This document provides 17 methods for managing differentiation in the classroom: 1. Have a strong rationale for differentiating instruction based on student readiness, interest, and learning profile. 2. Begin differentiating at a pace comfortable for the teacher, with the goal of increasing student independence over time. 3. Use techniques like anchor activities, clear instructions, organized work spaces, and peer support to maximize instruction time and minimize disruptions while differentiating.

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.