Why we need to differentiate

We need to differentiate instruction in our classrooms.  I believe that, but it is easy to forget why-- especially after reading up on the new common core standards, especially after talking with teachers who feel pressure to have all of their students reach certain benchmarks at certain points in the year. 

Then I met my incoming students.  This past week we hosted an open house-type afternoon for families, offering the chance to drop by, say hello, and check out the classroom before school starts.  Some children bound into the room with confidence; others cling to a parent's hand.  Some dive right into exploring materials; others slowly take it all in.  Some chatter away; some ignore questions directed their way.  From their first moments in the classroom, it is abundantly clear that they bring a range of interests, personalities, and talents.  And, of course, some are young and some are older. 

How on earth did we ever come to decide that all first graders should be mastering the same skills on the same day?  This article online at Science Daily describes new research finding that children on the younger end of a grade level are far more likely to be diagnosed with ADHD, than children on the older end of a grade level.  Not only is this fascinating stuff, and deserves a read-through, in my mind, it is yet another reason for differentiating the instruction in our classrooms.  A young first grader and an older first grader are not and should not be in exactly the same place developmentally, and we do children a disservice--perhaps even mis-medicating them--when our expectations are too lockstep. 

This is not to say that I don't believe standards are reasonable to have for each grade-level.  It is smart to have a bottom line somewhere.  But going into a new school year, I am committed to accepting my students for who they are when they first walk through the door and meeting each child where they are right now.  The structures in place will need to accommodate that range.