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Differentiated Instruction in the Mathematics Classroomby Malissa S. Brown
Imagine if your family doctor suddenly decided that Monday of each week would be designated as “penicillin day.” Expecting mothers would get penicillin, athletes with broken bones would get penicillin, and perhaps the child with an ear infection would get penicillin. Although one of the three patients mentioned received a viable treatment, chances are you would question this “one treatment fits all” practice and find another doctor. Although this analogy is ludicrous when applied to the medical profession, many classrooms across this country prescribe to the same “one treatment fits all” concept when meeting students’ needs. With increasing demands from state and federal lawmakers, educators are often torn between refining our practice to meet the needs of all the students we serve and striving to leave none of them behind. We find ourselves, as we in the upstate often say, “between a rock and a hard place.”Fear not! There is actually a “prescription” that will assist teachers in meeting the needs of all learners and death is not listed as a possible side effect. By employing strategies to differentiate instruction based on three categories - student readiness, learning style/preference, and student interest; educators can expect higher levels of success for all students.
Early childhood educators differentiate instruction as a means of survival in a classroom filled with five-year olds from various backgrounds and of varying developmental levels. Yet as children move through the ranks of elementary school and even into middle and high school, “penicillin day” falls upon them. Let’s get one thing straight…there is no such thing as a homogeneous group. Repeat that if necessary…no such thing! Even if your subject is AP Calculus, your learners vary in all three areas- readiness, learning style/preference, and interest. How then, does a math teacher deliver content and meet the needs of all learners?
Early childhood educators differentiate instruction as a means of survival in a classroom filled with five-year olds from various backgrounds and of varying developmental levels. Yet as children move through the ranks of elementary school and even into middle and high school, “penicillin day” falls upon them. Let’s get one thing straight…there is no such thing as a homogeneous group. Repeat that if necessary…no such thing! Even if your subject is AP Calculus, your learners vary in all three areas- readiness, learning style/preference, and interest. How then, does a math teacher deliver content and meet the needs of all learners?
Research findings from Carol Ann Tomlinson of the University of Virginia suggest that by modifying instruction and assessment, teachers will begin to establish a sense of purpose in what students do and contribute to the students’ sense of self-efficacy.
How does a math teacher begin to differentiate instruction while addressing grade level standards? A great starting point is to differentiate homework assignments. I know what you are thinking…parents. Actually, as parents begin to understand that homework is assigned intentionally and with purpose, it is less of a challenge to gain support than with traditional “one treatment fits all” approaches. How will I know which assignments to give? This will require paying close attention to success indicators that may not appear in summative assessment strategies. Thinking back to our doctor’s office…we are assessed at various stages of our illness. The doctor asks questions about when our symptoms first appeared, the rate at which they have progressed and other probing questions to help determine treatment options. I would hate for my doctor to wait for the autopsy report before determining a treatment option. Although summative assessment serves to reveal proficiency levels at a given time, it may be too late to address weaknesses unless we compromise addressing other standards to do so. Through questioning, student reflection and other formative assessment strategies; we will gather data that will help us determine appropriate “treatment.” As we become better assessors of success indicators, we will make intentional, purposeful decisions that will certainly yield higher levels of success.
