Running head: WHAT WILL IT TAKE TO INTRODUCE DI IN MY CLASSROOM?

What Will It Take To Introduce DI in My Classroom?

William Andrew Blount
University of New England

What Will it Take to Implement DI in My Classroom?

What Will it Take to Introduce DI In My Classroom?

Differentiated instruction (DI) is imperative in the classroom setting. All students
deserve the opportunity to have multiple avenues for taking in information, making
sense of ideas, and expressing what they learn (Tomlinson, 2004, p.1). This new
teaching strategy with the base of content, process, and product cannot be accomplished
alone. As an educator, I must work collaboratively with my students, as well with
administration, co-workers and parents that make up the learning community.
Personally, one of the first steps I must take is being proactive in lesson planning
and assuring students possess different routes of acquiring content, processing this
content and showing the ability to produce content to learning assessments. DI certainly
involves students and teachers learning together (Tomlinson, 2004, p.5). While being
proactive in my plans, I can enhance my teaching methods by assuring that all content
taught is engaging, relevant and interesting to all students. I definitely want my students
to share the responsibility in the learning process, but I must first teach them how to
accept this responsibility. Scaffolding techniques for all learners will benefit the
implantation of DI in to my classroom. Improving scaffolding for the advanced learners
just as much as for the struggling learner is something I must keep in the forefront of my
mind.
DI must become a way of life in my classroom, not a choice. Tomlinson (2004)
describes this learning environment as non-negotiable. Teaching physical education at
my school involves co-teaching, where there are always at least three teachers per class

What Will it Take to Implement DI in My Classroom?

period. Working collaboratively with my peers is imperative as I cannot be the only

teacher invested in the DI process. Providing co-teachers with the knowledge of DI and
the positive impact it can have in our classroom will be an initial step that I have to take
before implementing it in our curriculum. Mahoney (1997) states co-teaching has been
found to be effective for students with a variety of diverse instructional needs
(Santamaria and Thousand, 2004, p.15). Scaffolding for the diverse groups of student
learners in a single class period can be magnified if each teacher involved will take
ownership of the DI process and possess the responsibility of elevating each student to
the next level. As we work together as teachers, we will also set positive examples for
the responsibility we expect from each student. Olsen (1968) describes, students
become more capable collaborative learners as they emulate the cooperative and
collaborative skill their teachers model when they co-teach (Santamaria and Thousand,
2004, p.15). There is no better tool than teaching by example.
Administrators must be invested in the DI process. School administrators
implementing differentiated instruction recognize that considerable time and combined
efforts with teachers and parents are essential for success (Kapusnick and Hauslein,
2001, p.156). Tomlinson (1998) as cited in Kapusnick and Hauslein (2001) describes the
excitement teachers have about what DI has to offer yet never make the assimilation of
implementing it into their classroom due to lack of training and support. Administrators
will increase the likelihood of all educators success if they will begin with proper
guidance. Additional professional development opportunities for teachers will lead to
more confident DI instructors.

What Will it Take to Implement DI in My Classroom?

The implantation of DI in my classroom will not happen over night. As I continue

to research different avenues for my students to receive content, process content, and
produce a high quality product of content, I will need continued support from my coworkers and administrators. The idea of my professional learning community becoming
proficient in the DI process is exciting.

What Will it Take to Implement DI in My Classroom?

References
Kapusnick, R. A., & Hauslein, C. M. (2001). The 'silver cup' of differentiated instruction.
Kappa Delta Pi Record, 37(4), 156-156. Retrieved from http://0search.proquest.com.lilac.une.edu/docview/232052370?accountid=12756
Santamaria, L., & Thousand, J. (2004). Collaboration, Co-Teaching, and Differentiated
Instruction: A Process-Oriented Approach to Whole Schooling. International
Journal Of Whole Schooling, 1(1), 13-27.
Tomlinson, C. A. (2004). How to differentiate instruction in mixed-ability classrooms.
(2nd ed.). Alexandria, VA: Association for Supervision and Curriculum
Development.