A Year of Growth: Differentiation, Collaboration, and Bespoke Learning in Middle School Math

The 2024–2025 academic year marked a transformative period of growth and innovation in Friends Seminary’s Middle School Math program. Spearheaded by Head of Middle School Michelle Cristella, Melanie Smith—Mathematics Teacher and Chair of the Mathematics Department—and dedicated faculty including Anne Pearson, Clayton Raithel, Rachelle Scolari, Cory Chung, and Penney Peterson, the initiative reflected a shared commitment to creating more personalized, responsive, and rigorous learning experiences for students.

At the core of this work was a yearlong partnership with Dr. Rhonda Bondie, former professor at the Harvard Graduate School of Education and author of Differentiated Instruction Made Practical. Dr. Bondie guided math faculty through a comprehensive professional development arc centered on differentiated learning strategies. Teachers engaged deeply in reflective practice and classroom application, continually refining their instruction to meet the diverse needs of learners more effectively.

As part of the professional learning journey, math teachers shared their strategies and outcomes with colleagues in the Science and Technology departments, fostering cross-disciplinary dialogue and broadening the reach of these practices. Within the department, math faculty met regularly to collaborate, exchange feedback, and embed differentiated instruction across classrooms in a cohesive, student-centered way.

Differentiation also emerged as a central theme across the Middle School more broadly. Faculty engaged in sustained discussions grounded in summer reading and ongoing professional dialogue. A highlight of this shared work was the Middle School Differentiation Fair, where teachers presented successful projects, lessons, and strategies to peers—amplifying promising practices and strengthening a culture of collective learning. The success of this work hinged not only on pedagogical vision but also on the structures that made it possible. At many schools, scheduling constraints limit the ability to implement such models with fidelity. At Friends, the presence of both a K–12 Dean of Faculty, Trupti Patel, and a K–12 Dean of Studies, Hassan Wilson, created the conditions for thoughtful, cross-divisional collaboration. 

This research-driven effort laid the foundation for a reimagined instructional model—one that makes space for students at all levels to engage deeply, grow confidently, and learn in ways that feel both meaningful and developmentally appropriate.

“This initiative allowed us to meet students exactly where they are—and to support them in becoming the strongest, most confident mathematicians they can be,” said Melanie Smith, Mathematics Teacher and Department Chair. “Whether a student needed more time to build foundational skills or was ready for extension and enrichment, we were able to plan lessons where all students had a point of entry and were pushed to their growth edge.”

With this vision in place, the School thoughtfully implemented grade-specific structures that brought differentiation to life in developmentally appropriate and pedagogically sound ways. While each grade followed a distinct model tailored to student needs and curriculum goals, all were united by the same core principles: individualized instruction, collaborative teaching, and a commitment to helping every student reach their full potential.

Below is a closer look at how this work unfolded across Grades 5 through 8.

Grades 5 and 6: Foundations of Differentiation Through Co-Teaching
In Grades 5 and 6, students benefited from a new co-teaching model, where two experienced mathematics teachers led instruction together during two of the five class meetings each cycle. This format allowed for more flexible grouping and individualized attention, enabling students to engage with content at a depth and pace aligned with their readiness. Students received both enrichment and targeted support in small group settings, fostering confidence, challenge, and joy in mathematical discovery.

Grade 7: Deepening Differentiation Through Targeted Co-Teaching
In Grade 7, a co-teaching structure provided added support and enrichment alongside the lead math teacher. This model, further refined through close collaboration with Dr. Bondie, emphasized fluid instructional strategies that allowed teachers to respond to students' needs in real time. The result was a more dynamic and student-centered classroom environment that encouraged intellectual risk-taking and greater student ownership of learning.

Grade 8: A Fully Bespoke Learning Model
Grade 8 experienced the most significant instructional redesign. All eighth-grade students were scheduled to take math simultaneously each day, creating the flexibility for students to be grouped across three sections. These groups remained fluid throughout the year, allowing students to shift as their skills progressed—ensuring that learning pathways were dynamic rather than fixed.

Equally important, teachers were also fluid within this model. It was not as if one teacher was always assigned to work with a particular level of students. Instead, teachers rotated among the groups throughout the year, providing targeted support and enrichment to all eighth graders.

Every eighth-grade student completed the Algebra 1 curriculum through this personalized and pedagogically sound approach, which honored individual growth while opening doors to Upper School advancement when appropriate. Crucially, acceleration was available—but not prescriptive—preserving the integrity of each student's journey.