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Read Naturally and Differentiated Instruction
Implementing Differentiated Instruction
In her white paper on differentiated instruction, Vicki Gibson identifies five steps for establishing an effective learning environment in which differentiated instruction can occur.
Step 1: Establishing the Environment
To support differentiated instruction and practice, the classroom should be organized into the following types of work areas:
Work Area |
Purpose |
How Used |
| Whole class | Teacher-led introduction, overview, or quick review | Introducing or quickly reviewing vocabulary or a concept or skill. Students often respond in unison or to a partner to increase interactions and provide more practice opportunities. |
| Teaching table |
Small-group, teacher-led instruction to ensure understanding and develop skills | For new and more challenging content. Membership is usually by similar skill strengths and needs. Instruction is explicit, student-focused, differentiated, and specific to students' needs. Teacher leads participants and provides support with constructive feedback. |
| Workstations | Collaborative work by small groups or partners | For content and skills that have been previously taught. Guided practice activities invite discussion and cooperation to complete assignments. Mixed-skill groupings enable students to benefit from collaborative "study group" support. Work is not graded, but students may receive points for completing the work. |
| Worktable | Time for students to work independently | Content of assignments has been previously taught and practiced at teaching table and workstations. Students may begin homework assignments with teacher support. Teachers assess students' work to monitor progress or evaluate achievement (typically graded). |
Step 2: Using Data to Inform Practice
In this step, teachers use assessment results, work samples, and student observations to identify specific instruction needs. Using data, teachers then develop an instructional plan to achieve standards-based goals, and assign students to small groups.
Students may be grouped by similar skill (for explicit, teacher-led instruction or by mixed skills (for small-group practice). Group membership can change dynamically to align instruction and need, and to accommodate activity choices or available resources (time, equipment, or personnel).
Data are constantly used to inform teaching, monitor progress, and make adjustments to instruction. Data may be collected at the teaching table as the teacher monitors student performance. Additional information may be gathered by reviewing work samples.
Step 3: Managing Resources
Managing resources ensures that high-quality learning experiences occur every day. The following tools structure the students' environment to clarify expectations and enable students to safely perform within preset boundaries:
- A flexible daily schedule clearly identifies when small-group and whole-class activities occur.
- A job chart delegates classroom responsibilities to students, who help with monitoring workstations and distributing materials, giving teachers more time to focus on instruction.
- A rotation chart communicates student expectations by illustrating group memberships, how students participate in activities, and when they have options to choose from at workstations.
Step 4: Creating Routines and Procedures
Routines and procedures facilitate small-group management and ensure efficient transitions between activities. Since multiple activities can occur simultaneously, routines and procedures are needed to maintain an efficient yet flexible pace. The rotation chart and daily schedule establish routines for student participation during instructional activities. Teachers may also establish other routines and procedures, including paper management, using student contracts to organize work, and creative ways to facilitate transitions.
Step 5: Providing High-Quality Reading Instruction and Practice
To differentiate instruction, the instructional purpose, content, method of delivery (teaching), and feedback must be aligned with students' needs. That means teachers may need to adjust the lesson presentation (increased talking, providing pre-reading or vocabulary instruction, adding more modeling, adjusting pacing) or the lesson content (materials, instructional purpose).
Teachers select resources, materials, and activities that support differentiated small-group instruction and purposeful practice. Materials may be the same for multiple small-group lessons, but the way a teacher models and uses materials may differ. In other words, the teacher may use similar materials but differentiate the pacing and lesson difficulty by beginning the lesson at a different entry level or by extending the challenge to a higher level of difficulty.