Accommodating the wide range of cognitive and language levels found in one classroom proves challenging as teachers strive to differentiate instruction for all learners. Tomlinson defines differentiated instruction as “attempts to meet students where they are in the learning process and move them along as quickly and as far as possible in the context of a mixed-ability classroom” (Tomlinson, Education Digest 25). “Instruction should be differentiated, not content” (vanSciver 534), ensuring that each learner works toward a common set of understandings and skills while the “what,” or the core, remains relatively steady The “how” is the variety of ways that students will reach those understandings and skills and it may vary considerably. Successful differentiation equals student engagement and understanding. Instruction can be differentiated in several ways: by student interest, as each student adds questions that are directed by personal interests; through readiness differentiation when each student adds personal research and writing goals; or by learning-profile differentiation, where students use different products to show their understanding of the key concepts, principles, and skills (Tomlinson, Educational Leadership 16).

Differentiated instruction and the Big6 appear to be made for each other. While it seems as though all children will be on the same Big6 step at the same time during a unit of instruction, there is no reason students cannot work through steps at an individual pace. In addition, the Big6 process allows for seamless differentiation by interest, readiness, and learning profile.

Big6 allows for differentiation by interest as students, especially those in second and third grades, will want to explore questions of their own as they determine information needed in Big6 #1. In a study of the importance of animals in an ecosystem, one student or a small group may want to explore the diminishing habitat of a native animal, while another student looks for ways to protect the existing environment for all animals. Carefully guiding kindergartners and first graders to individually written questions will spark their motivation also. However, additional time or helpers will be needed to assist the very young learners in the information search.

Readiness differentiation sees each student choosing a step or skill within the Big6 on which he or she has had difficulty in the past and receiving review or remedial help from the teacher or library media specialist. Choosing materials on the appropriate comprehension level of each student also meets his or her readiness level. Children should have access to books and other materials with various reading levels, videotapes, audiotapes, models, and access to subject-area experts (Tomhnson, Educational Leadership 15). The objective of Big6 #2 “What can we use to find what we need?” calls for selecting a variety of sources. In addition, the teacher addresses readiness through individual and small-group sessions to help students who struggle or otherwise need additional support for the skills required to succeed with each step of the Big6.

Allowing students to choose how to show the results of their information search in Big6 #5 “How can we put our information together?” differentiates instruction by learning profile. Students express their findings through a Kid Pix slide show, journal entry, readers theater, podcast, a book made with PowerPoint or construction paper, or any number of products or presentations. “Guidelines for each type of product ensure quality and focus on essential understandings and skills established for the unit. Students may work alone or with a ‘parallel partner’ who is working with the same role, although each student must ultimately produce his or her own product” (Tomhnson, Educational Leadership 16). The table shows additional strategies that students and teachers may use to differentiate instruction for the steps of the Big6.

WORKS CITED

Tomlinson, Carol Ann. “Differentiated Instruction: Can It Work?” Education Digest. 65.5 (January 2000): 25-31.

_____. “Mapping a Route Toward Differentiated Instruction.” Educational Leadership. Association for Supervision and Curriculum Development. (September 1999): 12-16.

vanSciver, James H. “Motherhood, Apple Pie, and Differentiated Instruction.” Phi Delta Kappan. (March 2005): 534-5.