DIfferentiation

1. 17 Basic Methods for Managing
Differentiation in the Classroom

2. 1. Have a strong rationale for
differentiating instruction based on
student readiness, interest, and
learning profile
Underlying assumption:
Teacher knows each student

3. 2. Begin differentiating at a pace that is
comfortable for you.
Underlying assumption:
You will start!

4. 3. Time differentiated activities to support
student success
• Tasks should be shorter than the attention
span of the students who work on the task
• Advanced learners may need more time
Goal: Over time students will be able to sustain
group and independent tasks longer

5. 4. Use an “anchor activity” to free you up to
focus your attention on your students.
• Productive use of students’ and teacher’s time
• Students must be taught to work quietly and
independently
Assumption:
Teacher has planned anchor activities in advance

6. 5. Create and deliver instructions carefully
• Prepare task cards or assignment sheets
• Give clear expectations for movement etc.
• Give directions to a few responsible students,
who share them with others
• Specify a time limit for movement and activities
• Anticipate problems
Assumption:
Teacher and student preparation is required

7. 6. Assign students into groups or seating
areas smoothly
• Don’t waste time calling names
• List names by color on an overhead, wall
chart, peg-boards etc.

8. 7. Have a “home base” for students.
• Beginning and ending a class with a set
place for students helps with organization
and materials
• In high school, it allows for taking
attendance without a roll call.

9. 8. Be sure students have a plan for getting help
when you’re busy with another student or group
– Ask 3 before you come to me
– Expert of the day
– Ask a peer
Assumption:
It’s never OK to sit and do nothing while waiting for help.

10. 9. Minimize noise
• Work on students working quietly with peers
- Teach students to talk quietly or whisper
- Practice how to move quietly around the room
- Use a signal to lower the noise level, e.g. lights
flickering
• Set up a section of the room for those easily
distracted by noise or use head phones or ear
plugs

11. 10.Make a plan for students to turn in
work
• Use an “expert of the day” to see if work
is complete and of good quality before
being turned in
• Be organized – have a place for work to
be submitted, e.g. folder, bin etc.

12. 11.Teach students to rearrange the
furniture
• Draw 3-4 floor plans and teach students
to move furniture to match the plan
• Clarify expectations and purpose of the
arrangement, how it will help their work

13. 12.Minimize “stray” movement
• Designate a “gopher” for each work group
• Determine in advance the structure you
want to encourage productivity

14. 13. Promote on-task behavior
• Let students know you will be checking daily to see how
they are using their time
• Note those working with extra concentration and put a +
by their names
• Note those having a difficult time staying on task and
put a – by their names
Track students over time. Share results + & -.
Revise groups, seating arrangement or
assignments as necessary.

15. 14.Have a plan for “quick finishers”
• If the same students consistently
complete work with competence, tasks
are insufficiently challenging
• If the student’s goal is to be finished first,
encourage superior work vs. speed
• Develop anchor activities

16. 15.Make a plan for “calling a halt”
• Provide advanced warning
• Provide alternative homework
assignments, learning contract or an
anchor activity for those who or advanced
or behind when the group as a whole
moves on

17. 16. Give your students as much responsibility for their
learning as possible. Foster independence by
having students:
• Pass out materials
• Move furniture for group work
• Keep records of own work
• Chart progress toward established goals
• Critique one another’s work
• Help design some of their own tasks
• Having them make suggestions for smoother classroom
operation.

18. 17.Engage students in talking about
classroom procedures and group process
• Think aloud about your thinking
• Develop ownership of the classroom
• Have ongoing conversations about what is
being experienced individually and collectively
Students can often spot problems and develop
solutions before the teacher can.