National Standard
Implementing differentiated instruction in the classroom begins with a deep understanding of the learning standard. The Common Core State Standard for English Language Arts for the sixth-grade states, “Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments,” serves as the basis for this differentiation plan (Massey, 2014). This standard asks students to read and comprehend texts and critically analyze them, highlighting the central themes and how the author uses specific details to illustrate them. It also underscores the importance of summarizing a text, which requires students to distill the main points of a piece without coloring it with their own biases or interpretations.
Readiness
The second phase of the differentiation plan involves assessing students’ readiness. In this scenario, the “Class Profile” data is used to group students into three readiness categories: below level, at level, and above level. For example, students who have scored below the 40th percentile on an assessment are categorized as demonstrating below-level readiness. This group may struggle with core competencies and benefit from targeted instruction and additional practice.
For instance, they might work with graphic organizers to better identify the main ideas in a text. Students who score between the 40th and 70th percentiles are classified as at-level readiness, meeting the standard expectations. These students might summarize a short story, practicing extracting the essential elements without including personal commentary. Students who score above the 70th percentile, demonstrating above-level readiness, exceed standard expectations. For this group, the learning could be extended to examining an author’s choice of specific details and discussing how these choices support the central theme of a text.
Interest
The differentiation plan employs an “Interest Inventory,” a tool designed to gauge students’ engagement with various topics. For instance, some students might be particularly drawn to fantasy literature, while others are more interested in biographies or historical fiction. Engagement strategies can be employed for students who show low interest in a topic. Stern (2015) suggests methods like integrating multimedia presentations on the historical context of a novel or hosting a classroom debate on a contentious issue in a piece of literature.
Differentiating Instruction
Differentiating instruction based on readiness and interest is vital to the plan. For example, students with below-level readiness might receive scaffolded instruction and resources, like graphic organizers or additional vocabulary support, when analyzing a text. At-level students could summarize the text independently but might participate in small group discussions afterward to deepen their understanding. Above-level students might participate in literature circle roles that require them to analyze the author’s craft, identifying and discussing the techniques used to convey the central theme.
Technology
Integration of technology is also crucial in differentiating instruction. For instance, the learning platform Khan Academy provides customized learning paths for students based on their proficiency levels, allowing them to learn at their own pace. For example, a student struggling with identifying the theme of a text could be assigned targeted practice on this skill, receiving immediate feedback and explanations (Baecher et al., 2012).
Progress Goals
Progress goals are set based on the subject matter, grade level, individual strengths, and areas for growth. For instance, a student with below-level readiness might aim to independently identify the main message of a text accurately. In contrast, an at-level readiness student might work to improve the depth and clarity of their text summaries. On the other hand, an above-level readiness student might strive to provide insightful analyses of theme development across various texts. These goals are collaboratively set with students, fostering a sense of ownership over their learning (Center for Parent Information & Resources, 2020).
Learning Preferences
The differentiation plan also includes catering to different learning preferences in everyday instruction. For instance, a lesson on analyzing a text’s theme could include a visual presentation of how themes are developed in literature (for visual learners), a read-aloud of a piece of text with a solid central theme (for auditory learners), and a group activity where students physically move around to gather evidence of a theme from different parts of a text (for kinesthetic learners).
Finally, the differentiation plan emphasizes the importance of data-driven instruction and goal setting. Using data to inform instruction helps ensure that each student’s unique needs are being met. Without data, the instruction may not align with students’ skill levels, areas of interest, or preferred learning styles, leading to disengagement or lack of progress. Therefore, a goal for teachers could be to consistently use data from assessments, interest inventories, and observations to guide instruction. This might look like adjusting groupings based on the latest assessment data or introducing new topics based on patterns seen in interest inventories.
Goal Setting
Teachers must continually enhance their strategies for differentiating instruction as part of goal setting. One way to do this is to increase the integration of technology in the classroom, as it offers a variety of ways to tailor learning experiences to students’ needs. For instance, a teacher might aim to explore and implement a new digital tool each semester to provide diverse learning opportunities for students.
Summary
In summary, the differentiation plan is a comprehensive approach to meeting all students’ needs in the classroom. By considering the learning standard, students’ readiness levels, interests, and learning preferences, and using data to inform instruction and set goals, teachers can create an environment where every student has the opportunity to succeed. Implementing this differentiation plan requires a deep understanding of each student, a commitment to their growth, and a willingness to learn and adapt to best serve their needs continually.
References
Baecher, L., Artigliere, M., Patterson, D. K., & Spatzer, A. (2012). Differentiated instruction for English language learners as “variations on a theme” teachers can differentiate instruction to support English language learners. Middle School Journal, 43(3), 14-21. Web.
Center for Parent Information & Resources. (2020). Supports, modifications, and accommodations for students. Center for Parent Information and Resources. Web.
Massey, S. L. (2014). Making the case for using informational text in preschool classrooms. Creative Education, 2014.
Stern, J. (2015). Enhanced learning through differentiated technology. Edutopia. Web.