The key to equitable differentiation

Abstract

Although a teacher’s goal in using differentiated instruction is typically rooted in equity, middle level educators can use this instructional approach in inequitable ways if it is not strategically executed. This paper suggests that the concept of student readiness, or current proximity to a learning objective as revealed by clear assessment data, offers one key to equitable differentiation in the middle grades. It provides step-by-step guidance on how to implement the readiness-based strategy of tiering in a manner that is respectful of diverse learners and that will lead to lasting learning. We present four extended examples of the equitable use of tiering across multiple content areas. This paper offers both concrete recommendations for the effective use of one differentiation strategy and philosophical considerations of why readiness-based differentiation supports fairness and practicality in the middle level classroom.