In chapter six of Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms, many helpful tips for differentiation are provided. A number of the provided tips stood out to me as techniques I use within my own classroom. I believe that creating a differentiated classroom is critical to your growth as a teacher, and more importantly the growth of your students. Differentiation creates opportunities for students to have their needs and interests met in order for them to be successful in the classroom.
As an art teacher with several years of teaching experience, there are a number of differentiation tools I use. I believe that the learning environment is the most important factor in reaching educational goals! If students do not feel safe, comfortable, heard, and respected it will be challenging for them to open up, take risks, and invest in their learning. Creating an environment that students feel safe expressing themselves without judgment can start in many different ways. Personally as an art teacher, I first address the physical classroom environment. In the six years I have spent in my current classroom I have done my best to acquire the best tables for the needs of students and layout of the room, I've brought in lamps and string lights to minimize use of the sterile fluorescent lighting, created a comfortable library space for students, put together a few individual work spaces for student use, and more. Maximizing your space to meet the needs of students is a great way to start! Students recognize when educators are purposeful in the use of the space and appreciate when the room is tailored for their needs. From there, creating mutual respect, a safe space to take risks, and a supportive environment that encourages growth, becomes a lot easier to instill in students. I think of it as "don't tell me, show me" in that educators need to show their dedication to students in their mindfulness of classroom design. Students will pick up on this very quickly and the rest becomes easier.
Outside of creating a physically differentiated space, the first technique I use is making sure that students have a plan for seeking help when I am busy helping another individual or group of students. I have a few different strategies students use including having a Teacher Team and the Ask 3 Before Me rule. Each week I rotate class jobs in my classroom. These jobs are given to each table and are responsibilities like paper passers, table bin collectors, floor monitors, and teacher team. The teacher team is responsible for being “mini-teachers” that help their classmates as needed. If students have questions about vocabulary, project steps, or even if they just need advice, they can go to the teacher team and receive help. There are 3-5 students at each table, so students can double check their understanding and make sure they come to the same answer and conclusion on a question. Students that finish early are also given the opportunity to become classroom helpers that can check in with other students and provide help if needed. The Ask Three Before Me rule requires students to check with three other students before asking me a question. I believe that not only do these encourage students to take a role of responsibility, use their best critical thinking skills, and work on their communication and interpersonal skills, but it allows me to give students the one-on-one attention they may need. I believe this also plays into another technique I use in the classroom, giving my students as much responsibility as possible. Putting students in these leadership roles encourages students to take charge of their own learning and build real-world skills. Students love having the opportunity to take charge and play an important role in the functioning of the classroom.
Minimizing noise is important for allowing students to focus and do their best on their work. In my classroom we have an expectation for students to work in a calm talking / whispering voice. If students are too loud I remind them to bring their voices down. If they are not able to, I take a paint splatter off of the noise chart. The first splatter is their warning. If the noise continues I take another splatter off and the students need to be silent for five minutes. After that if another splatter needs to be removed, the class must work silently for the rest of the class time. If students are working quietly I will play soft music for students to work to. Other techniques I use are promoting on-task behavior, minimizing unnecessary movement, having a plan for early finishers, having a plan for turning in work, and planning deadlines. These techniques establish routines, keep students aware of the expectations, and encourage focus on the lesson. There are many more techniques I want to implement and try within my classroom and I look forward to seeing new student growth.
Resources:
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, Va: Association for Supervision and Curriculum Development.
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