Running Head: BEGINNING DIFFERENTIATION

Assignment 2B: Beginning Differentiation

Michael Katsandonis

MAT 674 Differentiated Instruction

National University
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Introduction

With the growing diversity in the modern day classroom, differentiation has become a

necessary approach in order to reach students that have different learning styles. These learning

styles may be a result of their personal or cultural background as well as personal preference and

learning ability. Furthermore, some of the most fundamental strategies toward differentiation can

be applied to almost any classroom. It is also possible that many of the strategies discussed

within this essay are not limited to only one of the three groups that are mentioned. For instance,

some of the differentiation techniques may be applied to English Language learners as well as to

Special Needs students. These strategies discussed below may be applied for use in a Spanish

language classroom.

English Language Learners

In the case of English language learners, one way to differentiate a learning activity

would be though the use of framed sentences and paragraphs. With this scaffolding based

strategy, students will be able to visually interpret between how the structures of the English and

Spanish languages are formed through the assistance of an outlined visual example. A second

strategy involves the simplification of the language used during tests and quizzes in order for

students to avoid misdirection as a result of overly worded questions or instructions. A third

technique would be the allowance of extra time. Students who may be struggling with learning

new languages may need some additional time for processing, understanding, and completion of

work. A fourth strategy can be the use of graphic organizers. By using these types of organizers,

students will be able to follow along with the lesson by visually comparing what they are

learning and interpreting. The fifth strategy involves cooperative group work. By placing
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students with a native speaker during activities, they will be encouraged to improve their

language skills as well having a chance for any extra assistance on assignments (Chamot &

O’Malley, 1994).

Special Needs Students

Although many students with exceptionalities may have their own unique struggles in

the process of learning, many students face similar patterns that may come in the form of issues

with vocabulary development, language coding, and difficulties with memory retention and

retrieval (Chard, n.d.). Some simple differentiation strategies can help to accommodate these

students in the learning process. For example, in order to help students with vocabulary

development, “teachers should strategically identify words that are critical to understanding

instructional texts” (Chard, n.d.). By doing this, students will be focusing on important words

that may be frequently used throughout a unit and will help them with understanding and

interpretation. Students with Special Needs may also be supplied with “think sheets”. These

types of activities utilize scaffolding in order to help students with planning on what they are

assigned to write. Other strategies involve the application of flexible grouping. By knowing

which types of groups are beneficial to certain assignments, teachers can encourage the

independence of Special Needs students by incorporating them into carefully structured

cooperative pairs or groups. Linking assessment to instruction is another strategy that can be

applied in this case. By frequently monitoring the progress of students, teachers will be able to

better assess the needs of the students as the semester continues (Chard, n.d.). Providing a quiet

space may also be a differentiation strategy for teachers since some Special Needs students may
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need to work alone during certain times of the day as well as for those who “learn or work best

away from others” (Heacox, 2012, pp.138).

Gifted Learners

A very important strategy than can be used for gifted learners involves the utilization of

curriculum compacting. According to Heacox, compacting can help to “eliminate repetition of

mastered contend, increase the challenge level of the regular curriculum, and provide time for the

investigation of a curricular topic that is beyond the scope of the regular curriculum” (2012, pp.

142). Another strategy could be the use of individual planning. These plans involve students

whose “skills and knowledge far surpass those of their classmates” (Heacox, 2012, pp.143). This

strategy sometimes involves the students being encouraged to move up a grade. A third strategy

involves having gifted students working together during some of the class time or in

extracurricular activities. According to Brown, “Gifted students need intellectual peers to

develop optimally” (2015, pp. 2). Another strategy for gifted learners involves understanding in

which specific subjects in which the child may be gifted. For example, not every gifted student is

gifted in every content area. Collaborating with other teachers to create more authentic

assignments may help keep the gifted student engaged (Brown, 2015). A final strategy is to keep

gifted students engaged during classroom time as well as during their time spent on projects and

homework assignments. According to Heacox, “As with most students, but particularly with

gifted learners, the key to motivation is interest” (2012, pp. 142). However, it is important for

instructors to keep the content rich and engaging in the assignments that are distributed to gifted

learners. Simply because the child is gifted does not mean we have to assign them extremely

difficult work (Heacox, 2012).

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Reference

Brown, E. F. (2015). Serving gifted students in general ed. Classrooms. Edutopia. Retrieved

from https://www.edutopia.org/blog/gifted-students-general-ed-classrooms-elissa-brown

Chard, D. J. (n.d.). Differentiating instruction for students with special needs. Retrieved from

https://www.epsd.us/training/differentiating-instruction-students-special-needs.pdf

Chamot, A.U. & O’Malley, J. M. (1994). The CALLA handbook: implementing the cognitive

academic language learning approach. Washington D. C.: Addison-Wesley

Heacox, D. (2012). Differentiating instruction in the regular classroom: how to reach and teach

all learners. Minneapolis, Minnesota: Free Spirit Publishing, Inc.