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Differentiated Swim Lessons
May 7th, 2007 by Frank LaBanca, Ed.D.
I had the pleasure of taking my daughters to their first swim lessons today. Anna (4 [almost 5]) and Maggie (3) have been so excited for the past several days in anticipation. We got to the class early and we ran for a bit outside of the pool area.
When it was time to start, the instructor called the class over “Pikes?” To my surprise, only three students. That seems like some quality one-on-one. I’m quick to notice that Anna is older than the other two students. As I speak to the other boy’s mom, I find out that he is a month younger than Maggie. So I think to myself – here’s Anna – much older and more mature. How will she handle the situation and also, how will she be handled?

To my pleasant surprise, the instructor adapted each activity for each child. When it was Anna’s turn to jump in the water from the pool deck, the instructor moved much further back in the pool than with the other two children. Conversely, when Maggie tried to get out of the pool and was struggling, she got a little boost. Depending on comfort level, the instructor would provide additional support for floatation for each child and could quickly identify strengths.

The instructor quickly changed the routine to accommodate the individual needs of each child. As a teacher, it was wonderful to see differentiated instruction taking place – and it was so easily observed by me, yet totally unnoticed by the children.

I guess that’s the point of a high school science research experience. Each student is completing a project, but at the level that is appropriate for that student. High-quality learning takes place and it is different for each person involved. It is so nice to see differentiated instruction take place and more exciting to observe and recognize it so easily. Just a little forethought goes a long way!
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