
From theory to practice: The challenges of heterogeneous classrooms A move toward differentiated instruction, especially when it replaces homogeneously grouped classrooms, can conjure up parental fears of lowered expectations for gifted students. Peter D. Rosenstein, executive director of the National Association for Gifted Children, understands this skepticism. His group advocates a differentiation of curriculum and instruction that gives all children "an education that challenges them to reach their full potential." Often that means separate gifted classes, he says, "because 90 percent of teachers do not know how to differentiate" in a mixed-ability setting. "To train a whole school to do this would take years of practice." In the meantime, he says, "the kids at the high-end will lose out." Susan Winebrenner, a veteran classroom teacher who’s now a Michigan-based author and trainer in differentiation, says cluster grouping of gifted students within heterogeneous classes can ease some of these concerns. Putting the top six or so students together for much of the time allows those students to reach higher and lessens the likelihood of cooperative learning becoming little more than the smartest kids tutoring the more needy. When that happens, "the message gifted students receive is that once they master the grade-level content, there is nothing more for them to learn," Winebrenner writes in her book, Teaching Gifted Kids in the Regular Classroom. "Most teachers would not consciously choose to send such a message." Clustering the gifted also allows "new stars" or academic leaders to emerge in the remaining heterogeneous group or in classrooms that may end up without any students identified as highly able, Winebrenner says. A study reported by the National Research Center on the Gifted and Talented shows that this method of grouping can raise achievement for all children and even increase the number identified as "high achievers" in grades where clustering occurs. Yet, there’s also abundant evidence of positive effects on the achievement of gifted students when they’re placed in homogeneous classrooms with an accelerated curriculum. Denise DeFiore, a middle-school teacher in Silver Spring, Md., says she’s taught homogeneous gifted classes, but prefers the differentiation route. A classroom filled only with gifted children "concerned about doing what’s right" can create lots of anxiety for those in the room who aren’t the quickest problem solvers, she says. Mixed-ability classes, where there’s grouping and regrouping for a variety of reasons, "take the pressure off,” she’s found. “The idea is to create an inclusive atmosphere where everyone is valued for what they do." Judy Hart, acceleration and enrichment coordinator for the public schools in Geneva, Ill., cautions that there’s a range of abilities and interests even in so-called homogeneous classes, so even there, "differentiation still needs to take place." Many times honors or gifted programs end up mainly white and middle class, while remedial classes are largely poor and minority, notes Dr. Carol Tomlinson, associate professor at the University of Virginia’s Curry School of Education. But a parent’s right to expect a challenging curriculum doesn’t have to conflict with the school system’s goal of having all kinds of children work together in harmony, she adds. Students in NEA member Jack Esformes’ government course at T.C. Williams High School in Alexandria, Va., seem to prove this theory correct. Some five years ago Esformes started teaching classes that mix about seven students preparing to take the Advanced Placement exam with six very good to average students and 13 others achieving at various points along the academic spectrum. The AP students have different textbooks, homework, and tests, but everybody comes together in class for lively political discussion and debate. It’s a way, he says, to teach about representational democracy in an atmosphere that mirrors the real world. An educator for 31 years, Esformes doesn’t have any formal training in differentiation, but says he starts out by aiming above the level of the AP students "and then all kinds of ideas just keep flowing around the room." Each year AP students clamor to enroll -- and generally do as well on the AP exam as counterparts in homogeneous classes, says Esformes. He is also proud that the class has inspired some of his non-AP students to prepare for the exam and score respectably on it. Contrary to comments he’s heard, Esformes says "it doesn’t take a superstar teacher” to do differentiated instruction, just “a teacher who thinks the kids are superstars." He cautions, however, that he has no idea how well his methods would transfer to disciplines other than government. When trying to convince parents of the benefits of moving to a differentiated model, Tomlinson says honesty is definitely the best policy. "Parents have earned the right to be skeptical. If I’m a parent with a fifth grader, there’s only one year that child will be in fifth grade. I want it all now." In response, she says, the school administration needs to present a transition plan. It takes a principal who can make a long-term decision but solve short-term problems, Tomlinson suggests. “You can’t pull the rug out totally from the parents or teacher." To gain parents’ support, teachers need to first show them what to expect and later make clear what’s been accomplished, says Tomlinson. "Parents are willing to go along, but unless there’s communication, they assume nothing’s happening." A system that clusters several students with similar abilities -- at whatever part of the continuum -- may be particularly important when teachers are new to the method, says Tomlinson. "It offers a better chance of getting needed resources." Although she’s not fond of the "Noah’s ark" plan that places two of every kind of learner in a room, some teachers thrive on that mix. “It’s the job of a good administrator to look at kids as individuals and teachers as individuals -- to know how to arrange which kids with what teachers to make things happen.” In differentiated classrooms, Tomlinson advises, “kids need the chance to work for a significant amount of time with others at their own pace. But they also need to be in mixed readiness groups, which draw on the particular skills of each child." Fears of discipline problems in a diverse classroom often foster the drive for homogeneous sections, especially among parents of gifted students. Judy Hart understands and says teachers need solid classroom management skills before implementing differentiation. "You can’t do this in a room that’s a zoo,” she points out. Tomlinson, who sees boredom and failure at the root of most students’ acting out, says differentiation can meet many fears about classroom control head on. "Most kids want to learn. Misbehavior is a child’s response to a frustrating educational environment. Once teachers start differentiating, they’ll find the behavior they feared most has stopped. The work itself has become motivating. It’s a payoff." Return to main story Posted March 26, 1999

From theory to practice:
The challenges of heterogeneous classrooms

A move toward differentiated instruction, especially when it replaces homogeneously grouped classrooms, can conjure up parental fears of lowered expectations for gifted students.

Peter D. Rosenstein, executive director of the National Association for Gifted Children, understands this skepticism. His group advocates a differentiation of curriculum and instruction that gives all children "an education that challenges them to reach their full potential." Often that means separate gifted classes, he says, "because 90 percent of teachers do not know how to differentiate" in a mixed-ability setting. "To train a whole school to do this would take years of practice." In the meantime, he says, "the kids at the high-end will lose out."

Susan Winebrenner, a veteran classroom teacher who’s now a Michigan-based author and trainer in differentiation, says cluster grouping of gifted students within heterogeneous classes can ease some of these concerns.

Putting the top six or so students together for much of the time allows those students to reach higher and lessens the likelihood of cooperative learning becoming little more than the smartest kids tutoring the more needy. When that happens, "the message gifted students receive is that once they master the grade-level content, there is nothing more for them to learn," Winebrenner writes in her book, Teaching Gifted Kids in the Regular Classroom. "Most teachers would not consciously choose to send such a message."

Clustering the gifted also allows "new stars" or academic leaders to emerge in the remaining heterogeneous group or in classrooms that may end up without any students identified as highly able, Winebrenner says. A study reported by the National Research Center on the Gifted and Talented shows that this method of grouping can raise achievement for all children and even increase the number identified as "high achievers" in grades where clustering occurs.

Yet, there’s also abundant evidence of positive effects on the achievement of gifted students when they’re placed in homogeneous classrooms with an accelerated curriculum. Denise DeFiore, a middle-school teacher in Silver Spring, Md., says she’s taught homogeneous gifted classes, but prefers the differentiation route. A classroom filled only with gifted children "concerned about doing what’s right" can create lots of anxiety for those in the room who aren’t the quickest problem solvers, she says. Mixed-ability classes, where there’s grouping and regrouping for a variety of reasons, "take the pressure off,” she’s found. “The idea is to create an inclusive atmosphere where everyone is valued for what they do."

Judy Hart, acceleration and enrichment coordinator for the public schools in Geneva, Ill., cautions that there’s a range of abilities and interests even in so-called homogeneous classes, so even there, "differentiation still needs to take place."

Many times honors or gifted programs end up mainly white and middle class, while remedial classes are largely poor and minority, notes Dr. Carol Tomlinson, associate professor at the University of Virginia’s Curry School of Education. But a parent’s right to expect a challenging curriculum doesn’t have to conflict with the school system’s goal of having all kinds of children work together in harmony, she adds.

Students in NEA member Jack Esformes’ government course at T.C. Williams High School in Alexandria, Va., seem to prove this theory correct. Some five years ago Esformes started teaching classes that mix about seven students preparing to take the Advanced Placement exam with six very good to average students and 13 others achieving at various points along the academic spectrum. The AP students have different textbooks, homework, and tests, but everybody comes together in class for lively political discussion and debate. It’s a way, he says, to teach about representational democracy in an atmosphere that mirrors the real world.

An educator for 31 years, Esformes doesn’t have any formal training in differentiation, but says he starts out by aiming above the level of the AP students "and then all kinds of ideas just keep flowing around the room." Each year AP students clamor to enroll -- and generally do as well on the AP exam as counterparts in homogeneous classes, says Esformes. He is also proud that the class has inspired some of his non-AP students to prepare for the exam and score respectably on it.

Contrary to comments he’s heard, Esformes says "it doesn’t take a superstar teacher” to do differentiated instruction, just “a teacher who thinks the kids are superstars." He cautions, however, that he has no idea how well his methods would transfer to disciplines other than government.

When trying to convince parents of the benefits of moving to a differentiated model, Tomlinson says honesty is definitely the best policy. "Parents have earned the right to be skeptical. If I’m a parent with a fifth grader, there’s only one year that child will be in fifth grade. I want it all now."

In response, she says, the school administration needs to present a transition plan. It takes a principal who can make a long-term decision but solve short-term problems, Tomlinson suggests. “You can’t pull the rug out totally from the parents or teacher."

To gain parents’ support, teachers need to first show them what to expect and later make clear what’s been accomplished, says Tomlinson. "Parents are willing to go along, but unless there’s communication, they assume nothing’s happening."

A system that clusters several students with similar abilities -- at whatever part of the continuum -- may be particularly important when teachers are new to the method, says Tomlinson. "It offers a better chance of getting needed resources."

Although she’s not fond of the "Noah’s ark" plan that places two of every kind of learner in a room, some teachers thrive on that mix. “It’s the job of a good administrator to look at kids as individuals and teachers as individuals -- to know how to arrange which kids with what teachers to make things happen.”

In differentiated classrooms, Tomlinson advises, “kids need the chance to work for a significant amount of time with others at their own pace. But they also need to be in mixed readiness groups, which draw on the particular skills of each child."

Fears of discipline problems in a diverse classroom often foster the drive for homogeneous sections, especially among parents of gifted students. Judy Hart understands and says teachers need solid classroom management skills before implementing differentiation. "You can’t do this in a room that’s a zoo,” she points out.

Tomlinson, who sees boredom and failure at the root of most students’ acting out, says differentiation can meet many fears about classroom control head on.

"Most kids want to learn. Misbehavior is a child’s response to a frustrating educational environment. Once teachers start differentiating, they’ll find the behavior they feared most has stopped. The work itself has become motivating. It’s a payoff."

Return to main story

Posted March 26, 1999