Comparing Traditional Classrooms to Differentiated Classrooms

The following summary is a good place to start when making the comparison between teachers who identify themselves as being in Station 1 and those identifying themselves as being in Station 5.

Traditional Classroom

• Student differences are masked, or acted upon when problematic.
• Assessment is most common at the end of learning to see “who got it.”
• A relatively narrow sense of intelligence prevails.
• A single definition of excellence exists.
• Student interest is infrequently tapped.
• Relatively few learning profile options are taken into account.
• Whole-class instruction dominates.
• Coverage of texts and curriculum guides drives instruction.
• Mastery of facts and skills out-of-context are the focus of learning.
• Single-option assignments are the norm.
• Time is relatively inflexible.
• A single text prevails.
• Single interpretations of ideas and events may be sought.
• The teacher directs student behavior.
• The teacher provides whole-class standards for grading.
• A single form of assessment is often used.

 (Adapted from Tomlinson, 1999, p. 16)

By contrast, a differentiated classroom has the following characteristics:

• Student differences are studied as a basis for planning.
• Assessment is ongoing and diagnostic in an attempt to understand how to make instruction more responsive to learner need.
• Focus on multiple forms of intelligences is evident.
• Excellence is defined in large measure by individual growth from a starting point.
• Students are frequently guided in making interest-based learning choices.
• Many learning profile options are provided for.
• Many instructional arrangements are used.
• Student readiness, interests, and learning profiles shape instruction.
• Use of essential skills to make sense of key concepts and principles is the focus of learning.
• Multi-option assignments are frequently used.
• Time is used flexibly in accordance with student need.
• Multiple materials are provided.
• Multiple perspectives on ideas and events are routinely sought.
• The teacher facilitates students’ skills at becoming more self-reliant learners.
• Students help other students and the teacher solve problems.
• Students work with the teacher to establish both whole-class and individual learning goals.
• Students are assessed in multiple ways.

(Adapted from Tomlinson, 1999, p. 16)

These lists, while brief, cover a vast amount of educational territory. Teachers who exemplify the characteristics of the “traditional” classroom, as noted above, likely operate from a different set of principles that guide them in creating their “traditional” classrooms. For any teacher in Station 1, it will be good to make a list of principles transparent.

We can only speculate that the list of principles that support “traditional” classrooms could be created with the antithesis of the Try DI! High 5 Principles:

1. Teachers are not students of their students.
2. Teachers don’t share the responsibility of creating quality learning conditions with their students.
3. Teachers use only quantitative data to lead students to an increasing awareness of their strengths/deficits and their relative standing in the classroom.
4. The teacher’s approach conveys to students that learner diversity is not understood, not planned for, and not welcomed.
5. Teachers ensure that all students know their success is defined by comparison to academic achievement of peers, not maximal individual growth.