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Differentiated Programming: What It Is and What It Isn't . . .

Differentiated programming and instruction are big terms for what is really a simple educational concept--providing instruction that meets the differing needs of all students. Although the concept is simple, making it a reality in the classroom is complex. For the gifted student, it means the opportunity to advance as far as possible. For the slower learner, it means offering support for advancement at a pace that allows mastery. Other students have varying abilities, learning styles, interests and needs, which must be met. That is what Differentiated Programming attempts to do.

Differentiated Instruction Is--

  1. Having high expectations for all students.

  2. Providing multiple assignments within units that are oriented toward students with different levels of achievement.

  3. Allowing students to choose, with teacher direction, ways to learn and how to demonstrate what they have learned.

  4. Permitting students to demonstrate mastery of material they already know and progress at their own pace through new material.

  5. Structuring class assignments so they require high levels of critical thinking but permit a range of responses.

  6. Assigning some activities geared to different learning styles, levels of thinking, levels of interest, and levels of achievement.

  7. Providing students with opportunities to have choices about what they learn.

  8. Flexible. Teachers may move students in and out of groups after assessing students’ instructional needs.

Differentiated Instruction Is Not--

  1. Individualization. It isn’t a different lesson plan for each student each day.

  2. Giving all students the same work most of the time.

  3.  of time teaching material they have mastered to others whom have not mastered it.

  4. Assigning more work at the same level to high-achieving students.

  5. All the time. Often, it is preferable for students to work as a whole class.

  6. Grouping students into cooperative learning groups that do not provide for individual accountability or do not focus on work that is new to all students.

  7. Using only the differences in student responses to the same class assignment to provide differentiation.

  8. Limited to acceleration. Teachers are encouraged to use a variety of strategies.

As part of Differentiated Programming, the Grosse Pointe Public School System also employs:

n Elementary Enrichment

District-wide enrichment classes are offered to all students in areas such as art, operetta, math, instrumental music, and chorus/choir. In addition, each elementary school receives enrichment funds to offer their own activities. Some of these include OM, Math Pentathlon, Great Books, Science Clubs, Environmental Clubs, Foreign Languages, Cooking, Crafts, Woodworking, and Chess.

n Cluster Grouping

Elementary school students who are functioning at least a year above grade level by Grosse Pointe standards in either language arts or math benefit from having learning partners with similar instructional needs. These students may be placed in groups of three to eight students within an otherwise mixed-ability classroom which allows the teachers to address their needs as a small group while allowing the students to function as members of a regular classroom at their home school.

n Magnet Elementary Classes

District-wide magnet classrooms are offered for extremely able learners in grades two through five. These classrooms offer a level of challenge that may not be possible in a neighborhood school and provide learning partners for students who differ significantly from the mainstream population in their manner of learning. Magnet classrooms are located at Defer, Ferry, and Richard Schools.

n Accelerated and Advanced Middle and High School Courses

The middle schools offer accelerated math and advanced English courses. In addition, we are committed to providing differentiated instruction within the regular classroom and through a wide range of electives that are open to students at multiple grade levels. Both high schools have a large selection of advanced placement and higher level courses and allow acceleration in math, science, social studies, and many electives.

n Middle School Student Centers

All three middle schools have established student centers for students who need additional help or additional enrichment and extension of classroom material.

n Technology

The technology initiative begun in 1996 will allow teachers to use computers and videos to individualize instruction for a variety of student needs. One of the criteria for software selection is whether it will promote differentiation of instruction.

n Staff Development

Teachers are not expected to be "instant experts’, but a program of staff development in differentiated instruction is provided for their professional growth. Teachers may attend conferences and workshops, work in teams to develop units, and/or receive planning time to work on differentiating instruction. In addition, the system operates a "differentiation mini-grant" program that allows teachers to request additional funds for their classroom to support their plans for differentiating instruction.

Revised 1/25/99

 

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