1. Doyle, M.B. (2000). Transition plans for students with disabilities. Educational Leadership, 58 (1). 46-48.The article "Transition Plans for Student with Disabilities" from Educational Leadership wasn't catered directly to differentiation at the middle level but focuses more on transition plans instead. The article talks about the definition of a transition period and what teachers need to do in this situation. This article is related to differentiation quite closely. Transition plans lay out what a student does well and allows teacher and student to figure out how to best implement a differentiated curriculum for them. That is also how it would be applied to a middle level classroom. This article takes the idea of differentiation and extends it out of the classroom and also to cover students with disabilities.
2. Schniedewind, N. (2000). Differentiating cooperative learning. Educational Leadership, 58 (1). 24-27.
The first part of this article describes what differentiation and cooperative learning are at the middle level. There are examples of differentiating in heterogeneous groups, using high achieving students work to help the lower achievers, and to vary assessment as a tool for differentiation. The article continues on to discuss the idea that some subjects are harder to differentiate than others and what to do in those cases. The applications to the middle level classroom would be found in the creating differentiated heterogeneous groups section and also the section on what to do to make each subject differentiated (one example &endash; alternate homework assignments).
3. Willis, S. & Mann, L. (2000) Curriculum &endash; differentiating instruction. Association for Supervision and Curriculum Development, Winter. 1-8.
The article "Curriculum &endash; Differentiating Instruction" from the Association for Supervision and Curriculum Development focuses on differentiation at all levels but has sections that speak directly to middle school differentiation. The beginning of the article gives a breakdown of what differentiation is and a brief history. The next part of the article goes into depth with what aspects of curriculum can be differentiated &endash; content, process, and products. The final part of the article deals with different strategies for differentiating instruction and how to bring the idea to fruition. Applications to a middle level classroom are as follows &endash; 1.) There can be stations in a classroom to allow for interaction at different levels and different times. 2.) An idea called compacting which assesses students before a unit to prevent working on material the student already knows. 3.) Let students create different products to show what they have learned.
4. Brimfield, R., Masci, R. & DeFiore, D.(2002). Differentiating instruction to teach all learners. Middle School Journal, 33 (3). 14-18.
Traditionally, student's academic level is decided prior to entering middle school, in the primary grades. Only the students who are gifted and talented receive more challenging instruction. Silver Spring Middle School believed that all students deserved a challenging curriculum and every student was expected to reach higher to obtain his or her highest level of understanding through heterogeneously grouped, differentiated instruction. Educators at Silver Spring Middle School planed instruction for students based on the highest level in the class, and gave students supplemental support to achieve in the classroom setting. Silver Spring Middle School offered recommendations for providing successful differentiated instruction: through offering administrative support to teachers, maintaining a commitment to learning, offering advisory time twice a day to check students' learning needs, and providing professional support to teachers.
5. Page, S.W. (2000). When changes for the gifted spur differentiation for all. Educational Leadership, 58 (1). 62-65.
A school district in North Carolina decided that all student within the school should be challenged in the classroom, not just gifted and talented students; the school district decided to implement differentiated instruction on a voluntary basis. Those teachers who volunteered attended workshops. An integral part of their training was creating a differentiated middle school curriculum during the summer. As a result of the implementing differentiated instruction into the middle school setting, the quality of student work exceeded that of preceding years. Of all the students, the gifted and talented students appeared to struggle in reaching the high expectations of the curriculum. This philosophy provided effective, challenging work for all students.
Page (2000) also offered recommendations for other school districts in implementing differentiation: start by offering staff development to a small, interested group of teachers; begin with what these teachers already do with curriculum and instruction; devote resources to a defined target group to develop strong, fully implemented curriculum changes; prepare and support collaboration with teachers and students; share successes to encourage interest and growth throughout the district; assess teachers, students, and student work to communicate the value of differentiation; make sure that differentiation is reflected in both personal and building-level goals and planning; provide ongoing, differentiated staff development; provide administrative support; and measure the frequency and quality of services for gifted students that is provided by differentiation within the classroom (p. 65).
6. Pettig, K.L. (2000). On the road to differentiated practice. Educational Leadership, 58 (1). 14-18.
Pettig explained that differentiation does not have one definition because differentiation is based on the educators and students who are involved, and the support they need. According to Pettig (2000), middle school teachers need as much support as students in offering differentiated instruction through getting a buddy; aligning their objectives; finding out what students know; planning flexible grouping; encouraging student responsibility; and providing choice (pp. 14-17). Pettig also recommended that middle school educators go slowly when implementing a differentiated instructional program.
7. Winebrenner. (2000). Gifted students need an education too. Educational Leadership, 58 (1). 52-56.
Winebrenner says that special education students receive differentiated learning opportunities, but many times the gifted students do not, even though they are just as different from the average students in the classroom. Winebrenner notes that many teachers are surprised to learn that gifted students will often be unproductive, simply because the work assigned "usually cannot provide the challenge and sense of accomplishment that would keep gifted learners motivated to work." Winebrenner discusses characteristics of gifted students, and provides ideas of how to differentiate instruction for gifted students. Winebrenner suggests designing alternative learning experiences in terms of content, learning processes, products, learning environment, and assessment. Winebrenner suggests acknowledging the learning needs of gifted students, providing gifted education training for staff, and cluster grouping gifted students.
8. Wehrmann. Baby steps: a beginner's guide. (2000) Educational Leadership, 58. 21-23.
Wehrmann describes how to begin teaching a differentiated curriculum to middle level students, and gives several examples of actual projects middle school students have done. Wehrmann encourages teachers not to differentiate their curriculum all at once, but to do it in small manageable steps. Wehrmann writes of her experiences as she began to differentiate instruction in her middle school language arts classes. Wehrmann provides four tips to teachers, and shares the three steps that she took to differentiate her language arts curriculum.
9. Tomlinson. (2000). Reconcilable differences? Standards-based teaching and differentiation. Educational Leadership, 58 (1). 6-11.
Tomlinson describes how teachers can make sure that teaching the standards doesn't mean not meeting the needs of the individual students in the class. Tomlinson talks about how to make sure differentiation and standards-based teaching work together to provide our students with the best possible education. The author describes differentiation as a philosophy, not a teaching method. The author discusses possible negative effects of standards-based teaching, then tells how to avoid those issues and provides positive examples of the interaction between standards and differentiation. The author states, "Curriculum tells us what to teach: Differentiation tells us how."
10. Fahey, J. A. (2000). Who wants to differentiate instruction? We did...Educational Leadership, 58 (1). 70-72.
Fahey's story is actually about a high school that went from having three distinct tracks of classes, a program which he says was not fair to all students, to a two level program with differentiation within the classes. He tells about some of the ways they differentiated with honors using learning contracts, restructuring classes, working with negotiated agreements, and developing appropriate strategies. He tells of the many benefits for the students including more options, fewer behavior problems and excitement about learning.
At the end of the article, Fahey relates the unfortunate events that sent the school back to the old ways of tracking. He tells of the lessons they learned about making changes like they did. He also tells how the staff "grew and developed through the process."
In an effective middle school setting, parents and community members, as well as school staff, should be part of the team that strives to help every student meet high standards. This article is about a high school but the problems they faced are the same that a middle school would face in making major changes. What the high school teachers found was that communication with the parents was a big key and that without selling the idea to them first, they were in trouble as soon as they started.
11. Waldron, N. & McLeskey, J. (2001) Helping schools include all learners. Intervention in School & Clinic, 36 (3). 175-182.
Waldron is an educational psychologist who has done a great deal of research and professional development projects to help support educators in inclusive classrooms. McLeskey has a Ph.D. in special education. Together they have worked for over 10 years to help schools develop and restructure programs on site or system wide. This article is an interview with Waldron and James. In the interview, both answer questions such as how they have helped schools create environments in which all learners are successful, where they start in a school, how they help teachers plan for differentiated instruction, what are some effective grouping arrangements they have used, what are common problems schools face when they change current practices, and what roles the principal and specialists play. They talk about how teachers need to believe in the value of what they are doing and have respect for all students.
This article presents both sides of the issue. It is straightforward about the problems schools and teachers will encounter when trying to make changes, but it is also an encouragement for more educators to be resolute about making positive changes so every student will be successful. Waldron says that "...effective classroom teachers are concerned about all their students, not just those with identified disabilities." Even in "middle" schools where students are still tracked, a teacher who knows about multiple intelligences can use his/her knowledge to differentiate instruction within that track. In Turning Points 2000, Educating Adolescents in the 21st Century (2000), Jackson & Davis say that teachers can reach more of their students by being mindful of different learning styles and accommodating student differences (p.77).
12. Strosnider, R& Lyon, C. (1997). Including students with disabilities into the regular classroom. Education, 117 (4). 611-622.
This article explains how mainstreaming students with disabilities doesn't have to be a burden to the teacher or the student. It stresses the importance of regular education and special education professionals partnering up to make sure the needs of all the students are met. The authors list practical tips on ways to differentiate for students with disabilities, without disrupting the learning of any of the other students. Many of the tips are simple and easy to implement.
It often seems like an extra load to have students with disabilities in the regular classroom, but as this article points out, with a collaboration of educational professionals planning for the students, each person's burden should not be too heavy.
In the middle school setting, there are so many opportunities for students to work together for the benefit of all students. It is an ideal place to have full inclusion and differentiated instruction. With an integration of subjects and heterogeneous grouping, all students including those with a disability have a chance to show their strengths and also benefit from the strengths of others.
Created by: Students at the University of Maine at Farmington Carolyn Shorey:carolynshorey@hotmail.com Sarah Olmsted:omisj@hotmail.com
Becky Waugh:waughb42@aol.com Eric Feeney:efeene@hotmail.com