Running Head: THE PLATFORM FOR DIFFERENTATION OF INSTRUCTION

Assignment 1A: The Platform for Differentiation of Instruction

Michael Katsandonis

MAT 674 Differentiated Instruction

National University
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The Platform for Differentiation

In order for differentiation to take place in any classroom, the most important factor

involves the ability of the teacher to maintain an open mind when it comes to instruction. For

example, at the secondary level, every class will have its individual style or methods that must be

utilized in order to reach diverse groups of students. The teacher must be able to maintain

flexibility when it comes to lesson planning and the pace of the classroom. For instance, not

every class will be able to progress at the same rate as the other classes throughout the semester.

This requires the teacher to be able to access any strategies necessary in order to reach the

students. In other words, the approach towards differentiation in the classroom is not simple. As

mentioned earlier, the teacher must keep an open mind towards the strategies behind

differentiation since the ability to differentiate will come with experience between trial and error

as well as through accessing any resources that a teacher may need in order to help guide them

towards their goals (Heacox, 2012).

As a result of gaining experience through studying and applying the strategies learned

through the credential process, teachers should be able to provide their students with a healthy

and engaging learning environment in order to encourage learning (Tomlinson, n.d.). This type

of learning environment should celebrate the diversity of the students as well as promote the

utilization of placing these students into groups in order for them to learn from each other.

According to Diane Heacox, “Flexible use of student groups is the heart of differentiated

instruction” (2012, pp.91). By using strategies such as flexible instructional grouping, teachers

are able to assign specific activities that directly correlate to the diverse learning needs of

students (Heacox, 2012).

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Another approach that should be utilized by teachers in a differentiated classroom

involves the use of a high quality curriculum. By clearly defining learning goals and targets,

students and teachers alike will be able to maintain focus on the topics that are of interest during

a specific unit (Tomlinson, n.d.). Furthermore, by establishing clear learning goals, the

expectations of what students should be learning and retaining will be explained at the beginning

of a unit. The expectations should be taught towards the selected standards chosen by the teacher

for the specific unit. In other words, a high quality curriculum will be reflected by a high quality

lesson plan that revolves around the standards set by the state (Tomlinson, n.d.).

Ongoing assessments are another way to provide differentiated instruction to a classroom

(Tomlinson, n.d.). The importance of formative assessments must not be underestimated by any

teacher, whether they are new to the field or have been applying their knowledge for decades. By

assessing the students throughout the application of a lesson plan, teachers will be able to

determine the effectiveness of their lesson plans as well as allow for themselves to reflect on

whether the strategies they are using are applicable to a certain group of students or whether they

must be modified. Although summative assessments are important for a teacher to gauge how the

class has absorbed the information at the end of a unit, formative assessment gives the teacher

the ability to constantly assess how their approach is affecting each individual student throughout

the learning process. In other words, student needs and formative assessments are a check and

balance system that must be established by the instructor in order to achieve the goal of

differentiation inside their classroom (Fisher & Frey, 2014).

Besides the strategies discussed above, the following strategy is perhaps one of the most

critical components to achieving success and differentiation inside the classroom (Tomlinson,

n.d.). The ability to apply classroom management is a key component to having a smooth
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flowing classroom. If students are not all on the same page as far as following the rules and

expectations set forth by the instructor, then chaos is an inevitable result of the daily activities

that are to take place inside the class. Students will work better when a routine is constructed

within the first few weeks of the semester and the instructor must ensure that every student is

maintaining a mutual understanding and respect between themselves and towards the instructor.

In other words, without proper classroom management, differentiated learning will not be able to

take place. Providing behavioral guidelines, expectations for collaborative work, and a steady

routine, students should be able to build on the platform provided for them by the instructor

(Heacox, 2012).
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Reference

Fisher, D. & Frey, N. (2014). Checking for understanding: formative assessment techniques for

your classroom, 2nd ed. Alexandria, Virginia: ASCD.

Heacox, D. (2012). Differentiating instruction in the regular classroom: how to reach and teach

all learners. Minneapolis, Minnesota: Free Spirit Publishing, Inc.

Tomlinson, C. A. (n.d.). Five key aspects of differentiated teaching [Video]. Retrieved from

https://www.youtube.com/watch?v=3TRGl3iXoAE&list=PLOXUrDMSVPHnDeKVZT

Ofi2pjWMegTcRCD