The teachers recognized early in the first year that although they had selected one strategy for the study, they needed the other strategies as well. Before long they were working on modifying units and trying other ways of differentiating. As the second year began, the liaison became very aware of her need to differentiate for each of the study participants, since they were at different levels of expertise. Two still wanted to refine the chosen strategy and the others were eager to try to add more complexity to the activities. Modified units increase challenge, authenticity, and active learning to improve learning and achievement.
Differentiation involves making changes in the depth or breadth of student learning.
Differentiation is enhanced with the use of appropriate classroom management, varied pedagogy, pretesting, flexible small groups, access to support personnel, and the availability of appropriate resources. As the study came to a close, the participants realized that what they had mastered represents a starting point for what they still want to do. They had worked hard to master one strategy but recognized a need to continue to work on other strategies. Three of the five members have continued to read work about differentiation and are sharing their resources with others. There have been comments from several of them that this long-term opportunity should be available to others on the staff as well.