One Size Does NOT Fit All.

“Differentiation is a philosophy or mindset that enables educators to plan strategically in order to reach the needs of the diverse learners in classrooms today so that they can achieve targeted standards – not a set of tools, but a belief system or mindset that educators embrace to meet the unique needs of every learner.” (Chapman and Gregory, p. 2)

As our classrooms are becoming increasingly diverse, the need for differentiation to be implemented by all educators is crucial. We cannot simply expose children to learning experiences that cater to the needs of a select group – one size does NOT fit all. In order for children to fully immerse themselves into learning, their experiences need to be authentically tweaked to fit their learning styles, interests, prior knowledge and personalities. Every student that enters the classroom brings perspectives and narratives unique to each individual – differentiation allows for students to explore multiple perspectives and narratives, while learning to honor and appreciate diversity. If we as educators hope to provide every student with a positive school experience, differentiation should be at the heart of our teaching practices.

There is a multitude of ways to differentiate in the classroom. The following are some ways to differentiate, along with examples of how I will achieve this throughout my journey as an educator: (Chapman and Gregory, pp. 3-5)

  • Content: Includes what is being taught and the materials used to deliver information. Assignments given to students must cater to their learning styles, while also challenging them to develop new skills. When students are provided with a diversity of materials, deeper learning and ownership of knowledge acquisition can take place. This can include presenting content to students through a variety of mediums (for example, print and digital). Learning experiences need to be authentic and relevant – when a student can connect what they are learning to prior knowledge or experiences, critical thinking and reflection can occur.
  • Assessment Tools – Performing a pre-assessment of prior knowledge and interests is important when differentiating. If we are able to understand what students know about content we will be teaching, we can better plan learning experiences suited to fit their learning styles. Assessment of learning can occur in many different ways and how we assess each student can be decided based on personalities. For example, some students may benefit from having conference-style conversations to discuss their learning progress, while other students may find this intimidating and prefer to be assessed through observation and anecdotal records.
  • Performance Tasks – Allowing students to present their knowledge in a variety of ways is an effective way to differentiate performance tasks. Giving students choice in terms of how they show what they know fosters all learning styles and multiple intelligences. Allowing choice also encourages students to take ownership and responsibility over their learning – if they are doing something they are interested in, their engagement level will be higher!
  • Instructional Strategies – Differentiating instructional strategies involves delivering information in a variety of ways. For example, instead of only delivering instructions for a task orally, you might include written and pictorial instructions to cater to more than one learning style. When one provides students with learning experiences that take different forms (games, lecture style, individual work, group work, etc.), learning remains exciting and appealing to all students. Differentiation of classroom environment can also influence instruction – how the classroom is structured can help students remain engaged in learning. This can include a diversity of seating arrangements, as well as using brain breaks, fidgets, noise blockers, etc.

How will I differentiate? The thought of providing all students with learning experiences that meet their needs is exceedingly overwhelming. I do not expect myself to ever be able to master the task of differentiating, however, I hope to try to provide positive learning experiences that cater to individual needs. Reflective teaching practices will allow me to adapt my teaching and assessment strategies, as well as classroom environment, as necessary – asking myself what is working, what is not, what could be changed, etc. Looking back on my personal school experiences as a child, I remember instances where I felt as though some experiences did not reflect my learning style – the effects of experiences such as this can be detrimental. Therefore, ensuring students feel confident and competent while learning is important; differentiation is the vital tool every educator needs in their toolbox in order to achieve this.

Gregory, G., & Chapman, C. (2013). One Size Doesn’t Fit All. In Differentiated Instructional Strategies: One Size Doesn’t Fit All (pp. 1-10). Thousand Oaks, CA: Corwin.

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