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AAuu CCoonnttrraaiirree JJaammeess RR.. DDeelliissllee,, PPhh..DD.. Differentiation Requires HOPE verybody’s doing it: differentiating curriculum to make it deeper, E broader, parallel (to what?) and more complex. No longer the pri- vate property of gifted specialists, differentiation is now a democ- ratic pursuit of classroom teachers, curriculum specialists, and anyone else who subscribes to Educational Leadership. In an era of competency-based tests that seek to measure schools and students on the lowest common denominator—“Who knows their basic skills?”—differentiation has become a beacon of hope for learners who require more than just the same old stuff. At least that’s the theory. Like any bandwagon, though—and make no to ultimate success? If people change instructional mistake about it, differentiation is as much a band- practices because it is somebody else’s idea to do so, wagon as were outcome based education and whole the change will be as long lived as a snowball in language in previous years—differentiation needs to Sarasota. I saw this first-hand in a school district be noted as one piece in the very big puzzle of educa- where I worked some years ago. The newly-minted tional improvement. But without shifts in some curriculum director attended a workshop or two on related and relevant areas, differentiation is just authentic assessment and decided our teaching crew another panacea that is no more likely to improve the should buy into it. Giving us reams of paperwork and school experience for gifted children than is changing the promise of a release day to learn it from the one spark plug on an eight-cylinder car in hopes that experts, the curriculum director rallied for authentic the car’s overall performance will improve. assessment with everything save a bonfire and a pep Yet, I believe there is hope when it comes to rally. Two years later, that idea exited as the Ohio “doing” differentiation appropriately—rather, there is Proficiency Tests were adopted. Forward thrust was HOPE. For proper differentiation of curriculum halted, engines reversed. Only the school’s veterans demands more than “doing”; it also requires took it in stride, as they had ridden on other aban- Heart doned bandwagons, and so, never really changed their Outlook assessment practices, authentic or otherwise. Procedures I’m afraid that differentiation is headed down this Expectations same route unless both administrators and teachers that differ substantially from what we may now accept commit to the long term, with gusto and heart. This is as adequate. Let’s examine each. the only way that sustained change ever occurs. This Heart: Who can argue that putting your heart systemic shift is achingly slow, slower than many into something is not the most important ingredient administrators and legislators have the patience to 56 WINTER 2002 • VOL. 25, NO. 1 “True differentiation will occur only if it is seen as extending beyond curriculum and into the realm of the human spirit.” endure. So if (when?) differentiation as a issue—they were allbig! As a 4th grader, in the wrong place. They strive for goals positive movement ebbs, I can already I was told a month after school began to that are not only out of reach, they are hear the chorus of our school’s most expe- sit in the middle row of the room, right also out of balance. The sensitive teacher, rienced teachers: “Another big idea bites next to the fifth graders. the effective teacher, emits casual and the dust.” “ . . . And listen to the lessons I formal messages that new insights, ideas, Without heart, even good ideas die. teach them, James, because you are capa- and perceptions are more vital to a well- Outlook: There are lots of glitzy ble of understanding them.” lived life than are straight-As and flawless posters published by Sucessories that Such a simple procedure, and such a projects, those idolized facades others use leave readers with the transparent mes- respectful and efficient one. to measure success. sage that “attitude is everything.” This True differentiation will occur only My son, always a writer but seldom a ought to be obvious, but common sense if it is seen as extending beyond curricu- speller, was lucky enough to have had isn’t always in abundance, especially in lum and into the realm of the human three teachers—in grades four, eight, and educational arenas. spirit. Mrs. Voyer did this naturally, and twelve—who acknowledged to him that Still, sometimes glitz can work, and millions of teachers do so today. They his energies needed to be directed toward that is the case with differentiation. don’t need the cumbersome forms that the creative, rather than the mechanical, Without the proper outlook on the part are part and parcel to curriculum com- aspects of his mind. They focused on of individual teachers, differentiation pacting. Instead, they need acknowledg- Matt’s ideas, his vocabulary, his imagery, will exist only in theory. What does out- ment that their gut instincts have value: for they knew that it was there that his look entail? • like allowing Sara to skip 8th grade strengths lie. In so doing, they validated • a belief that gifted children are capa- English class twice a week so she can Matt, not just his work. And he remem- ble of more than a general curricu- go to the school library to work on bers them still, and fondly. In essence, lum allows or encourages; completing the novel she is writing. Matt’s best writing teachers acknowl- • an attitude that any teacher of gifted • like allowing Rachel, who is raising edged the strength of his thoughts, not students is competent only to the funds to build a local animal shelter, the limits of his grammar. extent that he or she is willing to to use this work for credit in math, Expectations for gifted children are admit to not being the font of all social studies, and community service. generally seen in relation to GPA, class knowledge; and • like challenging Phil to write a book rank, honor roll, and such. But, these are • a strength to admit that repetitive report on Fahrenheit 451 without artificial barometers of success, some- practices, given as classwork or once using the letter “E” in his 500- thing that is known to any teacher who homework, is nothing but a waste of word assignment—and giving him views differentiation as a ticket to educa- time for students who soak up their extra time, if needed, and extra tional nirvana. lessons as efficiently as a dry sponge credit, if desired. Without the sustained acknowledg- absorbs a puddle. The best way for these procedures to ment that even gifted children have dif- The above attributes can never be become a part of one’s teaching reper- ferent and varied learning and emotional measured by a test and are seldom avail- toire is to pair a teacher who does this needs, differentiation will come and go as able to view on a job resume. Instead, naturally with one who does it grudg- quickly as a roll of quarters in Las Vegas. they either exist inside the person or ingly, woefully, sporadically, or without And without putting into practice the they don’t; and if they don’t, pity the confidence. Then, sit back and watch strategies we know are best for gifted chil- gifted child whose needs and desires the sparks fly! dren, all the best of intentions will be for remain unaddressed. Expectations: People do not feel dis- naught. Let us recognize that the singular Procedures: Think back to the best respected by having someone think more contribution to be made through curricu- teachers you ever had. One of mine was of them than they think of themselves. lum differentiation is not half as strong as Mrs. Voyer, my teacher in a fourth/fifth Gifted kids, so prone to self-criticism and the contribution made if we see differen- grade of 48 students in a Catholic perfectionism, are especially vulnerable tiation within a wider context: the con- school, where class size was not an to setting the bar not only too high, but text of HOPE. GGGGCCCCTTTT GIFTED CHILD TODAY 57