Differentiation is Key
The question of whether to differentiate or not is not really a valid question anymore. Researchers over the years have identified multiple intelligences coinciding with the simple fact that everyone is different. Some may learn in the same way as I do, but others may learn another way, and so on. The traditionalist standpoint of droning in front of a lecture or having students pull out their handy notebooks and arduously copy sentences and recite vocabulary have gone out the window. In place of these obsolete notions is the concept of differentiation.
Rules of the Game
Wehrmann (2000) expounds on the concept of differentiation by providing future teachers such as myself sound advice on what to do and what not to do when trying to implement differentiation within the classroom context. She warns teachers to not fall into the trap of quantity over quality. Don't give your advanced students more work; give them options and choices that allow them to challenge their own competency and skills. In contrast, also be aware of the environment and affordances that entail the different degree of work that the students are performing. Some students may see differentiation, if not used correctly, as being biased or playing favorites.
Knowledge + Deliberation = Intelligence
Tukey (2002) explains the steps necessary to implement differentiation into one's curriculum. She advises teachers to take "baby steps" when beginning to change the structure of one's class. To begin, set expectations for your students. Also, ensure the students have a voice when formulating the process itself. Allowing students to decide on their goals and be aware of the necessary steps to achieve those goals provides the students with the opportunity to be responsible and to have some "skin the game." Students who can see their own personal goals and notice progress will be motivated to succeed. Additionally, probably the most important point of my reading this week, the author described how hard it was to get student's to provide critical feedback to their peers. When evaluating one another, students are afraid to step one another's toes, for this may seem to be confrontational and certainly awkward. I still find this hard to do today, and I'm in a MAT program. However, providing insightful advice, critique, and feedback is necessary to molding students who can give and receive constructive criticism.
Diversity is Here to Stay
Parker (2000) describes how diverse our schools and student composition are in the present day. This increase in diversity across the educational spectrum is only going to increase. Teachers have to be ready to use this element to their benefit. Parker (2000) implores the use of deliberation within the classroom and the larger context of the school as well. Knowledge and deliberation go hand-in-hand. You can't have one without the other. In order for our students to become conscientious and deliberative citizens who can initiate and passively deliberate issues within our societal context, we must have teachers who seize the opportunity afforded by such a diverse population.
Remarks
Our schools are becoming increasingly diverse. Our world is becoming increasingly diverse. Employers are constantly telling their employees to diversify their portfolio, for this will get them that promotion they are yearning for. The same is true with our teachers. We must cater to the changing world around us and develop curriculum that allots for differentiation. Especially in today's classroom where inclusion is the norm, teachers will be teaching to learners that span the entire competency spectrum. So, teachers must implement differentiation and subsequent methods of teaching critical thinking skills that are so critical for success in today's global marketplace.
Parker, W. C. (1997). The art of deliberation. Educational Leadership, 54(5), 18.
Tukey, L. (2002). Differentiation. The Phi Delta Kappan, 84(1), 63-92.
Wehrmann, K. S. (2000). Baby Steps: A Beginner’s Guide. Educational Leadership, 58(1), 19.
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