Differentiation can be a “hot topic” in education where teachers are evaluated on how they differentiate, they need to specify in lesson plans how they will differentiate, and ask each other how they differentiate in the classroom. So I looked up definitions of differentiation in various subjects to compare. In science differentiation is the process by which cells become progressively more specialized. The math definition of differentiation is finding the derivative, where a derivative is the rate at which a function changes as its given input value changes.
The classroom definition of differentiation is using a wide variety of teaching techniques and lesson adaptations to instruct a diverse group of students. All of these definitions of differentiation are about adapting to a given input (diverse students) and reacting to that given input through various techniques. Since I have been asked how I would differentiate in my classroom I decided to choose 3 quick ways to build differentiation into the lesson plan.
Activities with different entry points such as a 20 point activity allow for students to choose where they begin the activity based on their level of confidence with the material. As a teacher I would tell certain students to start at a given point value or problem and work from there based on formative assessment throughout the lesson or day before. For some students that meant to start at the 1 point problems since I designed the practice to scaffold into more difficult problems. For other students in the class I would tell them to begin at the 5 point problems. This way I allowed for their thinking to be challenged at a different level than other students in the class. Below is an example of one side of a 20 point worksheet I created for linear transformations in algebra 1. Each question is assigned different point values based on the level of difficulty. All student can reach 20 points without having to complete all of the problems. The students that begin at the 1 point level(easier) will work through the mid level problems. The students that begin at the mid level will end with the challenge question at the end.
Pulling a small group or station is a quick way for both intervention and extension in the classroom. I have seen teachers use a table in their classroom with four or five chairs, as well as teachers pull together four desks. During the lesson, while you are formatively assessing students learning, you can determine which students require more individualized instruction or reteaching. If you are following a notes and then practice format or we do you do, then during the practice piece you can pull small groups of students to work with. This works effectively in a classroom where management is not an issue and students are able to work independently while attention is given to other students. You can also tell which students have learned the material and can use extension beyond the designed the lesson. I found it helpful to have extensions prepared in advance, which most of the time for me was one in depth problem that related to the lesson. Once you have worked with the small group for a few minutes you can release them back to their seats and either ask another group over or begin to monitor the class. This quick differentiation strategy allows you to catch mistakes and misconceptions in the moment instead of waiting until the next day to intervene.
In a previous blog post I referenced hint cards as a way to provide suggestion to students. Hint cards are a quick and quiet way to intervene and provide scaffolds in the classroom without other students knowing what you are telling those students. I create hint cards in a table on word, or hand write them before class, based on where I anticipate students to struggle. I always work out the problems whether it be a worksheet, an activity, around the room etc. to identify student struggles and common misconceptions. I build hint cards based on the steps I have given students to solve problems. Some common hint cards I found myself using repeatedly were to create a graph, create a table, determine an x value, and use inverse operations to solve the equation. From a managerial standpoint, hint cards are a way to provide some support to a student without getting bogged down reteaching to one and ignoring the rest of the class. They allow you to hand off a card and move on to other students. You can also create extension cards to provide to students who need to be pushed further in their thinking beyond what the activity states. If you color code the hint cards and extension cards the same, students will not know who is receiving extra guidance and who is being asked to think deeper.
All three of these differentiation strategies allow for both intervention and extension in the classroom while assisting to meet the needs of all learners in the classroom. Differentiation looks different in each classroom and is based on the learners of the room and what works best for the teacher as well. I hope to have provided some ways to differentiate that are easy to manage and do not require much more preparation time.
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