Differentiating InstructionAn Overview - Part 2
Presented by
Lillie Stone, Director of
Differentiated
Learning & MAP
Linda Blankenhorn,
SETRC Professional
Development
Specialist
Differentiating InstructionAn Overview - Part 2
Please take a moment
to complete the
“Readiness for
Differentiation
Checklist”
“Stop asking me if we’re almost there!
We’re nomads, for crying out loud!”
C.Hanford Henderson - 1914
The dreadful uniformity
in modern education
…as now carried on is
a doubtful blessing, a
barrier to progress
instead of a help. We
don’t want people
uniform – not even if
they were all as nice as
one’s self.
Group Activity
“What Stuck?”
In a round robin, discuss the following
questions: (You will be given 10 minutes)
• What does differentiation involve?
• How does the differentiated classroom differ
from the traditional classroom?
– Role of the teacher
– Role of the student
– Use of time, space and materials
Your group will have 20 minutes to design a
chart, map, illustration, etc. which best
reflects the groups’ discussion.
Carousel Feedback
• Your group will stand in front of your chart.
• At the signal, move clockwise to the next chart.
• Using your sticky notes, you will be given 3
minutes to view, reflect and leave a comment,
suggestion or question on the chart.
• At the signal, move the next chart. Follow the
same procedure.
• When you arrive back at your own chart you
can review the notes left for you.
• You will be given 3 minutes to respond to any
comments or suggestions others may have left.
Why Differentiate?
• “One size fits all”
instruction does not
address the needs of
many students.
• Kids come in different
shapes and sizes as
well as interests,
learning profiles, and
readiness levels.
Differentiated Instruction
• Is . . .
A way of thinking
about and
organizing teaching
and learning.
• Is Not. . .
A new idea or an
instructional
strategy.
Differentiated Instruction
• Is …
All students are
exposed to key
concepts, but at
differing levels of
complexity and depth.
• Is Not. . .
Individualized
instruction
Differentiated Instruction
• Is . . .
On-going assessment
and adjustment of
instruction.
Teacher guiding the
exploration of a
subject; teacher as
coordinator of time,
space and materials.
• Is Not . . .
Tests at the end of the
chapter to see “who
got it”.
Teacher as primary
provider of
information.
Differentiated Instruction
• Is . . .
Learning organized around
key concepts, themes,
common elements.
Multiple approaches to
content, process and
product designed to
encourage maximal
growth in all students.
• Is Not…
Fragmented teaching of
unrelated skills.
One size fits all
instruction.
Differentiated Instruction
• Is. . .
• Is Not. . .
All students engaged in
challenging and respectful
tasks.
Giving some students
“watered” down tasks and
others more of the same
work to do.
Flexible grouping
including working alone,
in pairs, student-selected
groups, whole class,
cooperative groups.
A way to track students or
make homogeneous
groups.
Differentiated Instruction
• Is. . .
Designing learning
experiences based on
student readiness,
interest and learning
profile.
• Is Not. . .
Every student
completing the same
work at the same time
in the same way.
“In differentiated classrooms, teachers begin where
students are, not the front of a curriculum guide.”
Carol Tomlinson
Teachers in differentiated
classrooms are students
of their students.
Differentiation of Instruction
is a teacher’s response to learners’ needs
guided by general principles of differentiation
such as:
respectful tasks
flexible grouping
teachers can differentiate
Content
Process
ongoing assessment
and adjustment
Product
according to students’
Readiness
Interests
Learning Profile
through a range of instructional and management strategies
such as:
Strategies That Support Differentiation
Maxi-Strategies
• Assessment & Diagnosis
• Flexible Grouping
• Tiered Activities
• Anchor Activities
• Differentiated Learning Centers
• Curriculum Compacting
• Learning Contracts
• Adjusting Questions
• Independent Study
Mini-Strategies
• Reading & Study Buddies
• Student or Adult Mentors
• Exit Cards
• Task Cards
• Student Expert Desks
• Three Before Me
• The Dr. Is In
• Mini-Lessons
• Multiple Texts
• Interest Surveys
ACTIVITY
Use these questions to guide your
discussion on the information you
will read/view:
• How does the differentiated classroom
differ from the traditional classroom?
• What are some key elements of the
differentiated classroom?
• How was instruction differentiated?
(content, process, product)
• How were students grouped? (by
readiness, interests, learning styles)
• Questions, concerns, observations
Key Principles of a Differentiated
Classroom
• The teacher is clear about
what matters in the content
area.
• The teacher understands,
appreciates, and builds
upon student differences.
• Assessment & instruction
are inseparable.
• All students participate in
respectful work.
• Students and teachers are
collaborators in learning.
Key Principles of a Differentiated
Classroom
• The teacher adjusts
content, process, & product
in response to student
readiness, interests, and
learning profile.
• Goals are maximum
growth and continued
success.
• Flexibility is the hallmark
of a differentiated
classroom.
Not Differentiated
Reactive
Fixed
Closed
“One size fits all.”
Fully Differentiated
Proactive
Fluid
Open
• Assessment & Diagnosis
• Flexible Grouping
• Tiered Activities
• Anchor Activities
• Differentiated Centers
• Curriculum Compacting
• Learning Contracts
• Adjusting Questions
• Independent Study
A Continuum of Differentiated
Classrooms
Level 1
– Implied or stated philosophy that all of the
students need same teaching/learning.
– Class works as a whole on most exercises,
projects
– Class uses same materials, text
– Teacher in control of content and pacing
– Group grading standard
A Continuum of Differentiated
Classrooms
Level 2
• Implied or stated belief that all students need the same
information, however takes student differences into
account when planning
• Assess prior knowledge at group level
• May identify 2/3 instructional levels at the beginning of the
year and will group students accordingly.
• Uses whole and small group instruction with same content
• May modify some tasks for some students
• Provides for student interests in optional activities
• Student work graded by rubric or against group norm.
A Continuum of Differentiated
Classrooms
Level 3
–
–
–
–
–
Implied or state belief in student differences in learning
Encouraging students to take an assignment further
Implied variations in grading expectations
Students choose own work groups
Early finishers can read, do puzzles, choose an activity
to keep busy
– Occasional exceptions to standard pacing. May not
need to show all work
– Grading reflects student’s individual ability.
A Continuum of Differentiated
Classrooms
Level 4
– Articulated philosophy of student differences
– Planned assessment, tiering of assignments, compacting
of material
– Variable pacing
– Varied group configurations based on teacher
assessment
– Planned variations in content, process and product
– Individual goal setting
– Grading to reflect individual growth/progress
– Mentoring
Final thoughts….
• Have fun.
• Start small.
• Keep it simple.
• Just do it!!!
For more information:
• Gardner, H. (1991). The unschooled mind. How children think and how
school should teach. New York:Basic Books.
• Gardner, H (1993). Multiple intelligences: The theory in practice. New
York:Basic Books.
• Tomlinson,C. (1995). Deciding to differentiate instruction in the
middle school: One school’s journey. Gifted Child Quarterly, 39,7787.
• Tomlinson, C. (1995). How to differentiate instruction in mixed ability
classrooms. Alexandria, VA:ASCD.
• Tomlinson, C. (1996). Differentiating Instruction for mixed-ability
classrooms. Alexandria, VA: ASCD.
• Tomlinson, C. (1997). Differentiating Instruction: Facilitator’s guide.
Alexandria, VA: ASCD.
• Tomlinson, C. (1999). The differentiated classroom: Responding to the
needs of all learners. Alexandria, VA:ASCD