Notes From the Portable: Teachers Who Rock: Cailin Hannan on Differentiation

Today I am interviewing my good friend, Cailin Hannan. She is a model teacher for differentiation in the classroom. Today we talk about the importance of differentiation in the classroom and how she uses it in different subjects.

Differentiating is so important in education. I know this is a topic you are passionate about. What about differentiation is so crucial to your planning?

In my classroom, as is typical in most, I serve a lot of very diverse learners. My students come to me at many different levels, sometimes spanning multiple grades. They also come to me with a variety of skills and interests. When it comes to meeting every individual student's needs, while also motivating them individually, this is a huge challenge. Because of this, when completing my unit and weekly plans, differentiation has to be a focus in all subject areas. First of all I need to plan assessments that will help me make imperative decisions about differentiation quickly (diagnostics, tickets-out-the-door, etc.). I first need to think about differentiating based on the student's level of mastery. I think about the supports some students will need (additional teacher support, regular check-ins, paraphrasing of directions, reading partner, word bank) and extensions for others (what will I do for those who already have mastery and/or finish quickly). I want all students to have the support to show me what they know. Another element of my plans is differentiating in regard to how the students will show me what they know. All students do not need to complete the same task (choice boards are a great way to make this happen). This is where I take into account the different learning styles and interests.

How do you differentiate in your reading groups?

I use a diagnostic such as a running record as a starting point for the year and group students at a similar instructional reading level. I do not like to always keep these groups throughout the year, though. Obviously they will be flexible as students make progress, but I also like to mix things up and group students in other ways. For independent reading I like to group students by their interest in a particular genre or author. All the students have a choice of what they will read independently (which will be on their level) but they get to discuss their common interests with a diverse group during "book clubs." For students who are struggling with reading I like to group them by the area for which they are struggling. I have a strategy group that focuses on fluency, and one that focuses on decoding with accuracy. Students can also be grouped based on the comprehension strategy for which they need the most support. I encourage independent reading with my readers who struggle in a variety of ways: reading the first chapter of the book with them and discussing all story elements prior to releasing them, allowing them to buddy read and have regular check ins, or allowing them to reread (from a read aloud) a book they enjoyed.

3. Subjects like science and social studies are harder to differentiate. How do you ensure that the needs of your class are met?

When possible I try to find reading passages and books at a variety of reading levels. This is not always readily available, so I always plan to meet with particular students who need support prior to them reading for information. I get them started and then check back in a bit more often than with other students. I also provide outlines and word banks to help students key in on the most important points while they are reading or during a mini-lesson. Student projects are completed either using choice boards (for both interest and ability) and collaborative work. Most of the time groups and partnerships are strategically chosen to help allow students to utilize leadership skills while others can get the support they need. Lastly, I have a research question that goes with each unit. As students demonstrate mastery and complete tasks they can work independently (or with others as possible) on "answering" the question. Their challenge is to try to use a variety of sources and come up with different ways of showing me (and the class) what they know. Lastly, I really like to do a Jigsaw activity. This gives every group member a specific role for which they will be an expert. After working with a group on their specific role the experts move to a new group where they must share their ideas. This allows for every individual student to participate, but not before getting support from their peers.

4. Where/how do you get your ideas for differentiation?

My main source of knowledge has been my colleagues throughout the years. Everybody I have worked with has had great ideas that I become lucky enough to add to my tool box.

5. How do you manage the classroom with students completing different tasks? How do you ensure they are engaged?

I am constantly working with students and questioning their progress. I walk the room and keep lots of checklists. A quick check on a sheet lets me know that a student is progressing, while an anecdotal note on another student lets me know I need to pull them to provide support the following day. I have more regular check-ins during project and/or independent work with students who have more difficulty with time management. I also like to have conferences with students or a discussion with my whole class as a reflection after completing tasks/projects. This will hopefully help me in the future.

6. What is your favorite part of teaching?

I love the planning, especially planning pacing for the year or for particular units. I love to make sure that all the standards fit together in a way that will be engaging and cross-curricular for the students. Deciding on the perfect activity is also a great part of this job. Above all I love the students. I love watching them learn and getting to play a small part in their world for a year. The connections that I make with them are my favorite part.