Using state and national standards, teachers may add to the effectiveness of a differentiated curriculum. Teachers do not have to chose between teaching the standards, and teaching a differentiated curriculum. The two work well together. The standards provide a guideline for the curriculum, but should not be the entire curriculum. In addition, students need time to learn the material and make connections with information they already know. Covering the standards in depth may be accomplished using a differentiated approach. According to Carol Ann Tomlinson, "Curriculum tells us what to teach: Differentiation tells us how" (Reconcilable Differences? Standards-Based Teaching and Differentiation pp. 6-11)For example, choose a standard. The standard explains what information the students need to learn, but it does not tell us how the students must learn the information. Differentiation is important because students learn in different ways, and meeting those different needs requires more than a one size fits all approach. By planning a lesson to teach a standard in a differentiated way, every student can learn the required information in a way that best suits his or her learning needs. Below are some examples of ways that teachers have taught the standards in a differentiated way.
Science teachers in one district laid out the standards for K-12. They also laid out the concepts and principles of science. Then they were able to organize the curriculum, filling in any gaps so that it made sense.
In a high school Algebra II class the teacher listed the skills, concepts, and understandings that the students would need to know at the beginning of each chapter. Then she divided the week into periods of teacher-led instruction, whole-group instruction, and small-group work. This gave her the time to work with small-groups to either push the advanced students ahead or provide extra guidance to the slower students.
In one elementary classroom the teacher organized the standards around three key concepts. Then she was able to help students find the links between the different subjects. Everyone was working on the same big ideas and skills, but she was able to adjust for varied levels, learning styles, and interests.
(Tomlinson. Reconcilable Differences? Standards-Based Teaching and Differentiation pp. 6-11).
Maine Learning ResultsAt a Dine and Discuss Series on Differentiated Learning offered by the Southern Maine Partnership, educators discussed the components of the definition of differentiated instruction as applied to the Maine Learning Results. Educators generated questions that related to each component: content, process, and products. These questions may be helpful to ask yourself when creating a differentiated unit or lesson plan, or when providing differentiated instruction in general.
"Content: How many ways can I reframe the content?
Process: Am I adjusting instruction based on how my students learn best? Is each student using the most effective strategy to learn?
Product: Am I offering a variety of possible products?"
(Southern Maine Partnership, 2001, Middle Level Best Practices: Differentiated Curriculum section, para. 2).
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