Differentiation is a skill that educators have been trying to get right for many years.
Educator have been attempting to use differentiation and MTSS (Multi-Tier Student Supports) to
mitigate learning loss seen in students across the country especially since the begin of the
pandemic. Educators have been anticipating “learning loss” for the past 18 months. But
focusing on “loss” assumes something was “had” in the first place. If students “lost” their
learning, did they ever really have it? (Westman, 2021)
Differentiation is the clear focus on students’ academic and social-emotional needs.
When educator are responsive to those needs, any action that take place to meet those needs is
differentiation. To get the concept right; educator should focus on four key areas, growth
instead of loss, empathy, not intervention, planned instruction that is equitable not equal, and
assuming positive intent.
(Westman, 2021) wants educators to understand that there is not cookie cutter approach
to differentiation. Student come to us at various academic levels with varying needs, both
social emotional and academically. Our key focus as educators should be employing equitable
strategies that will allow our student to grow in their current academic environment while
providing empathy throughout the process.
As I review the lesson “After Reconstruction”, I am looking for any opportunity for the
teacher to provide equitable access for student to this lesson. The first thing that jumps out to me
is that this assignment is design to be done in a group setting. This is a perfect opportunity for the
educator to create homogeneous groups to allow student to access the information at the pace in
which they will understand it. While students are working in groups, the educator can take the
time to work independently with the group and focus on students to growth in the areas of
research, analyzing primary sources and making inferences.
This lesson not only allows space for differentiated learning, but there is also an equitable
assessment process. Student have three different options of how they can show their
understanding of the concepts taught in the lesson. This is a clear understanding that the educator
is focused on student growth and understanding of concepts taught.
Differentiation focuses not just on the students’ academic ability, but also on the social
emotional well-being of our students. We know that for various reasons some of our students
have social anxiety and it is difficult for them to work in groups. As educators we are obliged to
be responsive to the children and young adults in front of us (Westman, 2021).
This lesson would be amazing if there were and opportunity for the student to gain the same
access to the concepts taught from and individual setting will the teacher or support staff slowly
worked them into the group activities.
