, and D. J. Pickering, Classroom Management that Works:
Research-Based Strategies for Every Teacher,
Association for Supervision and Curriculum
Development, Alexandria, Virginia, 2003.
Marzano, R., J. S. Norford, D. E. Paynter, D. J.
Pickering, and B. B. Gaddy, A Handbook for
Classroom Instruction that Works, Association for Supervision and Curriculum Development, Alexandria, Virginia, 2001.
Mathes, P. G. and L. S. Fuchs, “Peer-Mediated
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Rothstein-Fisch, C. and E. Trumbull, Managing
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Taylor, B. M., P. D. Pearson, D. S. Peterson, and M.
C. Rodriquez, “Looking Inside Classrooms: Reflecting on the “How” as Well as the “What”
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Teacher, 56(3), 2001, pp. 270–279.
Tomlinson, C.A. and J. McTighe, Integrating Differentiated Instruction and Understanding by
Design: Connecting Content and Kids, Association for Supervision and Curriculum Development, Alexandria, Virginia, 2006.
Tomlinson, C.A., How to Differentiate Instruction
in Mixed-Ability Classrooms, 2nd ed., Association for Supervision and Curriculum Development, Alexandria, Virginia, 2001.
Vaughn, S., M. T. Hughes, S. W. Moody, and B.
Elbaum, “Instructional Grouping for Reading
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Tomlinson, C.A. and S.D. Allan, Leadership for
Differentiating Schools and Classrooms, Association for Supervision and Curriculum Development, Alexandria, Virginia, 2000.
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All Learners, Association for Supervision and
Curriculum Development, Alexandria, Virginia,
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Curriculum: Grades K–5, Association for Supervision and Curriculum Development, Alexandria, Virginia, 2003.
Vaughn, S. and S. Linan-Thompson, Group Sizes
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Students with Reading Difficulties, in B. Foorman (ed.), Preventing and Remediating Reading Difficulties: Bringing Science to Scale, York
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