What do you find to be the biggest obstacle to effectively differentiating instruction?
Got your answer? Was it 鈥渢ime?鈥�
If so, your reply mirrors the most common response I receive from the teachers I coach on differentiation.
Differentiating instruction, a process that involves recognizing individual students鈥� varying learning needs and interests and actively planning lessons around them, is key to helping all students learn and grow. It鈥檚 become an important part of personalized learning that many teachers are adapting in a variety of ways.
But it isn鈥檛 always easy. When I began my journey to differentiate instruction for my own students, lack of time was my greatest obstacle, too. However, over time (pun intended) I came to realize that, more often than not, the issue is not a lack of time but rather how time is spent.
Time Is More Than Hours and Minutes
鈥淭he key is not spending time, but investing it,鈥� author Stephen R. Covey once said. by Entrepreneur Magazine echoes that sentiment. The video鈥檚 narrator explains that the reason time-management strategies tend to fail is that they are designed to manage clock time, and humans live in real time. For example, one may have a planning period from 11 a.m. to 11:40 a.m. each day, but how many of those 40 minutes are actually spent planning?
Similarly, one may 鈥渢each鈥� for 360 minutes each day, but how many of those minutes are spent using evidence from formative assessments (one of the key components of differentiation) to inform our next steps?
Is it possible that we teachers aren鈥檛 using our time as efficiently as we could?
This rhetorical question is not a critique of teachers. Teaching is hard. It鈥檚 almost impossible to be 鈥渙n鈥� every minute of every day. In my days as a classroom teacher, there were many times that I sat down behind my desk for a few minutes simply because I needed to sit down. (This almost always happened just as an administrator popped into my classroom, making me immediately feel guilty.)
When I began my journey to differentiate instruction for my own students, lack of time was my greatest obstacle, too."
However, when I talk about efficient use of time, I am referring to the chronic 鈥渢ime killers鈥� that reduce our productivity, such as checking social media on smartphones, online shopping, and water-cooler chats with colleagues. For the average worker, these time killers cumulatively add up to
To get a better handle on how we spend our time, we should track and analyze how every minute of a day is spent and then create a plan to work more productively. But that鈥檚 only the beginning of differentiating instruction. To do so successfully requires additional steps, such as understanding what differentiation really entails and collaborating with colleagues.
The Link Between Differentiation and Teacher Collaboration
Much has been written about the need for educators to break out of their silos and collaborate with other teachers. A quick for 鈥渢eaching in silos鈥� produces close to 500,000 hits, including many explanations for why working in silos is detrimental to educators.
Planning for instruction in isolation isn鈥檛 helpful, because it鈥檚: 1) simply not efficient, and 2) Moreover, if a person is task-oriented as opposed to goal-oriented, he or she is according to two Cornell University researchers. Therefore, when teachers sit down to differentiate, they are often frustrated by the feeling that differentiation is just they have to do.
Conversely, when teachers sit down in teams to identify student needs and create action plans to meet them, they find that their plans organically result in differentiated instruction. The process no longer feels like one more thing, but is the outcome of solid planning and aligns to almost all other education initiatives that work to ensure student success (such as or common assessments).
However, according to a recent study from the RAND Corporation, to collaborate with their colleagues. Only 31 percent of teachers surveyed reported that they have sufficient time to collaborate with other teachers, despite many having the opportunity to meet with their colleagues on a monthly, weekly, or even daily basis.
In order to ensure that team time is most productive, I recommend that teacher teams鈥攃omprised of grade-level or department colleagues鈥攗se a structure that guides their meetings and helps them stick to agenda items that are directly connected to student-driven differentiation (see the roadmap for student-driven differentiation I created as one example). A roadmap or other such framework can help teacher teams focus their time to identify desired learning outcomes, analyze student performance, construct plans to meet the needs of students at varying levels, and, most importantly, incorporate the input of teachers鈥� other collaborators in learning: our students.
By using a structure to guide our team time, we can guarantee that our energy is spent effectively, and that we are doing all that we can to meet the needs of our students.
