Understanding the Need for Differentiation in Classrooms

Breeman, L. D., Wubbels, T., van, L. P. A., Verhulst, F. C., van, . E. J., Maras, A., Hopman, J.
A., ... Tick, N. T. (January 01, 2015). Teacher characteristics, social classroom
relationships, and children's social, emotional, and behavioral classroom adjustment in
special education. Journal of School Psychology, 53, 1, 87-103.
This article addresses the problems that arise in social, emotional, and behavioural
classroom adjustment and how it is mainly a result of reciprocal interplay in social
interactions. Student teacher relationships and peer relationships impact each students
ability to adjust to the classroom environment. Breeman also states that teachers who
have less stress in their life tend to be less critical and punitive towards students, however
some students behaviour can increase stress levels as well. Teachers and students play a
role in expressing positive external and internal behaviours that also play a role in the
level of self-efficacy.
It is important to have a positive and welcoming disposition as a teacher while also
restating rules or boundaries where appropriate in a firm tone. Each school year makes it
difficult to start off in a new classroom with a new set of rules. As teachers we need to be
mindful of the behavioural interplay between teacher-student and peers to ensure a safe
and welcoming environment. The less stress we put on ourselves in our job, the less it
will come across to our students. It is important to have a balance and emulate that
balance in the classroom so students also have a chance at viewing a self-efficacious
person and working towards their own self-efficacy, and self-actualization.
Evans, C., & Waring, M. (January 01, 2011). How can an understanding of cognitive style enable
trainee teachers to have a better understanding of differentiation in the classroom?.
Educational Research for Policy and Practice, 10, 3, 149-169.
Those training to become teachers need to have more effective frameworks in place to
better understand and implement differentiation techniques. Many teachers believe
differentiation is an add-on to a lesson, when it should be considered throughout a
lesson as something that is inclusive to all learners, not just for one student having
difficulty. More time spent teaching in the classroom during the education degree is
encouraged when the quality of the placement should be seen as more important as the
time spent in these classrooms are what shapes new teachers ideas, methodologies, and
ways of teaching.
When planning for differentiation, pedogogical, emotional, cognitive, and social
component of each individual student needs be considered. To assist those in training to
better understand differentiation, self-reflection on effective variety of activities, subject
areas, knowledge of students characteristics and their background, cognitive and learning
styles, motivational, and self-esteem need to be judged. All individuals organize and

process information differently, and thus, teachers must show acknowledgement of the
various learning styles so their practice is not biased with their own Personal Learning
Style and allow for more flexible learning. To back this claim, the article cites previous
research that states teachers need high levels of analysis and intuition. This will help
future teachers effectively read situations confidently and adapt to what may advance the
learning for each individual in this new constructivist style of teaching and learning.
Gindis, B. (November 01, 1999). Vygotsky's Vision: Reshaping the Practice of Special Education
for the 21st Century. Remedial and Special Education, 20, 6, 333-40.
Vygotskys vision of special education was to unify, restructure, and promote remediation
and special education. His views on differentiation, and how people with disabilities learn
best stems from his views on social interaction and cognitive development. He believes
that a child with disability will only be able to fully develop his/her personality or
functions if they are in a truly differentiated learning environment. The article sets out to
debate that the practice of special education can be reshaped in terms of Vygotskys belief
in an inclusional and dialectical form of remediation for the 21st century. Vygotsky
suggests that special education programs should have the same sociocultural goals as
general education programs. He also suggests that all of us range differently in our zone
of proximal development and that anyone can be taught with guidance. However, it has
also been shown that not all children will benefit as highly as others with assistance as the
ability for those with more severe disabilities to learn with guidance may be less.
Vygotsky is also one of the founding fathers of dynamic assessment.
This article is great for the future or current teacher as it further explains Vygotskys
theories in terms of special education and his views of special education and remediation
in the classroom. 21st century learning is taking a turn towards more inclusion, and
dialectical learning. based on the needs of each individual. Differentiation is important,
and one must understand the diversity in the classroom that does not show students as
smart, or not smart. Some will know the content about to be taught, some will struggle in
varying degrees, some will excel, and some, though not disabled, will have no prior
knowledge in something due to socioeconomics. Providing assistance where needed,
understanding and providing lots of room for interaction will help. As quoted in the
article, Vygotsky stated in 1983 that, A child whose development is impeded by a
disability is not simply a child less developed than his or her peers; rather, he has
developed differently. Each child has differing depths in their zone of proximal
development and of cognitive and metacognitive potential.
Kanevsky, L. (January 01, 2011). Deferential Differentiation: What Types of Differentiation Do
Students Want?. Gifted Child Quarterly, 55, 4, 279-299.
A study was formed with 416 student participants who were considered gifted learners
and 230 not identified as gifted from grades 3-8. Instead of deciding on modification

based on teachers judgments, the study sets out to see what students prefer in terms of
differentiation. Those within the gifted category preferred subjects with more complex,
knowledge-based, and interconnected ideas taught. Essentially, they want a meaningful
challenge where they get to work collaboratively some of the time, set their own pace,
and find waiting for the rest of the class to catch on to the material a nuisance. As they are
fast learners, it makes sense that their wait time would also be shorter. Comparatively,
both types of learners, gifted and non-gifted, wanted to have a voice in their own learning
and be given more choice in the classroom. Thus, the characteristics of gifted students
influence the way they prefer to learn. However teachers also face a challenge with gifted
learners as well. When challenged, many do not want to ask questions when needed due
to fear of looking unintelligent. They may also enjoy the challenge of not knowing and
the feeling of accomplishment when they get the answer right by themselves.
This article is quite helpful as it focuses not on the learner who needs help, but on the
learner who is often invisible when the teacher is providing assistance. All learners need
some form of a challenge and it is clear through this study that those classified as gifted
enjoy challenges. Having the students weigh in on what they would like to learn, how
they learn best, and integrating their wishes into curriculum planning would make
students feel better about their learning. I think this could work to some degree in higher
elementary, but learners in the lower levels of Kindergarten to grade 2 need to learn step
by step processes, how to listen well, and follow along before they can get into making
smart decisions for their learning. In order to learn how we learn, we must be exposed to
different learning styles and challenges first!
Landrum, T. J., & McDuffie, K. A. (January 01, 2010). Learning Styles in the Age of
Differentiated Instruction. Exceptionality, 18, 1, 6-17.
Landrum and McDuffie argue that instruction should be individualized and differentiated.
Unfortunately, there is not enough evidence to prove the claim that individual learning
styles are an effective tool to use in planning for and delivery of instruction. Important
questions are raised in terms of whether learning styles can or cannot be assessed and
established reliably and if this assessment can truly help teacher teachers instruct students
better than before. They then argue that special education that is most true to its
foundational concepts will be most successful. The population is becoming more diverse
each year, and differentiated instruction, done properly, will help benefit learners. It is
important to remember, when differentiating, that students styles of thinking is not the
same as their learning style. In conclusion, Landrum and McDuffie remind us that
individualizing instruction is important however, focusing on learning styles will not be
of much benefit to the students and the classroom.
This article will make any educator sit back for a moment and critically reflect upon what
is a learning style and what is a style of thinking. Landrum and McDuffie cite a number
of sources to back their claims and would be a useful read for all teachers. They ask

important questions, and answer them on a factual basis, which is quite helpful for a
teacher who would like to step back and reevaluate their learning procedures in the
classroom to ensure its effectiveness. The case for learning styles is quite large though it
seems research is slim on this subject to back the claim of its effectiveness. It may be a
great tool to incorporate nonetheless, with individualization and knowledge of the
students at the forefront.

Minnott, M. (March 08, 2010). The Role of Reflection in the Differentiated Instructional
Process. College Quarterly, 12, 1.
Minnott suggests that the most important aspect in the differentiated instructional process
(DIP) is reflection. He states that this is a topic that has not been analyzed explicitly in
writing, despite the obvious need to reflect on practices and behaviours in the classroom
for the DIP. By reflecting, curriculum, content, process, product, and classroom
environment will be positively influenced. A teacher must react upon the teaching,
learning, and performance of all students and carefully tailor lessons to fit the classrooms
needs and abilities. Most importantly, reflection-in-action during class time will help the
teacher facilitate formative assessments to ensure lessons are differentiated appropriately
each day.
Teachers need to understand what differentiation really means. Many teachers rely on
special education teachers to come and help those who need remediation, or ask early
finishers to colour their page after they are done their work. Differentiation is neither of
those examples. While expertise should always be welcome, and colouring helps aid fine
motor skills and artistic abilities, it does not tend to the present issue. It is the teachers job
to accommodate the children's needs in his or her classroom and to differentiate each
lesson so all are learning at an appropriate pace. By critically reflecting upon the day, the
environment, the curriculum, etc. and through collaboration and questioning, a teacher
will be able to create a very successful and rewarding experience for the students.