Jessica Lerner

ELED300
Module #4: Differentiation
A differentiated classroom is a happy classroom. Students are involved, engaged, and
taking charge of their learning. Being able to reach all types of students, even those who are
struggling or bored in class, is an essential part to a happy classroom and differentiated
instruction. Anyone and everyone in the education field knows (or should know) that all students
learn in different ways best, and differentiated instruction focuses on that by allowing teachers to
adapt and change their instructional approach to reach all of their students.
Principles of Differentiation
Differentiated instruction is broken up into four principles for how the classroom should
look: proactive planning, student centered learning, assessment based instruction, and a blend of
strategies. A lot goes into planning lessons and instruction time and teachers should always be on
top of the ball when it comes to planning. Not only does it keep everything organized, it can
better keep the lesson in focus and students on target for learning. The same goes for planning
accommodations; because every student is different and there is a wide variety of learning
diversity in every classroom, teachers have to anticipate needs of students and plan for ways that
he/she will address those during the lesson. Instead of taking things as they come, teachers
should be proactive in their planning and just assume students will need the individual or smallgroup help.
Student centered learning means just as it sounds; the learning in based upon the students
and their needs and interests. Teachers should always take the extra time and planning to be sure
that whatever students need or are interested in learning about is covered. If students have

questions that will give the entire class a deeper understanding of a concept, take that question
and use it to expand instruction. With building instruction thats student centered also comes the
task of meeting students needs; if there are groups of children that are struggling, its up to the
teacher to meet their needs and be sure they understand what is going on and to teach them
whatever they need to know. If that means that the teacher has to go back and re-teach a concept
all over again, but in a different way so that those students understand it better, then thats what
the teacher should do. Student centered instruction not only requires teachers to take the time to
make sure students needs and interests are met, but to take the time to get to know their
studentsall of their studentsand their strengths and weaknesses.
Along with student centered instruction comes assessment based instruction; teachers use
assessments to determine what their students know and can do and what they need to know to
move onto the next step or level. Assessment is not just at the end of instruction; it takes place
before (pre-assessment), during, and after instruction takes place. Pre-assessment gives teachers
an insight into what students know, while assessment during and after give teachers an insight
into their lesson effectiveness and student progress. Based upon assessment results, teachers can
get an even better understanding of what students may need extra help with a concept or topic
that was covered.
The fourth and final principle, although not the fourth in importance, is a blend of
strategies. Its always important, no matter the content area, concept, or makeup of a classroom,
to meet all learning needs and using a blend of instructional strategies helps do just that. Mixing
small group, whole group, and individual instruction allows teachers to figure out where some
students work best and others struggle since no one strategy ideally reaches all students needs.
While whole group is best for classroom-wide concepts, small group gives students a chance to

work with a couple of their classmates (and the teacher) and interact to practice skills. Individual
instruction is best for where one-on-one time is needed with a student to enhance or expand their
learning or to help them with a skill theyre struggling with. All strategies maximize students
learning in some way by potentially expanding a concept and allowing for practice time and/or
more one-on-one instructional time with the teacher.
Mentor Teacher
Jennifer Smith is a kindergarten teacher at Wilmeth Elementary School in McKinney ISD
and she is my mentor teacher for observations this fall semester there. Just from observing, Ive
seen her utilize differentiation in her classroom through technology especially. In the mornings
after the class gathers for a morning meeting to share their thoughts, they do the calendar and
practice the days of the week and the months. After practicing counting to 100 by 5s and by
10s, the class moves across the room to the SmartBoard where they watch 3 videos (that are
different on a daily basis, but often repeated throughout the week so that some kids end up
memorizing them). Not only do these videos get the kids up to move and exercise, but theyre
also learning and practicing counting up by various ways and to various numbers (usually no
larger than 100).
Since Im not always there throughout the day to observe, I asked Mrs. Smith how she
uses differentiation in her classroom (what I dont get to see). Every student is assessed on their
reading level and given instruction through guided reading groups that are based on their level.
Aside from the reading groups, differentiation is also done in math; while the children are
working on math stations (or math tubs), Mrs. Smith calls one group to the teacher table as
needed to work on a specific skill in math. I didnt know this, but kindergarten is also given a
standardized test from the state. Recently, kindergartners at the school took the test (in math) that

helps the school and the teachers identify which (if any) students are performing below the level
they should be at. Information gained from the test is given to Mrs. Smith so that she can pull
those students to work on the math skill (or skills) that they scored the lowest on.
In addition to the differentiated instruction that she provides for all of her students, she
also has additional accommodations that she provides for 2 students in her class this year that are
part of the Special Needs program at the school and while both of the students take part in a
speech program, they are very different from each other in their needs and what they can do on
their own at times. She provided me with some examples for what each student receives as far as
additional accommodations goes. Student I.J. needs help staying focused during instruction and
learning activities so he receives frequent reminders to stay on task. Theres also an aide that
stays in the classroom with him most of the day to help him stay focused and on task as needed.
During class, Mrs. Smith uses opportunities at times to remind him of procedures or appropriate
behaviors through social stories that the entire class read together. While I.J. has a harder time
just staying on task and remaining focused throughout the school day, student E.L. most just
struggles with his speech. When reading and writing, Mrs. Smith helps him to listen to and
pronounce letter sounds and blends.
Future Use of Differentiation
I want my classroom to be completely student centered; if they have a question (within
reason), I hope to be able to gear our class learning off of that. With that Id also want all my
students to have an inquiry journal; if they have a question, write it down and we can come back
to it later during a class meeting or during the time that subject matter is covered (if applicable
that is). I know that planning can take a long time and can be back breaking work from all that
Ive heard, but I know that if its done right, its all worth it in the end. Im an extremely

organized person and a big part of planning in being organized; everything in my classroom will
have a place that it belongs. If changing the classroom around though is what can meet certain
students needs, then Ill do that; the same goes for the themes of the curriculum and the
classroom changing according to them to promote student learning.
No matter what it takes, Ill make sure all of the students in my classroom (no matter
their academic level) have the opportunity and resources to learn to the best of their abilities. I
know that its not a matter of if, but rather when, Ill have a student in my future classroom with
some form of special needs. He/she may need minimal accommodations or may have an aide that
follows him/her around the school during the day. The same thing goes for when Ill have an
English Language Learner. Knowing how to help those students so they can have the best
learning experience possible doesnt have to be as hard as it may seem though. For all of my
students, I want to be able to group them into small reading and math groups so that when its
time for their centers (or workshops as I plan to call them), based upon where they are at
academically. If the two types of groups correlate enough, I may even be able to put those
students in the same table groups or at least around each other.

References
Kauchak, D., & Eggen, P. (2012). Leaning & Teaching: Research-Based Methods (6th ed.).
Boston, MA: Pearson Education.