Differentiation is an instructional model used to meet the needs of students. Previous posts have discussed what it means to differentiate and how teachers may attempt this instructional strategy. As we already know, to differentiate learning, we must change the content, process, and product for students. However, in addition to this, we as educators can differentiate our instruction by creating groups. “[G]rouping should be based on different criteria regarding the needs of the students” (Levy, 2008, p. 163). A few ways to group students is by learning styles, interests, and learning ability.
According to Gardner’s multiple intelligences, or Dunn and Dunn’s learning styles model, educators can determine which learning style best suits an individual student (Levy, 2008, p. 163). By determining whether a student is a visual, kinesthetic, auditory, musical, logical, naturalistic, intrapersonal, or interpersonal, students may be placed accordingly. In some cases, students may be placed in a group in which other students have a similar learning style. This type of grouping will allow students to “work together for a common goal (Levy, 2008, p. 163). In other cases, students may be placed in a group where there are a variety of learning styles in one group. This type of grouping allows students to “learn form each other” (Levy, 2008, p. 163).
Another way to group students is by placing thing in their interest groups. Many students come into school with a varying degree of interests. In my observations, I have witnessed a range of interests, such as sports, Mine Craft, video games, reading, dancing, singing, and nature. Based on these interests, students may be broken into groups to work in completing a task.
Finally, teachers may place students in groups based on their needs. By knowing your students and by completing ongoing formative assessments, teachers may create groups based on student needs (Levy, 2008, p. 163). There are times when there are a small group of students that do not completely understand what is expected of them after the whole group instruction (Levy, 2008, p. 163). Therefore, by placing these students in groups, it is easier to attend to them after the whole group lesson. Furthermore, this strategy is also useful for students above the standard grade level. “The teacher can pull these students together and take the lesson to the next level through more challenging activities” (Levy, 2008, p. 163).
In my observations, I have seen students placed in groups based on their needs. There are several students in my practicum classroom that require educational assistance and support from resource workers. Therefore, by placing them in an area within the classroom, in which they are all nearby, it makes it much easier for the teacher and the students. The teacher is able to continue the lesson by exploring the questions that these students may have. In addition, these students are able to help each other by working together in solving their problems. Recently, I observed an activity, in which the whole class was broken into four large groups. One group contained students that are exceeding expectations. They were given a more challenging section of the textbook to read. This section was a little longer than the others and required more notes to be completed. Another group that was created contained the students that required educational assistance. They were taken outside, alongside the EA, to complete their task. By grouping the students in such a way, the educator(s) were able to assist them more efficiently. Furthermore, the students were able to work effectively with each other.
Reference:
Levy, H. M. (2008). Meeting the Needs of All Students through Differentiated Instruction: Helping Every Child Reach and Exceed Standards. Clearing House: A Journal of Educational Strategies, 81 (4), 161-164.