Invent to Learn: Differentiated Instruction and Classroom Management

What is Differentiated Instruction?

Talk of differentiating instruction is not new to educators. From your first education class in college, these words are engrained in our brains. It is the act of actively modifying curriculum to fit the varying student needs that are in our hands (Hilyard, 2004). Differentiating allows for all students to access the curriculum in their own unique way. For the students that need a challenge, the teacher provides activities that make them think and engage with the material. For students that might need a scaled-down version of the standards, teachers create or find material that makes them think and engage with the material. Either way, this is a lot to manage when you throw in student behaviors and consider how you are going to teach all the different needs. Keep reading to find out my favorite manage techniques!

Math

The typical form of teaching mathematics, known as “drill and practice,” is becoming less and less common (Kesteloot, 2011). Thinking of my days continuously practicing multiplication facts that I just didn’t understand makes me cringe. I have vowed never to be this teacher for my students. As a result of this, I have gotten myself into the habit of constantly teaching in centers, or as I call them in math, Workstations. To implement my Workstations, it takes a lot of front-loading, meaning I spend a good five to six weeks of training and practicing with my students the expectations. We spend so much time on this so that they understand what their job is, as well as what I expect of them. They learn how to become independent and how to work through problems in their own way. I implement about six to ten workstations that students rotate through, while I am able to have small, differentiated groups at my back table to either reteach, scale up, or scale down our daily lesson. The workstations could, and should, look differently at each grade level, but in my second grade, they usually are number sense activities.

Reading

The greatest thing that I could have done my first year of teaching was read The Daily 5 book. If you haven’t heard of this, here is a link to their website for you to check out: Daily 5

The Daily 5 is a literacy teaching technique that creates a classroom full of independent and engaged readers. This structure particularly allows teachers to differentiate instruction and meet with students in groups that fit their specific needs. This structure also allows for wonderful ease in your classroom management (Boushey & Moser). If you spend the time training students on their stations and how to use choice, it will make your life so much easier!

The Daily 5 allows for students to have choices of stations when they are not with the teacher. These stations include: read to self, read to someone, word work, listen to reading, and work on writing. They help to develop ELA skills, while the teacher is given the opportunity to hold small groups of differentiated instruction. I typically lead guided reading groups, leveled for student needs and abilities.

Sources:

Boushey, G., & Moser, J. (n.d.). Daily 5. Retrieved September 24, 2018, from

https://www.thedailycafe.com/daily-5

Hilyard, V. M. (2004). Teachers’ understanding and use of differentiated instruction in the 

     classroom (Order No. 3134972). Available from ProQuest Dissertations & Theses

Global. (305116225). Retrieved from https://search-proquest-

com.nnu.idm.oclc.org/docview/305116225?accountid=36492