Is differentiation a teacher-driven endeavor? Should it be?

Is differentiation a teacher-driven endeavor? Should it be?

This week I read a blog post by @whatedsaid that so succinctly describes the beauty of  inquiry for true differentiation. The post, How are all learners’ needs catered for?, proposes two scenarios for differentiation. The first describes carefully crafted options that provide access to a variety of learners.  The second looks at differentiation through inquiry. In this scenario there is an interesting open-ended question that naturally provides students ownership of their learning.  Toward the end of the post, @whatedsaid poses the question: “Does agency and ownership allow learners to learn at their own pace, seeking support when they need it?”

Where is the ownership of learning? In the first scenario, the onus of differentiation is on the teacher. It is up to the teacher to offer a variety of options that the learning could take. Ideally, enough entry points are offered so that all learners get their needs met. In the second scenario, students are empowered to own and direct their own learning through the inquiry process.

How do we help students encounter their own genius so that they 1) can engage the inquiry process, 2) learn at their own pace, and 3) Self-advocate when they need support?

At Anastasis, we cultivate student agency so that each child can uncover their own genius. Each student can drive their own learning in, and out of, school. Colleen Broderick of Re-School Colorado recently wrote about what this looks like at Anastasis in an article titled: First Steps Toward Agency: The Learner Profile.

So often when teachers come through Anastasis, they see our learner profile cards and think of the Learner Profile as a tool they use to differentiate the learning. The goal behind our Learner Profile is not to serve the teacher or the system, but rather the learner. The goal is to give students insight into themselves as learners so that as they engage the inquiry process they can make decisions to appropriately self-pace their learning, follow areas of passion, and self-advocate when they need additional support. The result is students who are equipped as life-learners. They don’t have to rely on a teacher to differentiate to meet their needs because it becomes part of their own learning process.

@whatedsaid, thank you for so perfectly summing up teacher-driven differentiation, and the differentiation that comes as a natural outcome of the inquiry process when we support kids in building agency!