Differentiated Instruction

Managing Differentiated Instruction

As noted, classroom management and organization represents the most difficult issue to overcome when getting started with differentiated instruction (Gibson & Hasbrouck, 2008; Marzano, Marzano, & Pickering, 2003). Teachers' primary concerns are reflected in the two most frequently asked questions: 

  • What are other students doing while I am working with a small group? 
  • How do I get everything done?

As noted, managing the classroom to include flexible grouping and collaboration presents a huge challenge for some teachers whose habit is lecture format with more student independent practice. It is also challenging for administrators responsible for monitoring and evaluating teacher effectiveness and student achievement.

Teacher survey data indicate that teachers have not received training or professional development that develops their expertise for differentiating instruction effectively for students with increasingly diverse needs. Administrator survey data reveal similar evidence that more training is needed to assist with monitoring and support of instructional effectiveness. Minimal guidance has been provided for evaluating quality teaching and practice or for monitoring or supporting differentiated instruction (Lyon, 2005). The message is clear: teachers and administrators need to develop competence and confidence for differentiating instruction and practice. Implementation must look doable. Establishing an instructional management system will provide the structure that clearly identifies steps for effectively implementing change and teaching differently.

pointer​ Next: Making It Happen in Classrooms


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