If you bring up differentiation among teachers, you’re not likely to hear a lot of enthusiasm. Some will readily admit they don’t differentiate as often as they probably should. Others see the value in differentiation but feel buried in work trying to make it happen. And some question whether differentiating instruction is a realistic goal at all.
I think a big reason for all this frustration is that many of you don’t have a simple, sustainable approach to differentiation. You’ve been told you should be doing it, but without the right tools or training, you may dive into the deep end with the best of intentions only to find you can’t keep up with the workload. When that happens enough times, it’s easy to conclude that it can’t be done.
But I also think many teachers are doing more differentiation than they give themselves credit for.
The original title of this post was “How to Differentiate Instruction,” but as soon as I started writing, I realized I was setting the bar way too high. Not only am I not an expert in differentiation — I look to people like Carol Ann Tomlinson for that — but a true set of instructions on differentiation would be way more than a single blog post or podcast episode could handle. And if I…
Source: Cult of Pedagogy — Read the full article on the original site ↗