JOURNAL CRITIQUE: DIFFICULTIES IN DIFFERENTIATION 2
Journal Critique: Difficulties in Differentiation
As an educator, it is important to realize that every child has unique and specific needs.
Meeting those needs in a classroom setting is not without its difficulties. There is plenty of
research and theories regarding methods of differentiation, but what works best in theory is not
always what works best in the classroom (Tomlinson, 2017). This disconnect between theory and
practice can leave teachers struggling with how to effectively apply differentiation methods in
the classroom. Bridging the gap between theoretical differentiation and differentiation in practice
can be especially difficult for math education. In the article Differentiating Instruction:
Development of a Practice Framework for and with Secondary Mathematics Classroom
Teachers (2021), researchers Marks, Woolcott, and Markopolous explore the challenges in
moving from differentiation theory to differentiation in practice specifically within the secondary
mathematics classroom.
Summary
In the 2021 article Differentiating Instruction: Development of a Practice Framework for
and with Secondary Mathematics Classroom Teachers, researchers Marks, Woolcott, and
Markopolous seek to bridge the gap between pedagogy and practice. The authors acknowledge
that while differentiated instruction has been widely acknowledged as one of the most valuable
pedagogical approaches for addressing student diversity in mixed-ability classroom settings, the
practical approaches to implementing differentiated teaching practices have been fairly limited.
For their research, the authors focus on the challenges that traditional secondary mathematics
teachers face while bridging the gap between theory and application in an Australian public
school setting.
JOURNAL CRITIQUE: DIFFICULTIES IN DIFFERENTIATION 3
Analysis
In the first part of the article, the researchers examine the relationship between the theory
and practice of differentiated instruction. They consider factors such as pedagogical content
knowledge, formative assessments, teacher efficacy, teacher confidence, competence, and
professional learning/professional development. Their exploration of these factors relies on real-
world examples for mathematics teaching in order to lay the groundwork for the second part of
the article that outlines the possible implications of differentiated instruction in the context of
mixed ability classrooms in the setting of Australian secondary education. In their research, they
identify time constraints, lack of resources for varied instruction, and behavioral issues within
the classroom as being major challenges in bridging the gap between theory and practice.
In the article, Marks, Woolcott, and Markopoulos (2021) emphasize the fact that
classrooms in Australia are becoming increasingly diverse in both background and ability
grouping. This makes the need for effective implementation of differentiation practices all the
more important. The article then goes on to suggest a potential framework for teachers to
implement differentiation as part of a project in regional Australia with the intention of
supporting teachers in creating and implementing effective differentiation strategies in the
secondary mathematics classroom. The article ends with an implementation plan for the
prototypical framework set forth by the authors in order to further bridge the gap between theory
and practice by providing explicit directions for educators.
Personal Application
As a Jr. High mathematics teacher, there is often a large disconnect between the
theoretical practice of differentiation in the classroom and the reality of applying differentiation
JOURNAL CRITIQUE: DIFFICULTIES IN DIFFERENTIATION 4
practices. The struggles highlighted by the researchers, time constraints, lack of resources, and
behavioral issues (Marks, Woolcott, & Markopoulos, 2021), are struggles that I see in my 7th
Grade mathematics classroom in the United States. These issues make implementing the
differentiation strategies I learn about in graduate studies or professional development seem
impossible, which affects my confidence and effectiveness as an educator.
For the issue of time constraints, there is only implementing effective planning. The
researchers lay out effective lesson strategies with suggested pre-teaching to help mathematics
teachers make the most of the time allotted in the school day. For resources, the researchers list
some sources specifically for Australian education. While this is not inherently helpful for my
personal educator journey, it does draw attention to district (in the case of the article, council not
district) approved and provided resources to be used to assist teachers with finding supplemental
resources.
The researchers, and other experienced educators such as Tomlinson (2017) suggest
incorporating different learning modalities such as technology, group work, guest speakers, and
more. Thanks to modern technology, there is more access to resources than ever. The last major
issue, behavioral interruptions in the classroom, can be addressed in a variety of ways. Marks,
Woolcott, & Markopoulos (2021) created an infographic on classroom management for teacher
reference that allows teachers to follow methods on a step to step basis. They also emphasize the
importance of strong expectations and established routines in the classroom. When these needs
are addressed, it is much easier for teachers to implement differentiation practices to benefit the
needs of diverse learners.
The connection between bridging the gap between differentiation theory and
differentiation in practice can be viewed through the lens of the Christian worldview in various
JOURNAL CRITIQUE: DIFFICULTIES IN DIFFERENTIATION 5
ways. The Christian principles of love and compassion are addressed in the successful bridging
of theory and practice. Christ’s teachings emphasize love and compassion towards others,
regardless of background. In a diverse classroom, differentiation emphasizes the teacher’s love
and compassion towards the students by making sure their needs are met and they have what is
needed to be successful. As it states in Colossians 3:12 (NIV): "Therefore, as God’s chosen
people, holy and dearly loved, clothe yourselves with compassion, kindness, humility, gentleness
and patience."
Conclusion
One of the greatest challenges of creating a differentiated classroom is the bridge from
theory to practice. While many teachers have a great knowledge base of differentiation strategies
to draw from, the act of applying these principles to the ‘real-world’ classroom can be daunting.
The modern teacher is faced with many challenges on the road to implementing differentiation
strategies, chiefly the lack of time, resources, and on-going behavioral struggles in the
classroom. In the article Differentiating Instruction: Development of a Practice Framework for
and with Secondary Mathematics Classroom Teachers, researchers Marks, Woolcott, and
Markopolous (2021) lay forth a prototypical framework for teachers to be supported in meeting
those deficiencies and successfully creating a differentiated classroom that meets the diverse
needs of modern students. Recognizing the diverse learning needs of students and tailoring
instruction accordingly reflects the Christian belief in the unique worth of each person created in
the image of God, and follows with Christ’s teachings of love and compassion. Through the
successful implementation of differentiation strategies, teachers not only enhance the learning
experience but also contribute to the holistic development of students within a framework that
reflects Christian values.
JOURNAL CRITIQUE: DIFFICULTIES IN DIFFERENTIATION 7
References
Marks, A., Woolcott, G., & Markopoulos, C. (2021). Differentiating Instruction: Development of
a Practice Framework for and with Secondary Mathematics Classroom Teachers.
International Electronic Journal of Mathematics Education, 16(3), em0657.
https://doi.org/10.29333/iejme/11198
Official king James Bible online. King James Bible Online. (1611).
https://www.kingjamesbibleonline.org/
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse
classrooms. Association for Supervision & Curriculum Development.
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