Montclair, N.J.— SOME fourth graders at the Rand School read at second-grade level; some have already finished ''Lord of the Rings.'' So Cheryl Caggiano organizes her class into clusters based on proficiency, each with a different book and assignment. At any given time, four things are going on at once in Ms. Caggiano's classroom.
Students who struggle with comprehension might be working on questions about their book, while others do an activity that helps them analyze characters and themes. One group might be drilling vocabulary, while another practices sentence structure. In social studies and science, Ms. Caggiano likes to ''mix it up.'' She may put a strong reader with a poor one ''so they can teach each other,'' or put students who think abstractly with ones who only get the point if they actually see it.
If this sounds like a lot of work for the teacher, it is. ''It's crazy, insane, and I don't get paid enough,'' Ms. Caggiano says. Still, she prefers this approach. ''When you teach the same lesson to the whole class, you'll see it in their faces: some kids are completely lost, others are bored,'' she says. ''This way I know the students better, and they're more involved in the process, too.''
Ms. Caggiano is a practitioner of differentiated instruction, a method of teaching students of different abilities in a single classroom. The approach was popularized in the late 1990's by Carol Ann Tomlinson, a professor of education at the University of Virginia. Dr. Tomlinson did not invent the concept, or even coin the phrase, but she laid out a how-to strategy for the ''inclusive'' classroom in her book ''Differentiated Classroom,'' which many regard as the bible of differentiation. Instead of ''What am I supposed to teach now?'' the differentiated teacher asks, ''What does this student need to learn next and what is the most effective way for me to teach it?'' To answer those questions, Dr. Tomlinson adapted a number of progressive strategies already in use, including group learning, peer collaboration and teaching to different learning styles.
Given the increasing number of learning-disabled students and children who speak English as a second language who show up in the same class with gifted students, it's not surprising that the idea has become so pervasive.  Click HERE for the rest of the article