Michael F. Shaughnessy Senior Columnist EdNews.org
Eastern New Mexico University

Karen Burggraf is the author of several books and educational materials published by DayOne Publishing. In this interview she discusses some issues of concern regarding differentiated instruction, co-Teaching, and contemporary concerns.

1) Tell us about your book "Getting the Point". Who publishes it? Where can readers get a copy?

"Getting the Point" by Frederick Burggraf and Karen Burggraf, is published by DayOne Publishing and is available online at www.DayOnePublishing.com/Educational.

This book shows the teacher how to plan and implement a student-oriented motivational system. This system came about from real-world experiences and the frustration with the classes we were teaching in middle school and high school. We felt that there was a need for positive incentives that would build autonomy in our students as learners. So over several years we introduced and refined point systems with every class through every level. As result, student performance and learning increased and behavior problems waned.

The system uses tangible rewards (paper tickets) that become a measurable part of each student's evaluation. It allows the teacher to track, recognize and measure the student's achievements, including classroom behaviors, peer interaction, citizenship and level of cognitive performance.

2) Tell us about your card on "Differentiated Instruction" and where readers can get a copy?

The Differentiated Instruction card is also available online at www.DayOnePublishing.com/Educational

This card defines differentiated instruction and elaborates on all the major strategies, such as how to adjust questions, how to provide a variety of product choices, how to use flexible grouping, the value of pre-assessment and how to use seven major scaffolding strategies. The card can support staff development or it can stand alone as a great planning resource for teachers.

3) What exactly do YOU mean by differentiated instruction and how does it differ from making accommodations and modifications?

Differentiated Instruction is the process of teaching and learning that begins with the premise that not all students are alike. Based on readiness, learning preferences and interests of the student, it requires the teacher to vary the approach and adjust the presentation of the material. This gives students access to multiple paths to the same goal and outcomes. Thus, differentiation meets each student where he is and maximizes his opportunities for success.

4) Are there realistic limits to what a teacher can do in a classroom?

Absolutely. There are limits to what a teacher can do in the classroom. Differentiated instruction does not mean that the teacher is writing 35 different lesson plans. Instead, there are on-going assessments that help the teacher determine how to flexibly group the students so that needs are being met. This is impacted by how available the student is for learning, as well as those factors that are beyond the teacher's control, such as behavioral disorders, parental influences, and the past history of the student.

5) You have developed a method by which teachers can do differentiation. Tell us about it.

I haven't developed a method; rather, I have assembled a resource that summarizes the Best Practices on differentiated instruction. This resource can be part of an on-going training or staff development, can support a book study, or can act alone as a tool for the individual teacher to use for planning.

6) How does your material "fit in "with the student's I.E.P.?

The goals and objectives on an IEP address a student's deficits.

Differentiated instruction addresses the fact that students learn at different speeds and vary widely in their readiness. It provides avenues for all students to progress in the content. There are options for showing what they've learned.

7) What about those teachers who simply refuse to make accommodations/modifications and provide differentiated instruction? What's a parent to do?

Parents must be the advocates for their child. They need to make allies in the schools and use available resources to the maximum extent possible. Sometimes a teacher's reluctance is due to the fact that there has been a lack of training in Best Practices. Ultimately, both parents and teachers must be held accountable for the implementation of the IEP.

8) What other teacher accessories or aids have you developed?

In addition to the card on Differentiated Instruction, I have co-authored a card on the Fundamentals of Co-Teaching and a book on using positive incentives in the classroom called "Getting the Point."

9) What prompted you to write about Co-Teaching?

Under NCLB and IDEA, students with special needs are held accountable to the same standards as their non-disabled peers. As a result, more and more school districts are placing students who receive special education services into regular education classrooms. In addition, the special educator is being assigned to teach alongside the regular educator in these inclusive classrooms. I found that both the regular educator and the special educator lack the strategies and resources to be able to co-teach effectively.

The Co-Teaching card defines co-teaching and elaborates on the roles and responsibilities of each co-teacher. In addition the card describes in detail the different models of co-teaching and the conditions under which each model is most effective. This card can be used to design or support staff development on co-teaching or used alone as a great resource for each teacher to have in the plan book.

It is available at www.DayOnePublishing.com/Educational

10) How can teachers hope to cope with the increasing heterogeneity in the schools today?

NCLB and the re-authorization of IDEA drive heterogeneous classes, and teachers will have to accept this. To cope with heterogeneity in today's schools, teachers must avail themselves to the staff development and training provided at the many conferences across the nation on Best Practices, including Differentiated Instruction. Also, teachers can get great ideas from reading the popular educational journals. And there is no substitute for rich discussions among teachers who deliver the instruction in heterogeneous classes.

11) When students do not make "annual yearly progress" is this due to lack of differentiated instruction or perhaps some other factor such as head injury or brain damage?

Lack of good instruction can always be a reason for a student not making annual yearly progress. However, this is a complex issue. The student's cognitive ability, a behavior disorder, TBI or whether or not the IEP is appropriate can have an impact. All these factors must be examined to determine the best course of action if the student is not making annual yearly progress.

12) What question have I neglected to ask?

Differentiated instruction works for all students, not just with those who have special needs. One size does not fit all. For students to be successful in today's classrooms, there must be multiple approaches to learning available to them.

13) Do you have a website or an 800 number where readers can get more information?

The web site for DayOne Publishing at www.DayOnePublishing.com/Educational presents a wide range of products that bring Best Practices to today's educators. Products are described in detail, including specific content, uses and expected outcomes.