Welcome

to
Mrs. Hutton’s
Differentiated Classroom
Doing what is best for your child!
 The goal of our
differentiated
classroom is to:
Meet the learning needs of each
child and to engage and
partner with the child in his/her
learning process (Cox, n.d.).
We understand that each child is unique and they bring different
strengths and areas of opportunity to the table and we want to
help them grow and find success and joy in learning (Tomlinson,
2018).
The Differences Between a Differentiated
and Traditional Classroom
Differentiated Classroom Traditional Classroom

Student involved in learning Teacher-led instruction

and instructional activities
Teacher talks at students
Teacher works with students
Concepts are taught in the
Variety of materials available
same way using one method
to your child to help enhance
and students are expected
his/her learning
to retain information
Concepts are taught using presented.
different modalities (ways of
presentation) Students usually are together
as a whole class listening to
Students will have times of
a teacher lecture
working with the whole class,
independently, and with Students are expected to
flexible grouping. know exactly what is taught
to them
Students will be expected
increase their knowledge base Content understanding is
to the best of their ability
more important than
Students need to have purpose students’ having purpose in
and meaning with their learning
learning

(Tomlinson, 2017)
The tone in our classroom
will be much more:
Student-focused.

Engaging

Success-Driven (for all students)

Flexible

Active and Fluid

(Tomlinson, 2017)
A few new strategies that you
and your student will see . . .
Flexible grouping- your student will work with different students throughout the
learning process. They may work in multiple different groups settings in a day or
over the course of a week or a month (Tomlinson, 2017).

Learning through multiple modalities/teaching to the senses- Each lesson will

include a visual, written, verbal (oral), and kinesthetic or manipulative component
(“Teacher Tested Strategies,” 2015 & Tomlinson, 2017).

Inquiry-based learning projects -These activities require the students to ask

questions and solve the problems they encounter through their own directed
learning. I as a teacher will provide direction and prompts when needed (Heick,
2018).

Interest Surveys and ability assessments prior to starting units- It is important to understand
what the student is capable of prior to starting a lesson. This way we can know where we need
to challenge them on that concept (Guido, 2016 & Tomlinson, 2018).

Goal-setting and Learning contracts- I will sit down with each student and you and we will
come up with goals for your student and how we can work together to achieve these goals
(Heick, 2018).
What instruction in our
class will look like . . .
A small amount of direct instruction that will sometimes include videos or visuals or
modeling of manipulatives to introduce a concept.

Guided practice- where the student will interact with the lesson and the help of the
teacher to better understand the concept

Collaborative learning time where the students will work with peers. This may happen
in pairs or small groups. This is a great time to expand their knowledge with what
they learn from their peers. Also a good time to practice what they learned.

Individual practice- where they will take time to practice and master what they will
learn

Small group- once involved in a lesson, we will work in small groups to facilitate
further acquisition of the concept. I will move between groups to facilitate the needed
scaffolding (support) for the student (Tomlinson, 2017).

Student-teacher conferences- I will take time to meet with the students individually
during small group time to suss out any needs that have come up and to provide the
support or challenge needed for that student (Tomlinson, 2o17).
What homework
will look like . . .
Homework will vary from subject to subject, but primarily it
will be broken into . . .

Reteach- going back over the key ideas and concepts of the
lesson for the students that showed they needed more help

Practice- will allow the student to practice what they have

learned at a level that challenges them to use the concepts

Enrichment-will allow the students to delve deeper into a

concept and learn more in-depth. This is to challenge the
students that have easily grasped the concept initially.
What grading will
look like . . .
Grades in primary grades are 1-4. A student who is achieving above grade
level receives a 4. A student that is achieving at grade-level receives a 3.
Students approaching grade level a 2, and students way below grade level a
1.

Since we have to work within the confines of the district, we will need to
follow the above grading system, but with the differentiated instruction we
will work to reach each student where they are at to get them to grade level.

Additionally, grading will be based on the goal-setting that was done with
the students.

These goals will have to reflect the student’s interests, abilities, and the
standards required by the state.

We will assess the student’s progress towards this goal and the effort that
they have shown in trying to master it.

Progress and growth will reflect favorably for the students grades.

(Heick, 2018 & Tomlinson, 2017)

What the classroom set
up will look like . . .

Carpet area for entire class instruction

Desks will be in groups of 4-5 students (these

will move around throughout the year)

3-4 workshop areas around the classroom

Quiet area for students to move to if they

feel the need
Making sure to incorporate
diversity with inclusivity
The more I can incorporate the unique culture, language, backgrounds, and interest of each child the
more I can connect the lessons in a meaningful way to their real life. You as a parent are key to our
success here!! I want to get to know you!

Culture- I want to meet each and every one of you, and find out what is important to you and your
family. What cultural practices make your special and make your family who they are. I will take
what I learn from you and tailor lessons to include these details

Language-If your child speaks another language, or had a different first language please let me
know. I will try to provide material for the child in their first language and will be thoughtful in
providing more support with visuals to help your child learn

Background- I want to know your background and your child’s background. When did you child
reach developmental milestones? What is your family structure like? What do you do? I just want to
get to know you so I can know what is important to you and the child.

Interests- I will send home interest surveys for you and your child to complete. Through out the
day in the class I will be cognizant of what your child finds interesting and engages in and will
work to promote that

I am open to talk in person after school until 4, on the phone anytime until 6, through the REMIND
App anytime. I will also reach out via phone or email to you biweekly to give you updates on your
child. , and I will snd out monthly newsletters. Up to date info check out https://
huttonamy.wixsite.com/mrshutton
(Tomlinson, 2017)
 Parents- How can
you help?
You are always welcome in the classroom.

Your feedback on your students needs is always appreciated.

If you would like to lead or teach something about your

culture to the class that would be wonderful!

Expect your child to do his/her best!

Expect success!

Understand they may struggle, support them as they struggle

and celebrate when they overcome.

Celebrate your child’s successes!

(Tomlinson, 2017)
 What we will do for your
child if they are struggling

We will on the positives

We will celebrate success

We will focus on the KUDs (what the student needs to KNOW, UNDERSTAND, and
DO) for each concept

We will work to connect the lesson to their real life to provide relevance

We will provide what we call “Powerful learning (Tomlinson, 2018, ch 4,

paragraph 30)”- which means we will focus on the “big ideas, key concepts, and
governing principles (Tomlinson, 2018, ch 4, paragraph 30).

We will provide material of interest that will allow your student to get the
information in a different way

We will believe in their ability to achieve success

(Tomlinson, 2017)
 What we will do for your child
if they advancing quickly
We will foster a growth mindset by pushing them to learn more than they already
know.

We want them to feel engaged to the lesson so we want to sufficiently challenge

them, which may mean that what their learning may be a little more difficult.

To foster growth in learning they may need to struggle through a concept, but when
they overcome the struggle with success they will have a much higher feeling of
accomplishment

We will focus on their interest

As we expect more we will support them more to help them to achieve success.

We will work with them to set a pace that both pushes them but still allows them to
enjoy the process.

While their work may seem more difficult than some of their peers we are making
sure to only make it slightly more challenging than what they currently know. This
challenge will help them to learn more, stay engaged, and feel a sense of purpose
in the learning process.
(Tomlinson, 2017)
Overall in this
classroom WE:
Have a growth mindset

High Expectations of all of our students

Work to identify the needs of each of our students

Teach using different modalities and class structures

to meet this unique needs

Learn through doing

HAVE FUN!

(Tomlinson, 2017)
Tools and tricks for you to
use at home with your child
Give your child a designated place to work on school work

Give them freedom to make mistakes

Read to and with your child

Expect them to put out effort and celebrate success (even small ones)

Use technology if you have access to it. The following websites can be great
learning tools for your child:

https://www.adaptedmind.com/ http://more.starfall.com/?t=252982457&y=1

https://kids.nationalgeographic.com https://www.howstuffworks.com

https://www.coolmathgames.com https://www.learninggamesforkids.com

(Loveless, n.d. &Tomlinson, 2017)

 References
Cox, J. (n.d.) Implementing Differentiated Instruction Strategies. Retrieved from https://
www.teachhub.com/top-ways-implement-differentiated-instruction-strategies on January 20, 2019.

Guido, M. (2016, October 12). 20 Differentiated Instruction Strategies and Examples. Retrieved from
https://www.prodigygame.com/blog/differentiated-instruction-strategies-examples-download/ on
January 20, 2019.

Heick, T. (2018, July 29). Strategies for Differentiated Instruction. Retrieved from https://
www.teachthought.com/pedagogy/50-strategies-for-differentiated-instruction/ on January 20, 2019.

Loveless, B. (n.d.) 12 Strategies to Motivate your child to learn. Retrieved from https://
www.educationcorner.com/motivating-your-child-to-learn.html on January 20, 2019.

Teacher Tested Strategies for Differentiated Instruction. (2015, June 4) Retrieved from https://
www.slideshare.net/edutopia/teacher-tested-strategies-for-differentiated-instruction on January 20,
2019.

Tomlinson, C.A. (2017). How to differentiate instruction in academically diverse classrooms.

Alexandria Virginia: ASCD.

*For the photographs used: “no copyright infringement is intended”