Running head: DIFFERENTIATED INSTRUCTION Sutton 1

Differentiated Instruction

Maria Sutton

Regent University
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Introduction

During an interview in 2011, Carol Ann Tomlinson described these elements as part of

an ideal foundation for students who require differentiation: a positive classroom environment,

a thorough knowledge of the curriculum, targeted formative assessments, a variety of engaging

instructional strategies, and flexibility (DeWitt). It is not hard to see that all students would

benefit greatly from these implementations and should receive them regularly regardless of

their needs or abilities. Yet for students who rely on differentiation, these elements serve as

lifelines. Without a supporting learning environment, students will lack both the support and

motivation to do well. When missing instruction with engaging strategies, the same thing

occurs. This competency not only assesses teachers on their understanding of differentiated

instruction, but on their actions as well. Effective teachers should express differentiation

through the way they plan for all students, taking into consideration each child’s preferences,

needs, and abilities. This does not even include the three main modes of differentiation

(content, process, and product). We as teachers should strive to provide our students with the

best educational experiences possible based on their needs. This simply cannot occur without

differentiation. It is my goal that both the lesson plan and assessments I have created reveal my

efforts and intentionality when it comes to differentiation.

Rationale for Selection of Artifacts

The lesson plan I have chosen as my first artifact belongs to our short story unit. It

covers a class reading of “Ruthless”, our second short story, as well as important literary

elements such as plot, tone, and characterization. Yet I noticed a difference in needs and

readiness levels based on my students. While preparing an assignment that hits many of the
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higher-level areas on Bloom’s Taxonomy, I realized that it would not match the needs or

abilities of my Block 2 students. The majority of them struggle with reading comprehension

(some have 5th grade reading levels), and it does not make sense to have them analyze

characters when they struggle with remembering them. One of the many ways I differentiated

this lesson was through content. Block 2 focused on basic characterization and plot while Block

3 focused on advanced characterization (direct and indirect) as well as tone. My lesson plan

accounts for differentiated instruction and assessments with both classes. The reason I chose

this specific lesson plan to represent the differentiated instruction competency is because I

believe it demonstrates the elements within a strong foundation for differentiation. Although I

began with a clear plan for this lesson, I adapted it to make room for necessary changes that

would allow my students to thrive. Moreover, I continued to prioritize positive reinforcement

and feedback, which have always been non-negotiable for me as an educator.

Another way I chose to differentiate this particular lesson was through assessments.

Due to the slight difference in content, these two classes received different assignments for the

asynchronous work day. My second artifact is a document containing three activities: a 3-2-1, a

plot map, and a eulogy writing task. Both classes were assigned the 3-2-1, but for Friday’s work

expectations, Block 2 received the plot map and Block 3 received the eulogy writing task. The

former was designed to assess the important parts of plot and order of events. The latter,

meanwhile, was developed as a creative way for students to synthesize the knowledge and

skills they have learned. Both classes performed fairly well overall, although Block 2 is difficult

to analyze since many students do not complete assignments on time or at all. Almost all of

Block 3 achieved 80% or above—the majority earned 100’s. Ultimately, I chose this artifact
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because I believe in assessing students fairly. Based on the needs of my individual students, I

decided to tailor the lesson to them. I am certain that myself and my second block would have

wasted both time and energy if I had not created a different assignment for them, so I am

proud of myself for flexing my maturing flexibility muscle.

Reflection on Theory and Practice

As I just mentioned, it is important to consider each individual student when creating

assessments. The authors of Methods for Effective Teaching also note that teachers are equally

responsible for considering “capabilities and developmental levels when planning and

implementing instruction” (Burden & Byrd, 2018, p. 63). This reminds me of what I learned in

UED 406 (Foundations of Education) because we discussed an effective teacher’s

responsibilities. One was definitely differentiation, although others included positive student-

teacher relationships, consistency, and classroom management. Perhaps it is ironic then that

Carol Ann Tomlinson describes differentiated instruction as “‘shaking up’ what goes on in the

classroom so that students have multiple options for taking in information, making sense of

ideas, and expressing what they learn” (2001, p. 1). Most (if not all) of my professors here at

Regent have demonstrated a wide variety of instructional strategies in their own classrooms.

My education professors specifically have taught me how to provide consistency for students

while still incorporating engagement. Part of differentiated instruction is about discovering

what helps students make things click, and I hope my lesson reveals that.

Finally, my faith in God affects how I view others, including my students. When I

remember that each of my students is a precious child of His, I put all my energy towards

serving them. This often looks like encouragement, patience, and taking the time to create
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differentiated instruction. After all, each of us has been gifted with unique personalities, talents,

and skills according to God’s plan for us. Why should education be any different? I put great

effort into differentiating because I know we all have different learning styles and preferences.

God created each of us to be unique, so we should not have a one-size-fits-all approach when it

comes to education. Psalms 139:13-14 famously says, “For you created my inmost being; you

knit me together in my mother’s womb. I praise you because I am fearfully and wonderfully

made; your works are wonderful, I know that full well” (Biblica, 2011, NIV). I believe that

Christian educators are set apart and have both the honor and responsibility of loving others by

recognizing and accepting each student’s individual differences. We meet their needs the best

we can and celebrate what makes them unique (even if it is frustrating for us because more

planning is required). Thankfully Peter reminds us of our purpose in 1 Peter 2:9 so we can keep

our passion for teaching alive. “But you are a chosen people, a royal priesthood, a holy nation,

God’s special possession, that you may declare the praises of him who called you out of

darkness into his wonderful light” (Biblica, 2011, NIV). All things considered, I have witnessed

and truly believe in the importance of differentiation. I am excited to see the other experiences

I will gain and watch as they help me become the teacher God is calling me to be.
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References

Biblica. (2011). The Holy Bible NIV.

Burden, P. R., & Byrd, D. M. (2018). Methods for effective teaching: Meeting the needs

of all students. Pearson Higher Ed.

DeWitt, P. (2011). The accidental teacher: An interview with Dr. Carol Ann Tomlinson.

Education Week.

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd

ed.). ASCD.