As part of our inquiry class, I was required to do a reading that explores three different teaching approaches. The reason I have chosen to write a blog on this article is because it begins to recognize the role of differentiation in the classroom, and how it may look when used in real life contexts – not just theories that we have been exploring in previous posts.
The article begins by exploring two instructional strategies, and the lack of differentiation in their classrooms. The first teaching strategy begins by exploring a teacher who has a strong passion for teaching in a lecture format. As a result of his style of teaching, students lack engagement. “Mr. Appleton likes to lecture and works hard to prepare his lectures” (Tomlinson, 1999, p. 2). By spending his time organizing such lectures and presentations, he rarely moves away from them. In fact, he hopes to get through his lessons, and by doing so, “does not notice or respond to student differences” (Tomlinson, 1999, p. 3). The second classroom has more classroom engagement and choice than Mr. Appleton’s classroom. Mrs. Baker provides students with 10 options to present their final projects on Rome, and she also takes on student suggestions (Tomlinson, 1999, p. 2). “Although Mrs. Baker succeeds to some degree with engagement, a clear sense of what students should understand as a result of their study is almost totally missing” (Tomlinson, 1999, p. 3). Both teachers are clearly hoping for their students to learn and meet their needs; unfortunately, their approaches lack differentiation. Therefore, the article presents an alternative teachings strategy that incorporates differentiation, engages students, and meets their needs.
Ms. Cassnell is the final teaching approach that the reader reviews. Her approach allows students to benefit and succeed from their schooling experience in several ways. Ms. Cassnell has topics planned for the year, but has not completed a concise day-to-day plan (Tomlinson, 1999, p. 4). In fact, she hopes to “understand her students and their needs more fully, [and then] she modifies her instructional framework and her instruction” (Tomlinson, 1999, p. 4). Throughout the school year, Ms. Cassnell works with her students in whole and small groups to develop skills that she has set as goals for her students (Tomlinson, 1999, p. 5). Her class is also learning about ancient Rome, and what separates her instruction from Mr. Appleton’s and Mrs. Baker’s is that she differentiates their projects and understanding of Rome to the students personal interests. “Readiness differentiation occurs because each student adds personal research and writing goals, often with the teacher’s help, to his or her criteria for success” (Tomlinson, 1999, p. 5). All of the teachers presented in the article allow the reader to compare and contrast instructional strategies that best meet the needs of students.
I found this article very useful, as it showed how teachers incorporate differentiation within their classroom. The previous blog posts have discussed what differentiation is, and how to use it. This article presents three different teaching approaches, and allows the reader to understand which best incorporates differentiated instruction. Ms. Cassnell’s class seems to be the most effective, as it includes engagement, and connection between student lives and subject content (Tomlinson, 1999, p. 6). I hope to incorporate differentiation during my practicum (which begins in exactly one month)! Therefore, it is important for me to begin moving past what differentiation is, as I have clearly understood the concept, and moving towards approaches in how to incorporate it into the classroom.
Reference:
Tomlinson, C. A. (1999). Mapping a Route Toward Differentiated Instruction. Educational Leadership, 57 (1), 1-8.