instruction curriculum. Stressing that all students bring unique qualities, strengths, and needs is an important lesson for students to learn.

Instead of piling on extra worksheets for the child who excels through his work quickly, instead try curriculum compacting.  First, establish the essential standards that need to be met and then work with the student to establish meaningful learning lessons that go beyond simply filling up time.  Match up the student with appropriate people for mentorships online or in the community, create webquests so that the student can deeply explore a topic independently, or collaboratively deciding upon other enrichment activities can provide students with this needed outlet for growth.

 

“I’m always in the low reading group. 

Do you think I am stupid or something?”

 

I once knew a teacher who would brag in the teacher’s lounge about his clever group labeling technique.  His students who were of the lowest ability were in the “Stegosaurus Group” and the highest achievers were in the “Troodon Group.”  The names were based on the brain size of the dinosaur group, the Stegosaurus was one of the smallest brained dinosaurs and the Troodon had the largest brain in proportion to its body weight of the dinosaurs.  Luckily, with differentiated instruction this type of labeling is becoming extinct.

Instead of grouping simply high, middle, and low according to ability level, teachers can now group based on interest or learning profile.  Flexible grouping provides more opportunities for students to shine in their niche area.  A math group could have a variety of levels but the students are all very interested in sports and they could focus on using statistics from games to demonstrate their understanding of a concept.  A teacher could run a mini-workshop with a group of students who are inclined to learn through the arts and hands-on activities to teach them a way to present their knowledge through their talents.

Conclusion

             Differentiated instruction can provide teachers

About the Author: Shellie Hipsky, Ed.D.

Dr. Shellie Hipsky’s career includes teaching students from kindergarten to graduate school in the U.S. as well as in Rome, Italy.  She presented at an international conference on educational leadership at Oxford University. She has been published in: Curriculum Review, The Northam Centre for Leadership Studies Monograph, Educational Review, and Kappa Delta Pi Record. Hipsky’s books include: The Drama Discovery Curriculum: Bibliotherapy and Theater Games for Students with Emotional and Behavioral Challenges and the Lincoln Interactive Arts Alive Textbook and she is currently under contract to write a college textbook for Prentice Hall titled Differentiated Literacy and Language Arts Strategies for K-8. Shellie is a frequently requested speaker by educational organizations, conferences, and school districts on differentiated instruction, educational leadership, special education, and the arts in the classroom.  As a recent Assistant Principal in charge of curriculum and supervision at a school for students with emotional/behavioral disabilities, she is acutely aware of teacher and student needs. Dr. Shellie Hipsky is currently an Assistant Professor of Education at Robert Morris University and an Educational Consultant for the Tri-State Study Council at the University of Pittsburgh. She can be reached at: hipsky@rmu.edu.

and students with new venues for exploring learning in a positive way.  By providing students with individualized educational experiences teachers just may hear less of the frustration and complaining that they would typically hear from their middle school students.  It is certainly worth a try!

 

References

Gregory, G. & Kuzmich, L. (2005). Data driven differentiation in the standards-based classroom. Thousand Oaks, CA: Corwin Press.

Hipsky, S. (August, 2006a). What about my kid?: The benefits of differentiated instruction. Point North Magazine.

Hipsky, S (2006b) Differentiated instruction and technology. In L.A. Tomei (Eds.), Encyclopedia of Information Technology Curriculum Integration. Hershey, PA: Idea Group, Inc.

Tomlinson, C. A., (2001). How to differentiate instruction in mixed-ability classrooms. (2nd Ed.) Alexandria, VA: ASCD.