Differentiated Instruction: Avoiding the Pitfalls

Differentiated instruction is an effective way to reach students of different strengths and weaknesses in the classroom. However, many teachers do not fully understand differentiated instruction and often fall victim to pitfalls. This article will help teachers avoid common pitfalls in enacting a differentiated instruction in the classroom.

Pitfall #1: Chaos

Differentiated classrooms tend to be student centered. There are often several activities that occur at the same time. These activities need to be monitored in a flexible classroom. Therefore, in order to avoid losing track of the class and chaos to rule, the teacher must exert leadership in the classroom. Routines, procedures, and rules must be established BEFORE the group of activities takes place. These routines and procedures must be practiced to maintain order in the classroom, and thereby protecting the success of the lesson. Student movement within the class should be organized and purposeful, as should student discussion. By taking charge of the cycle of activity, the teacher can maintain strong leadership within the classroom.

Pitfall #2: Homogeneous Grouping

Many teachers make the mistake of thinking that differentiated instruction is a form of homogeneous grouping. In other words, the struggling students are grouped together, the gifted students are grouped together, and the students that are in the middle ability wise are grouped together. Then, they are each given tasks that match their ability. This could not be farther from the truth. Flexible grouping is essential in a differentiated classroom. Flexible groupings allow students that are strong in one area to help those that are week and vice versa. Teachers must acknowledge the fact that sometimes, these groups will proceed slowly, and then sometimes, the groups will move very quickly. Tasks must be handled accordingly. Group composition can often change, depending on the type of task at hand.

Pitfall #3: Tailoring

While tailoring class work, questions, and tests to different ability students is not an ineffective strategy, it certainly does not fit the definition of "differentiated instruction". Offering complex questions to advanced students and eliminating certain questions (particularly if it is something that they need to know) from struggling students is not enough for higher level learning. Students that are struggling must be helped to understand the background material and develop skills. Advanced students must be able to synthesize information and apply it to new concepts and ideas. The tailoring of assessment questions is not enough. Students must be given the opportunity to show their understanding in different ways with different methods.

By avoiding these pitfalls in differentiated instructions, teachers will have a more effective method for teaching their classes.