This article by Holli Levy is very concise and illustrates beautifully how every single teacher who has entered a classroom has differentiated instruction in one way or another. Through Mrs. Johnson’s example, Levy makes it so relatable for every educator, because in every classroom there are so many diverse needs, strengths, weaknesses etc. Instead of teaching one’s students at the same pace, Levy states that the greatest challenge “is to meet each child where he or she is and move each forward in his or her learning as far as possible” (p.161).
Differentiated instruction, aligns with personalized learning, and many teachers really have differentiated instruction one way or another. Levy believes when a teacher gives a student more time to finish an assignment, allows children choice in what they read, or gives different types of assessments, those are all forms of differentiated instruction. “Differentiated instruction is a set of strategies that will help teachers meet each child where they are when they enter class and move them forward as far as possible on their educational path.” (p. 162).
“Educators have to look at where the bar is set and where the students are when they enter classrooms. Some students will work all year with tutelage and barely make the bar; some can leap over the bar gracefully; and some were already over the bar before they entered dass. If we use the standards as our guide, we can teach all students equitably. The risk is our focus will shift to the standards and away from the child. With the tools of differentiated instruction, we can keep the focus where it belongs and take each student as far as he or she can go” (p.164)
From reading this article, I not only resonated with Mrs. Johnson’s example, the different strategies Levy presents really made me think deeply on how I should differentiate my unit plans and lessons. The more and more I read and research on differentiated instruction, I realize how this concept can really shift the whole idea of meeting the needs of each student and truly motivate student learning, understanding, and prospering. Levy’s strategy on grouping for student needs, learning styles, and/or student interests really intrigued me and gave me clarity on how I should set my classroom/groups for certain lessons, assignments, and tasks.
Levy, Holli M. (2008). Meeting the needs of all students through differentiated instruction: helping every child reach and exceed standards. Clearing House: A Journal of Education Strategies, 81(4). P. 161-164.