Opinion
Assessment Opinion

Want to Differentiate Instruction? Use Your Time Wisely

By Lisa Westman — May 30, 2018 4 min read
BRIC ARCHIVE

What do you find to be the biggest obstacle to effectively differentiating instruction?

Got your answer? Was it “time?”

If so, your reply mirrors the most common response I receive from the teachers I coach on differentiation.

Differentiating instruction, a process that involves recognizing individual students’ varying learning needs and interests and actively planning lessons around them, is key to helping all students learn and grow. It’s become an important part of personalized learning that many teachers are adapting in a variety of ways.

But it isn’t always easy. When I began my journey to differentiate instruction for my own students, lack of time was my greatest obstacle, too. However, over time (pun intended) I came to realize that, more often than not, the issue is not a lack of time but rather how time is spent.

Time Is More Than Hours and Minutes

“The key is not spending time, but investing it,” author Stephen R. Covey once said. A video on the concept of time by Entrepreneur Magazine echoes that sentiment. The video’s narrator explains that the reason time-management strategies tend to fail is that they are designed to manage clock time, and humans live in real time. For example, one may have a planning period from 11 a.m. to 11:40 a.m. each day, but how many of those 40 minutes are actually spent planning?

Similarly, one may “teach” for 360 minutes each day, but how many of those minutes are spent using evidence from formative assessments (one of the key components of differentiation) to inform our next steps?

Is it possible that we teachers aren’t using our time as efficiently as we could?

This rhetorical question is not a critique of teachers. Teaching is hard. It’s almost impossible to be “on” every minute of every day. In my days as a classroom teacher, there were many times that I sat down behind my desk for a few minutes simply because I needed to sit down. (This almost always happened just as an administrator popped into my classroom, making me immediately feel guilty.)

When I began my journey to differentiate instruction for my own students, lack of time was my greatest obstacle, too."

However, when I talk about efficient use of time, I am referring to the chronic “time killers” that reduce our productivity, such as checking social media on smartphones, online shopping, and water-cooler chats with colleagues. For the average worker, these time killers cumulatively add up to one day of lost work each week.

To get a better handle on how we spend our time, we should track and analyze how every minute of a day is spent and then create a plan to work more productively. But that’s only the beginning of differentiating instruction. To do so successfully requires additional steps, such as understanding what differentiation really entails and collaborating with colleagues.

The Link Between Differentiation and Teacher Collaboration

Much has been written about the need for educators to break out of their silos and collaborate with other teachers. A quick Google search for “teaching in silos” produces close to 500,000 hits, including many explanations for why working in silos is detrimental to educators.

Planning for instruction in isolation isn’t helpful, because it’s: 1) simply not efficient, and 2) less effective in producing positive student outcomes. Moreover, if a person is task-oriented as opposed to goal-oriented, he or she is statistically less likely to be successful, according to two Cornell University researchers. Therefore, when teachers sit down to differentiate, they are often frustrated by the feeling that differentiation is just “one more thing” they have to do.

Conversely, when teachers sit down in teams to identify student needs and create action plans to meet them, they find that their plans organically result in differentiated instruction. The process no longer feels like one more thing, but is the outcome of solid planning and aligns to almost all other education initiatives that work to ensure student success (such as standards-based grading or common assessments).

BRIC ARCHIVE

However, according to a recent study from the RAND Corporation, teachers still overwhelmingly say that they do not have enough time to collaborate with their colleagues. Only 31 percent of teachers surveyed reported that they have sufficient time to collaborate with other teachers, despite many having the opportunity to meet with their colleagues on a monthly, weekly, or even daily basis.

In order to ensure that team time is most productive, I recommend that teacher teams—comprised of grade-level or department colleagues—use a structure that guides their meetings and helps them stick to agenda items that are directly connected to student-driven differentiation (see the roadmap for student-driven differentiation I created as one example). A roadmap or other such framework can help teacher teams focus their time to identify desired learning outcomes, analyze student performance, construct plans to meet the needs of students at varying levels, and, most importantly, incorporate the input of teachers’ other collaborators in learning: our students.

By using a structure to guide our team time, we can guarantee that our energy is spent effectively, and that we are doing all that we can to meet the needs of our students.

Events

This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Student Well-Being Webinar
Equity, Care and Connection: New SEL Tools and Practices to Support Students and Adults
As school districts plan to welcome students back into buildings for the upcoming school year, this is the perfect time to take a hard look at both our practices and our systems to build a
Content provided by Panorama Education
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Classroom Technology Webinar
Here to Stay – Pandemic Lessons for EdTech in Future Development
What technology is needed in a post pandemic district? Learn how changes in education will impact development of new technologies.
Content provided by AWS
School & District Management Live Online Discussion A Seat at the Table: Strategies & Tips for Complex Decision-Making
Schools are working through the most disruptive period in the history of modern education, facing a pandemic, economic problems, social justice issues, and rapid technological change all at once. But even after the pandemic ends,

EdWeek Top School Jobs

Teacher Jobs
Search over ten thousand teaching jobs nationwide — elementary, middle, high school and more.
View Jobs
Principal Jobs
Find hundreds of jobs for principals, assistant principals, and other school leadership roles.
View Jobs
Administrator Jobs
Over a thousand district-level jobs: superintendents, directors, more.
View Jobs
Support Staff Jobs
Search thousands of jobs, from paraprofessionals to counselors and more.
View Jobs

Read Next

Assessment Opinion What Federally Mandated State Tests Are Good For (And What They Aren’t)
Spring 2021 testing is happening. That can be a good thing—if the goal is about more than school accountability.
Stuart Kahl
5 min read
Two people analyze test data
Visual Generation/iStock/Getty
Assessment Opinion The National Assessment Governing Board’s Troubling Gag Order
NAGB's recently released restrictions on how its board members can communicate set a troubling precedent.
3 min read
Image shows a multi-tailed arrow hitting the bullseye of a target.
DigitalVision Vectors/Getty
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Assessment Whitepaper
INVALSI Addresses Italy’s COVID-19 Learning Loss
Find out how INVALSI worked with TAO to develop a plan of action that can serve as a model for other education leaders grappling with the...
Content provided by TAO by Open Assessment Technologies
Assessment Biden Administration's Level of Tolerance for Cutting Standardized Tests Comes Into Focus
A distinction has grown between states having to make tests available, and districts deciding it's not practical to make students take them.
8 min read
Image of a test sheet.
sengchoy/iStock/Getty