There are many forms of Differentiated Instruction, and even more terms to define it. On one hand it encompasses different learning styles and approaches (ie. the Multiple Intelligences being one of them…), on the other is qualifies the need for alternative approaches for Learning Differences (LD). The spectrum of definitions suggest a learning environment catered to each child, and this is the bottom line.
How, then, does a classroom teacher go about implementing Differentiated Instruction? If you Google this term, the possibilities will range from folders with worksheets that challenge each “level” of learning (ex. Intro, Progressive, Advanced, Mastery). Other models suggest a self-paced learning style; students work at their own pace. Indeed, one site quotes: “Differentiated instruction is effective instruction that is responsive to students’ readiness, interests and learning preferences.” An emphasis on readiness is, I think, what separates the term “Differentiated Instruction” from Multiple Intelligences. In other words, while MI provides students with multiple entry points, DI provides increasing degrees of difficulty.
Take, for instance, a novel study. Typical novel studies provide students with either a class set (one novel) or small group sets (five or so novels). Students work through the book, chapter by chapter, meeting to discuss key points as a class or in small groups. They complete worksheets designed to draw out key points. A Differentiated approach, conversely, provides texts ranging from graphic novels and picture books to scripts and novels; these books are all related to the same topic, but allow students to choose their comfort level. For example, when teaching a unit on ancient Egypt, I allowed students to choose from some of the following books:
Nonfiction: EyeWitness
Fiction (in order of difficulty): Penguin Young Reader, “Secrets of the the Jackel”Chrstine Kidney, Cleopatra Royal Diaries, Graphic Novel Red Pyramid, novel “Red Pyramid by rick Riordan.
One of the purposes of providing such a wide range of choice was to avoid singling out advanced or lower readers. Students with LD, such as dyslexia, chose books that were in their comfort range. One thing I discovered, which surprised me, was that a student with dyslexia struggled with the graphic novel. Previously, I had provided students with only these two choices: graphic novel and regular novel. However, the students with LD’s said that the font was too small. So while the pictures were great, the story was impossible to follow.
Another method of Differentiation is to provide varying degrees of difficulty on a worksheet. In this example, students are provided with one of three spelling words worksheets. The first asks students to fill in two columns, the second provides fill in the blank, and the third provides all the necessary information, with the “draw a mnemonic” box left blank.
This type of tiered option is simple to create, because the third sheet is simply the closest thing to the teacher’s answer key. The question is: do these worksheets provide equitable learning opportunities? The goal of Differentiated Learning is to provide steps towards a common goal. While one student may start off with a fill in the blank spelling worksheet, they should be encouraged, and given guidance towards reading autonomous work.
Differentiated Instruction provides scaffolding for students. Perhaps the most important point is that students are given the same task, but given a leg up, in some instances. This picture describes it beautifully:
The bar is equal amongst students, the goals are the same. But how each student get there, the amount of time it may take, is different for each child. Is a child disadvantaged for “standing on a box” to reach the goal. My answer would be “no.” Learning starts first with knowledge and understanding. This is the first stages of achievement; once these cornerstones are in place, it is only a hop, skip and a jump to the final challenges: to apply, analyze and create. Differentiated instruction is not for students who struggle; like the multiple intelligences, it is an effective tool to keep all students engaged and challenged, to focus on continuous improvement and personal excellence.
Multiple Intelligences in the Everyday Classroom 