Differentiated instruction does not mean that every lesson is adapted for every child.  That would be crazy.  According to the Illinois Professional Teaching Standards, Standard 3 – Planning for Differentiated Instruction, “The competent teacher plans and designs
instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement.

Knowledge Indicators – The competent teacher:
3A) understands the Illinois Learning Standards (23 Ill. Adm. Code 1.Appendix D), curriculum development process, content, learning theory, assessment, and student development and knows how to incorporate this knowledge in planning differentiated instruction;
3B) understands how to develop short- and long-range plans, including transition plans, consistent with curriculum goals, student diversity, and learning theory;
3C) understands cultural, linguistic, cognitive, physical, and social and emotional differences, and considers the needs of each student when planning instruction;
3D) understands when and how to adjust plans based on outcome data, as well as student needs, goals, and responses;
3E) understands the appropriate role of technology, including assistive technology, to address student needs, as well as how to incorporate contemporary tools and resources to maximize student learning;                                                                                           3F) understands how to co-plan with other classroom teachers, parents or guardians, paraprofessionals, school specialists, and community representatives to design learning experiences; and                                                                                                             3G) understands how research and data guide instructional planning, delivery, and adaptation.”

As far as I can tell, the standards do not require individual lesson plans for each and every child, but it does ask that teachers consider each child’s needs and plan accordingly. Most children do not require differentiated instruction; they fall within a typical range of development and ability.  Therefore, classroom planning, curriculum development, and goal setting is done at a global level, with considerations made for any child with a learning difference.

In an ECE program, one way we do this is by providing open-ended materials and activities that are adaptable for children and by the children themselves.  Manipulatives have many uses and are used to scaffold learning. Interest areas are complex and provide infinite possibilities for learning.  Good activity/lesson plans consider CLAD (culturally, linguistically, and ability diverse) children and provide quality learning experiences for all children.  The environment is adaptable as we are not bound by desks and rigid scheduling.  Good ECE programs differentiate learning all of the time.

So the next time a parent asks you how you are planning to meet her child’s needs via differentiated learning, be sure to quote the Illinois Professional Teaching Standards and explain that in early childhood, our entire curriculum is designed for differentiated learning.

Now, don’t get me wrong,  I believe we spend far too much time talking about and worrying about the standards rather than focusing on teaching and learning.  However, if we work in a system that requires teachers to know and understand several sets of standards, then that is what we must do.  Ideally, I would like us to see “standards” as  a set of guidelines that help us know what is important for children to know and be able to do. I don’t think we should think of the standards as the gospel….

So what standards am I writing about?  There’s the NAEYC Standards.  There’s the National Council of Teacher’s of Mathematics Standards.  There’s the Illinois Professional Teaching Standards.  There’s the Early Learning Standards….You get the picture. I could go on and on.

Over the next few weeks we are going to look into some of these standards, especially how they apply to early math learning.  I would love to know which standards you are currently following, which ones you would like to learn more about and whether or not you think this is all a lot of baloney.