A Closer Look
Differentiated Instruction at WHPS
Differentiated instruction is the cornerstone of our educational philosophy and the foundation of everything we do. Many families choose our school for this individualized approach and often see its impact through tangible results, like their child’s leadership notebook, reading growth, or published writing. Yet, the process of personalizing learning in the classroom can sometimes be misunderstood.
Here’s a closer look at some key strategies that help bring this philosophy to life:
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Formative assessments are one of the most powerful—yet underused—tools in education, providing teachers with real-time insights into what students are ready to learn next. At WHPS, these assessments ensure instruction is dynamic and engaging, keeping students appropriately challenged and supported.
Examples include:
On-Demands: Writing prompts to guide lessons and identify focus areas.
Developmental Spelling Inventories: Tools to analyze how students break words into sounds and patterns, helping pinpoint their developmental level as spellers.
Running Records: Observations to assess reading comprehension and fluency.
Math Pre-Assessments: Quick checks to determine starting points and pacing.
These tools allow teachers to adjust instruction to keep students on a path of continuous growth and ensure every student progresses meaningfully.
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One of the keys to successfully differentiating instruction in a classroom with diverse learners is having universal and predictable routines. These routines create a consistent structure that allows students to work at varying levels while maintaining a cohesive classroom environment.
For example, during spelling time, all students know to gather in their small groups and work on their assigned activity. While the procedure is the same for everyone, each group may focus on a different set of words, spelling patterns, or skills tailored to their developmental level. Similarly, reading, writing, and math groups follow the same structured approach: consistent routines, personalized content.
This predictability enables teachers to manage multiple groups effectively. Teachers may work directly with one group at a time while other groups collaborate on tasks or work independently.
In Lower Elementary, students typically need more direct teacher guidance to complete their work, making consistent routines essential for building independence and confidence. As students progress into Upper Elementary, these structures allow for increased time on task and greater autonomy. This consistency is one reason why Upper Elementary students often excel in areas of strength, working well above grade level or in individualized groups tailored to their needs.
By maintaining clear, predictable routines across all grades, WHPS creates an environment where every student thrives within a structured yet flexible framework.
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Our students take an active role in their learning journey by setting SMART goals (specific, measurable, attainable, relevant, and time-bound). These goals are tied to developmental progressions, helping students and teachers identify what skills to focus on next.
To support this process, students use leadership notebooks, where they:
Track academic goals and progress.
Self-assess work habits and behaviors.
Reflect on growth and identify areas for improvement.
This practice begins as early as TK, with simple activities like coloring petals on a flower to represent effort or understanding. Over time, it evolves into deeper reflection and culminates in student-led conferences, where students share their progress and next steps with parents and teachers.
This focus on self-assessment and goal setting is a powerful tool, helping students fine-tune their work habits and take ownership of their learning.
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The Zone of Proximal Development (ZPD) represents the "sweet spot" for learning—tasks that are challenging but achievable with the right support. Teachers use formative assessments to pinpoint each student’s ZPD and group students by readiness, ensuring they are working on skills that stretch their abilities without causing frustration.
ZPD fosters:
Confidence: Students feel supported while tackling new challenges, building self-assurance as they succeed.
Collaboration: Group work strengthens teamwork and communication skills, creating a culture of shared learning.
Progress: Skills are taught and practiced at just the right level to maximize growth and mastery.
Teachers identify readiness for new learning by focusing on what students “use but confuse”—skills or concepts they can partially apply but haven’t yet mastered. By addressing these moments with targeted instruction, teachers keep learning dynamic, meaningful, and motivating.
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We use multi-age homerooms in 2nd/3rd and 4th/5th grades to create a dynamic, flexible learning environment that meets each child’s unique needs. This proven, research-supported approach is widely embraced by progressive schools and programs for high-achieving and gifted learners.
Multi-age classrooms allow students to be grouped by readiness rather than grade level, ensuring personalized and appropriately challenging learning experiences. For example, 2nd grade often marks a pivotal shift from "learning to read" to "reading to learn," and overlaps naturally occur as students develop independence and executive functioning. A 2nd grader and a 3rd grader might work side by side in spelling, reading, or writing groups, focusing on skills tailored to their developmental readiness. These flexible groupings ensure targeted support, keeping every student engaged and progressing.
Our team teaching model, with two full-time teachers in each classroom of approximately 24 students, enhances this approach. It enables dynamic groupings for core academic areas like reading, writing, and math, where individualized instruction and the Zone of Proximal Development (ZPD) are essential. At the same time, collaborative activities—like messy science projects, creative art tasks, or field trips—offer opportunities for students to work with diverse peers, fostering social skills, confidence, and leadership.
The Power of Multi-Age Homerooms
Flexible Grouping by Readiness: Students are grouped by skills and developmental readiness, allowing them to advance in areas of strength or receive focused support where needed. This approach keeps every student appropriately challenged.
Dynamic Learning Across Levels: In skill-based groups, students collaborate on subjects like reading, writing, and math, benefiting from shared goals and insights. For example, a 2nd and 3rd grader might tackle the same spelling pattern or writing technique together.
Two-Year Curriculum Cycle: Units in science and social studies—such as ecosystems or immigration—can be explored in any sequence, ensuring all students experience these rich topics over two years. Foundational skills like grammar, computation, and vocabulary are taught based on readiness and often exceed grade-level standards.
Team Teaching and Collaboration: Two full-time teachers provide individualized attention, manage small group instruction, and facilitate hands-on projects, ensuring every student receives the support they need to thrive.
Community and Continuity: With teachers staying with students for two years, routines are quickly established, minimizing transition time and maximizing instructional time. This consistency fosters deep relationships, a strong sense of belonging, and collaborative skills that prepare students for real-world success.
By combining multi-age classrooms, team teaching, and differentiated instruction, WHPS creates a program where every student thrives academically, socially, and emotionally. Families consistently see the benefits of this approach in their child’s confidence, independence, and love of learning.
It’s Not One Thing—It’s Everything
When formative assessments, consistent routines, SMART goals, ZPD, and collaborative classroom groupings come together, they create more than just a set of strategies—they form the backbone of an exceptional learning experience.
This seamless integration empowers students to set meaningful goals, reflect on their progress, and take ownership of their learning journey. From building strong foundational skills in Lower Elementary to exploring advanced opportunities in Upper Elementary, our program provides every student with the tools and confidence to grow, achieve, and thrive—both in school and beyond.
