In a differentiated classroom, it might be helpful to view the role of the teacher as:
Lead Learner – Teachers in a differentiated classroom are the expert learners who are able to model for students how to approach learning. Instead of seeing themselves simply as being the smartest or most accomplished learners in the classroom, such teachers view their role as being the one who creates the conditions for students to learn how to learn, not just master a litany of facts. A teacher who differentiates knows that barriers to learning will exist and demonstrates for students how to make adjustments to such difficulties. Teachers who differentiate convey to students a love of learning and the strategies to ensure that students experience quality learning, just as they have as educators.
Talent Cultivator – Teachers who differentiate know that students come with a range of skills, interests, aptitudes, and attitudes. Some view the narrow construction of intelligence, or IQ scores, as unnecessarily limiting. Many find in Howard Gardiner’s Multiple Intelligence Theory a rationale for regarding all students as intelligent, only in different ways. Teachers who approach students as being uniquely talented and intelligent in different ways will attempt to develop the talents of all students. Instead of being a “talent scout” merely looking to identify top performers and sort students into “stars” and “also-rans,” a teacher who differentiates knows that all students must come to understand their own strengths in order to capitalize on them. Teachers who differentiate will group students where it makes sense, but never do so to communicate to a student that such groupings are a “track.” A teacher who differentiates communicates to students that where students are showing signs of struggle, it is the teacher’s role to actively problem-solve concerning how to overcome barriers. The assumption is always that students are capable of doing quality work because all students are talented. A teacher who cultivates knows growth is always the goal, regardless of the stage of developing skills, interests, or talents.
Calibrator – A teacher who differentiates knows that curriculum, assessment, and instruction are inextricably linked. Recognizing that the goal is not just to cover content, teachers use their expertise to design, implement and then re-design as necessary any element that does not work for students. Teachers who differentiate appreciate the complexities of crafting the learning conditions each student will need. This process of looking ahead, or the backward design process, requires teachers who differentiate to calibrate the many aspects of the learning context for which they are responsible.
Coordinator – Logistically, a differentiated approach to instruction is more involved than in more traditional classrooms. However, the efficiency of a traditional approach tends to come at the price of quality learning for the students who need something different. In a differentiated classroom, teachers work to make intentional curricular, instructional, and assessment choices that are relatively sophisticated. Teachers who differentiate invest a great deal of time, effort, and expertise in coordinating the environment for quality learning to occur, and they would not have it any other way.
Encourager – A teacher who differentiates knows that student learning is a function of persevering through difficulty and is more about learning how to learn than it is about mastering any specific content. Teachers who differentiate engage students in every way possible to encourage them to press on, even when learning is extremely difficult. When students struggle there is a natural tendency for them to shut down, task avoid, and retreat to other activities where they know they’ll be successful. A similar temptation exists for teachers to shut down, task avoid, and retreat to other studentswhere they know they’ll be successful. Teachers who differentiate know that the student must perceive the teacher as an ally in the learning process, NOT as the source of failure. One of the most powerful ways to encourage any student is to let him or her know that your goal is nothing less than his or her success, and that together you will find out what needs to transpire for that to happen.
Researcher – Perhaps the most important role that a teacher can have in any classroom, and especially as one who differentiates, is to take the role of researcher seriously. Teachers who differentiate rely on a myriad of data sources to provide evidence that the right kind of learning is taking place in their classroom. When they cannot see that quality learning is occurring, teachers reflect on what they can do differently to achieve their goals. They may research best practices or scientifically based approaches they aren’t presently using. They may collaborate with a colleague to determine if what is being implemented currently can be improved. They may do further assessments of students to determine student-specific variables that might have been previously overlooked. They may contact parents to see if more can be learned about student strengths or favorite ways of learning. A teacher who differentiates will routinely ask students why they believe the content, concepts, or skills are presenting challenges. No matter the source of the data or whether it is quantitative or qualitative, teachers who differentiate believe that it is a central role of theirs to collect, analyze, and act on information.