Lyn Steed
University of West Georgia
What is Differentiated Instruction?
 is an approach whereby teachers adjust their
curriculum and instruction to maximize the
learning of all students: average learners, English
language learners, struggling students, students
with learning disabilities, and gifted and talented
students. Differentiated instruction is not a
single strategy but rather a framework that
teachers can use to implement a variety of
strategies, many of which are evidence-based.
 In differentiated classrooms, teachers begin
where students are, not the front of a curriculum
guide. They accept and build upon the premise
that learners differ in important ways. Thus,
they also accept and act on the premise that
teachers must be ready to engage students in
instruction through different learning modalities
by appealing to differing interests, and by using
varied rates of instruction along with varied
degrees of complexity.
(Carol Ann Tomlinson)
 Students’ needs change frequently, teachers
should be familiar with two general principles or
strategies of differentiated instruction: ongoing
assessment and flexible grouping.
 On-going assessment means assessing students
before, during, and after teaching a unit to
gather information critical to providing effective
instruction. By frequently assessing students’
knowledge and skills, teachers can use that
information to develop and refine instruction to
meet the students’ shifting needs.
 Teachers use a variety of grouping methods—
whole-group, small-group (usually no more than six
students), or peer pairs—in addition to having
students work independently.
Why Differentiate?
 All kids are different.
 One size does not fit all.
 Response to student readiness to learn
 Learning styles
 Multiple Intelligences
 Success for all students
Teachers Can Differentiate
Content
Process
Product
According to Students’
Readiness
Interest
Learning
Profile
through a range of instructional and management strategies…
Source: The Differentiated Classroom, Tomlinson 1999
Content
 Content: the same concept or skill is taught to
each student; however, the curriculum used to
teach the concept or skill might be different for
different students.
Strategy
Tiered Content
Providing a Variety of Materials
Presentation Styles
Scaffolding
Readiness
Interest
Learning Profile
Presentation Styles
Show It
Pictures/ Graphic
Smart Board
White Board
Video
Caption
Say It
Lecture
Discussion
Questioning
Read Aloud
Verbal
Description
Model It
Demonstrate
Think Aloud
Act Out
Build/ Construct
Use Manipulatives
Scaffolding
Before Reading
Activate prior knowledge
Preteach new vocabulary
Making Predictions
KWL chart
Word cards, word webs
Using clues from story
During Reading
Address unfamiliar words
Monitor comprehension
•Look up word and record
definition
•Think alouds
Use mental imagery
•Draw picture, role play
Use graphic organizers
•Story maps, time line,
semantic map
Retell or summarize
One minute retell with
partner, make a diorama,
poster, or collage, make a
comic book version
After Reading
Other Examples
Recording test materials.
Using different spelling and vocabulary list to
meet the readiness of the students.
Using reading materials at different levels of
readability.
Using reading buddies
Presenting material through visual and auditory
means.
Meet with small groups to reteach or enhance
learning.
Process
 Process: Activities in which the student engages to make sense
of or master the content. Examples of differentiating process
activities include scaffolding, flexible grouping, interest centers,
manipulatives, varying the length of time for a student to master
content, and encouraging an advanced learner to pursue a topic in
greater depth.

Strategy
Tiered Activities
Learning Centers
Interactive Journals
Graphic Organizers
Jigsaw Activities
Readiness
Interest
Learning
Profile
Examples
 Using tiered activities through which all learners work with the
same understandings and skills, but proceed with different levels
of support, challenge, or complexity;
 Providing interest centers that encourage students to explore
subsets of the class topic of particular interest to them;
 Developing personal agendas (task lists written by the teacher
and containing both in-common work for the whole class and work
that addresses individual needs of learners) to be completed
either during specified time or as students complete other work
early;
 Offering manipulatives or other hands-on supports for students
who need them; and
 Varying the length of time a student may take to complete a task
in order to provide additional support for a struggling learner or
to encourage an advanced learner to pursue a topic in greater
depth.
Products
 Products: The culminating projects that ask students to apply
and extend what they have learned. Products should provide
students with different ways to demonstrate their knowledge as
well as various levels of difficulty, group or individual work, and
various means of scoring.
Strategy
Tiered Products
Tic Tac Toe
Learning Menus
RAFT
Readiness
Interest
Learning
Profile
Examples
Giving students choices of how to express the
required learning standards.
Provide activities where students can work alone
or in small groups on their products.
Use rubrics that match and extend the various
skill levels.
Allow students to create their own product
assignments as long as it has the required
standards.
Learning Environment
 Learning Environment: The way the
classroom works and feels. The differentiated
classroom should include areas in which
students can work quietly as well as
collaborate with others, materials that reflect
diverse cultures, and routines that allow
students to get help when the teacher isn’t
available (Tomlinson, 1995, 1999;
Winebrenner, 1992, 1996
Examples
 Making sure there are places in the room to work
quietly and without distraction, as well as places that
invite student collaboration;
 Providing materials that reflect a variety of cultures
and home settings;
 Setting out clear guidelines for independent work that
matches individual needs;
 Developing routines that allow students to get help
when teachers are busy with other students.
 Helping students understand that some learners need
to move around to learn, while others do better sitting
quietly
Key Guidelines
Start with your instructional goals
and outcomes…
What do you want the students to learn?
How is it related to the standards?
Different strategies are chosen based on
Focus of the instruction
(content, process, or product)
Focus of the differentiating
(readiness, interest, and learning styles)
Assessment in the
Differentiated Classroom
Though students will work on different activities and demonstrate their
knowledge through a variety of products, teachers can accurately evaluate
student performance using one of several recommended methods.
 Rubrics: A rubric is an objective set of guidelines that defines the
criteria used to score or grade an assignment.
 Portfolios: A portfolio is a collection of artifacts, or individual work samples,
that represent a student’s performance over a period of time.
 Self-assessment: Student self-assessment is the process of students using
specific criteria to evaluate and reflect on their own work.
Lesson Examples
Tiered Lesson Kindergarten Level
Classify by Patterns
Students go on a nature walk and collect items to bring back to the
classroom, especially leaves. Sort items by categories. Take the leaves
and complete task.
Red Group: Classify leaves by color. Glue leaves on their paper
(premade grid)
Blue Group: Classify leaves by shape and color. Glue leaves on their
paper using the sample as a pattern.
Green Group: Find 2 ways each leaf could be classified other than
color. Students decide how to show categories and content
Math Ticket
Review Problems:
Word Problems:
Challenge Problems:
Complete even
numbered problems
Create two word
problems from the
information learned in
the unit.
Solve three of the five
challenge problems
Math Writing:
Computer Task Cards:
Center Activity:
Explain in a clear stepby step directions how
to solve the problems
on the board.
Complete two activities
from the blue folder
and two from the
yellow folder
Choose one of the
games to play with a
partner.
Book Report Tic -Tac -Toe
Interview of the main
characters in the
book. Write questions
and answers.
Create a Venn diagram Make a poster that
comparing and
shows the order of
contrasting the
events in the story.
beginning of the story
to the end of the
story.
Write a song/ poem
about one of the
characters.
Draw a picture of the
main character.
Create a comic book
Make a mobile about
about one of the events the book
in the story
Dress up as a character
and act out a
characterization.
Build a miniature stage
setting of the book.
Carol Ann Tomlinson’s Wrap Up