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Differentiating Science Instruction for All Students
Unit 2
The Guidelines of Differentiated Instruction:
What Are the Important Things I Need To Know and Do?
Introduction to Unit 2
Important Note: If you have previously completed the PDA-ESE module The Differentiated Classroom:
Responding to all Learners or completed PDA Differentiating Math Instruction, this unit will be a review and
a reference.
Welcome to Unit 2. While some students learn regardless of the instruction and some students learn
adequately with whole group “one-size-fits-all” instruction, most students benefit from a highly skilled
teacher and an environment that carefully attends to individual student differences. Teachers who want to
maximize each student's potential have to respond to differences by developing a differentiated classroom
environment.
The teacher must have clarity about the learning goals, use assessment information to make instructional
decisions and provide respectful work that is matched to a learner’s need while being engaging and
challenging. This module is an introduction to some of the basic guidelines of differentiation. While this
module is a starting point and/or review of the guidelines, the creation of a differentiated environment is an
on-going process that requires time and support.
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Reference: This is an organizer adapted from the work of Carol Ann Tomlinson, an Associate Professor of
Educational Leadership, Foundations and Policy at the Curry School of Education, University of Virginia,
Charlottesville, VA. This organizer will help you to start your understanding of differentiation. Dr.
Tomlinson is a frequent speaker at educational conferences and has many publications that can offer
additional information on this subject. To access resources and learn more about differentiation see the
references throughout this module.
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Unit 2 The Guidelines of Differentiated Instruction
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Identify the guidelines, classroom elements, and student characteristics that are a basis for
differentiating to improve instruction for all students.
Identify strategies that support a differentiated environment for all students.
Define the principles that can be used to differentiate instruction and make lessons more explicit for
students struggling with science.
Describe the teacher delivery methods that can be used to differentiate instruction and make lessons
more intense for students experiencing science difficulties.
To begin your learning activities for this unit, please click on "Learning Activities" or go to the "Learning
Activities" menu item on the left.
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Unit 2 The Guidelines of Differentiated Instruction
Section 1 Overview
In section 1 you will examine the following areas
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Your beliefs about teaching and learning
The Who, What, When, Why, and How of differentiated instruction
Response to Intervention (RtI) and Universal Design for Learning (UDL)
Resources to extend your study of differentiated instruction
Beliefs about Teaching and Learning
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FCIM: Create the reflection survey below so that participants can click on the response (always,
frequently, sometimes, rarely) and then be able to print with responses.
Read each statement and respond to the prompt. Only you will see your responses.
My instruction is aligned with the following beliefs; always, frequently, sometimes, or rarely.
I believe all students can learn.
Fair does not mean each student gets the same. It means each student gets what he or she needs.
Each student has something valuable to contribute to the other students.
If a student fails to learn, then I have failed.
Everything a student does is a source of assessment information that I can use to improve instruction.
I am happy about the diversity in my classroom.
Change can be difficult and takes time.
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Unit 2 The Guidelines of Differentiated Instruction
Section 1 Overview
Who?
Differentiated instruction is not just about students with behavior problems, students with disabilities,
students who speak English as their second language, gifted students, students who read below grade level or
any other specific characteristic or category.
Differentiated instruction is about creating an optimal learning environment for each student so that each
student has an equal opportunity to reach his or her full potential.
Sometimes you will read about strategies to support “diverse learners.” In fact, all learners are diverse with
unique interests, talents, strengths, preferences and needs. No matter what you teach, your students approach
your content with different readiness levels for the content, different interests, and a variety of learning
styles.
For example:
One student may know a great deal about science concepts; however, he or she
may not have the reading readiness to tackle the material that interests him or her.
He or she has learned from television, movies, and discussions with other students
and adults.
Another student may be able to decode and comprehend material close to grade
level, but will still be challenged by math concepts.
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Some students need to talk concepts through while others are rarely verbal.
Certain students excel with a formal, organized, and structured setting while
others do better with more flexibility.
Even when you have two students struggling in the same subject such as reading,
one student may have needs in decoding and fluency while the other student
needs an emphasis on vocabulary and comprehension.
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Unit 2 The Guidelines of Differentiated Instruction
Section 1 Overview
What?
According to Carol Ann Tomlinson, differentiated instruction is the process of “ensuring that what a student
learns, how he/she learns it, and how the student demonstrates what he/she has learned is a match for that
student’s readiness level, interests, and preferred mode of learning”.
(Ellis, Gable, Greg, & Rock, 2008)
Differentiated instruction means proactively thinking about teaching and learning. It advocates starting
where students are in terms of readiness for what is being taught, in terms of interest, and in terms of learner
profile. Developing a differentiated environment means creating a variety of instructional paths so that
students of different abilities, interests or learning needs experience equally appropriate ways to absorb,
process, apply, develop and present concepts and information as a part of the daily learning process.
Whenever a teacher reaches out to students by varying his or her teaching to create the best learning
experience possible, that teacher is differentiating instruction.
Differentiation is NOT any single instructional strategy or something purchased in a kit. It is less about
filling up a toolbox with activities or “teaching tricks” and more about rethinking teaching and learning in
order to be more responsive to students.
Differentiation is a complex idea that calls on us to question, change, reflect and change some more.
Creating a meaningfully differentiated environment will positively impact student achievement but it is an
on-going process that requires time and support.
The guidelines of differentiation provide a foundation for developing an instructional environment that is
aligned with each student’s strengths and needs. The five guidelines listed below will be described in more
detail as these modules progress.
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Supportive Learning Environment
Clarity of the Learning Goal
Continuous Assessment and Adjustment
Flexible Grouping
Respectful Work
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Unit 2 The Guidelines of Differentiated Instruction
Section 1 Overview
When?
Beginning at a young age, children know that some people are good at sports, while other people do not
excel at physical activities. Some children are very social while others enjoy being alone. Some children
draw well and others can listen for long periods of time. Before students enter school, they have already
experienced being different from their peers. Students enter school with different readiness levels, varied
interests and with preferences about how they like to learn. Since that is true, it only makes sense that
teachers seek ways to differentiate the school environment at all grade levels and for all students.
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Unit 2 The Guidelines of Differentiated Instruction
Section 1 Overview
Why Differentiate?
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Students differ as learners.
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Even in homogeneous groupings, students differ in readiness, interest and learner preferences.
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To learn well, each student needs appropriate challenge and success.
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We are unlikely to increase student achievement for all students, if we ignore differences.
Watch the following 7 minute movie for a new perspective on why as teachers we should differentiate
instruction.
http://www.youtube.com/watch?v=wN7QfjIcVvA
(Should get permission to use from http://www.raisingsmallsouls.com/)
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Unit 2 The Guidelines of Differentiated Instruction
Section 1 Overview
How?
How do you begin to develop a differentiated environment? How can you continue to make your classroom
responsive to all students? The guidelines and accompanying questions in the graphic below will assist you
with how to differentiate your instruction. Each of the guidelines will be further discussed as you continue
through the modules.
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Unit 2 The Guidelines of Differentiated Instruction
Section 1 Overview
Response to Intervention (RtI) and Differentiated Instruction
In order to be responsive to all students, Florida utilizes the Response to Intervention (RtI) framework. It is a
framework to make decisions about instruction based on student data. The RtI framework is aligned with the
guidelines of differentiated instruction. By planning instruction based on decisions made from the analysis
of diagnostic data, teachers can more effectively teach each student.
RtI is the practice of:
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Providing high quality instruction and intervention matched to student needs
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Using level of performance and learning rate over time to make important educational decisions to
guide instruction (National Association of Directors of Special Education, 2005)
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Core Principles of RtI:
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A process designed to maximize achievement for all students
Frequent data collection on student performance
Early identification and intervention of students at risk
Multi-tiered model of service delivery
Research-based, scientifically validated instruction/interventions
Ongoing progress monitoring to evaluate and change interventions, if needed
Data-based decision making - all decisions made with data
Focused on outcomes
To learn more about the RtI framework, review the following information.
http://www.florida-rti.org/
http://www.florida-rti.org/RtI.pdf
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Unit 2 The Guidelines of Differentiated Instruction
Section 1 Overview
Universal design for learning (UDL)
Another way to meet the needs of learners of varying ability levels is by utilizing universal design for
learning (UDL). Adapted from the universal design movement in architecture and product development, such
as curb cuts, closed captioning, etc., UDL aims to meet the needs of a variety of learners by utilizing three
guidelines.
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Multiple means of representation – ways to acquire information and knowledge
Multiple means of action and expression – ways to demonstrate what is known
Multiple means of engagement - ways to motivate, challenge, and work with interests
UDL can include high or low technology options allowing for flexibility within content.
For more information about UDL visit www.cast.org
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Unit 2 The Guidelines of Differentiated Instruction
Section 1 Overview
The following links will extend your study of differentiated instruction.
Differentiated Instruction
Tracey Hall, National Center for Accessing General Curriculum
http://www.cast.org/system/galleries/download/ncac/DifInstruc.pdf
Deciding to Teach Them All
Carol Ann Tomlinson
Educational Leadership
October 2003 Volume 61 Number 2
http://www.ascd.org/publications/educational_leadership/oct03/vol61/num02/Deciding_to_Teach_Them_All
.aspx
Mapping a Route Toward Differentiated Instruction
Carol Ann Tomlinson
Educational Leadership
September 1999 Volume 57 Number 1
http://pdonline.ascd.org/pd_online/diffinstr/el199909_tomlinson.html
Motherhood, Apple Pie and Differentiated Instruction
James H. VanSciver
(Copyright 2005 March - Phi Delta Kappa)
http://www.spokaneschools.org/ProfessionalLearning/Initiatives/Book_Study-042006/ProLibwebpage/Articles/Differentiated%20Instruction/Motherhood_ApplePie_and_DI.pdf
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Unit 2 The Guidelines of Differentiated Instruction
Section 2 Supportive Learning Environment
FCIM: Create the reflection survey below so that participants can click on the response from a
dropdown menu (Always, Most of the time, Some of the time, Not at all) and then be able to print with
responses.
How would the majority of your students respond to the following statements? Click on the dropdown menu
to choose how the majority of your students would feel: Always, Most of the time, Some of the time, Not at
all. Would some of your students answer differently than others? No one will see your responses. They are
for you own reflection.
I am accepted in this classroom by my teacher and my classmates.
My interests and perspectives are acknowledged in this classroom.
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My teacher believes that I can learn.
The work in this classroom stretches me but does not frustrate me.
When needed, I know I can depend on receiving support in this classroom.
My teacher and classmates listen to me.
I am engaged, interested and comfortably challenged by the work in this class.
I look forward to being in this class.
My teacher communicates why the work we do is relevant to my life.
My teacher has time for me.
I am not only safe physically, but I am also safe emotionally in this classroom.
My teacher teaches me how to take responsibility for my own learning.
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Unit 2 The Guidelines of Differentiated Instruction
Section 2 Supportive Learning Environment
Creating a supportive learning environment is a guideline of differentiated instruction. Learning is more
likely to occur when the learner is neither bored nor anxious. The learner must be challenged but not
overwhelmed. Students learn best when there is an environment free from threat in which they feel a sense of
belonging and community. Students who are less ready for the work or who speak English as a second
language and students who are advanced may be most at risk for feeling isolated. Students need to feel they
are emotionally and physically safe, which may mean different things to different students. The goal is for all
students to feel as though they have something valuable to contribute to the class.
In a supportive learning environment, students…
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are neither bored (because the work is too easy) nor anxious (because the work is too hard).
are challenged but not overwhelmed.
feel they are emotionally and physically safe, which may mean different things to different students.
know how to listen to one another.
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have shared goals as well as individual goals.
feel as though they are on the same side.
feel that they need each other in order to maximize their learning experience.
In a supportive learning environment, the teacher…
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provides an environment free from threat in which students feel a sense of belonging and community.
offers students frequent and specific feedback.
reviews classroom routines, space, and time to provide the best condition of learning for students.
asks himself or herself, “ What can I do to ensure that students at every readiness level and from
every culture feel supported, included, challenged, and safe?”
celebrates growth in a way that is meaningful to the individual student.
shows each student how he or she is valuable to the classroom community.
works with individuals to refine problem-solving skills personally and interpersonally.
teaches students how to listen to one another.
provides opportunities for students to share perspectives.
models respect.
establishes shared goals as well as individual goals.
The following article will extend your study of Differentiated Instruction
Non-Threatening Classroom Environments
By Keith Barker, Catherine Ross, and Gillian Thorne, University of Connecticut
http://www.itl.uconn.edu/EDCIdownloads/Non-threat%20environment.pdf
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Unit 2 The Guidelines of Differentiated Instruction
Section 3: Clarity of the Learning Goal
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FCIM: Please make the reflection below so that participants can choose one number on the line from 1
through 5. When printed, the reflection will show the response given for each statement.
Consider your current practice. For each statement indicate 1-5 with a choice of 5 meaning that it is
something that you always do and a choice of 1 meaning it is something you rarely do. A choice of 2, 3, or 4
indicates that your practice is somewhere between 5 and 1.
1
2
3
4
5
All of the time
I use the Florida Sunshine State Standards as a foundation for planning.
I determine what is most essential for students to know, understand and be able to do.
I am crystal clear about what I plan to teach and why I plan to teach it.
I communicate the target of the lesson or unit to the students.
I make connections between factual knowledge and transferable, conceptual ideas.
Every activity I plan for my students has a clear connection to what is essential for students to know,
understand and be able to do.
I show the students how what we are learning is relevant to their lives.
I ensure that what I determine is most essential for students to know, understand and be able to do is
connected what they will learn throughout the school years.
You are encouraged to print items and your responses for your future reference.
FCIM: have “Print Results” here.
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Unit 2 The Guidelines of Differentiated Instruction
Section 3: Clarity of the Learning Goal
Clarity of learning goals is one of the guidelines of differentiated instruction. The teacher's first job is to
focus on what is important and coherent. Sometimes a teacher puts so much energy into creating an engaging
classroom that he or she loses clarity about the essential learning goal(s). Teachers can become so committed
to designing fun, stimulating and interesting activities or assignments that they stray too far away from the
learning goal of the activity.
If a teacher is fuzzy about what a student should know, understand, and be able to do, it is likely that the
outcome of the lesson will be confused. A powerful lesson can only be created when the teacher has clarity
about what is essential.
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When the teacher lacks clarity about the learning goal, it is like wildly shooting an arrow into a wall, then
later drawing a bulls-eye around it. The teacher needs to know the target of the lesson and what he or she
considers the bulls-eye before teaching. The target and the bulls-eye should be shared with the students at
the beginning of the assignment, lesson or unit.
What a teacher wants students to Know-Understand and be able to DO is based on the Sunshine State
Standards.
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Unit 2 The Guidelines of Differentiated Instruction
Section 3: Clarity of the Learning Goal
Meaningful differentiation that increases student achievement is more likely to occur when the teacher first
has clarity about what is essential for students to know, understand and be able to do. Begin with the end in
mind. This means having a clear understanding of what each student needs to know, understand and be able
to do at the completion of the lesson. Be clear about what matters.
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The teacher's first job is to focus on what is important and coherent.
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All students should work with the same concepts, understandings and skills.
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When a teacher has clarity about the most important understandings, it ensures that struggling learners
focus on what is most essential and don’t drown in facts and details. It also ensures that advance learners
can focus on important complexities and not be asked to keep relearning what they already know.
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Some students may need to work with those concepts, understandings and skills at a more concrete level
using manipulatives, graphic organizers and tangible items.
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Some students may need more support and guidance from the teacher.
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Some students may be ready to work with the same concepts, understandings and skills at a more abstract
level with less support and structure.
•
If a teacher is fuzzy about what a student should know, understand, and be able to do, it is likely that the
outcome of the lesson will be confused.
•
Identifying what students need to know, understand and be able to do increases the likelihood that a
teacher can introduce a subject in a way that each student finds meaningful. It increases the likelihood of
providing each student with a respectful “stretch”.
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Unit 2 The Guidelines of Differentiated Instruction
Section 3: Clarity of the Learning Goal
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Grant Wiggins and Jay McTighe developed Understanding by Design. It is framework for designing
instruction and assessment. Understanding by Design relies on what Wiggins and McTighe call "Backward
Design". Backward Design is a process that focuses on clarity of the learning goal first, assessment second
and instructional activities last.
The graphic below helps the teacher have clarity regarding the learning goals. It assists the teacher in
focusing on the understandings that are most important. The things that the teacher wants the students to be
able to know and do are linked back to the identified important understandings. Sometimes we refer to the
learning goals or what the teacher wants the students to know, understand and be able to do as KUDs.
Determining KUDs is the first step towards meaningful differentiation.
For meaningful differentiation to occur, the teacher must be focused on
what is most important for the students to learn.
What do I want students to know, understand and be able to do?
What is most
important for the
students to
KNOW ?
Vocabulary
People
Places
Events
Dates
Formulas
Details
Timelines
What is most
important for
students to
UNDERSTAND?
What is most
important for the
students to be able to
DO?
Important
generalizations
Basic skills
decoding,
computation
Communication skills
listening,
speaking,
writing
Research skills
Study skills
Interpersonal skills
How, why, so
what…?
Students will
understand
that…
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Unit 2 The Guidelines of Differentiated Instruction
Section 3: Clarity of the Learning Goal
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KUDs
Know
What we want students to know
related to the understandings.
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Vocabulary
Terminology
Definitions
Key Facts
Important People
Important Events
Formulas
Critical Details
Timelines
Understand
Do
What we want students to
understand
What we want students to be
able to do.
Determine the most important
understandings first. Frame the
desired understanding as a fullsentence generalization in
response to the phrase:
“Students will understand
that…”
Basic skills
computation, decoding
Communication skills
listening, speaking, writing,
reading
Thinking skills
compare, infer, contrast,
analyze, interpret
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Promotes transfer of big ideas
Specific enough to focus
teaching, learning and
Research
assessment
investigation, inquiry skills
 Needs to be uncovered
 Not obvious
Study skills
 Not true just by definition
notetaking, outlining,
Tip: Avoid ending an
questioning the author
Understanding with an adjective:
ex. Fractions are important.
Interpersonal skills
Examples:
working with others
Students will understand that…
 Mathematics allows us to see
patterns that might otherwise
have remained unseen.
 The topography, climate, and
natural resources of a region
influence the culture,
economy, and life-style of its
inhabitants.
 The cost of an item depends on
demand and availability at any
given time.
 Understanding a text’s
structure helps a reader better
understand its meaning.
Non-examples:
 Triangles have three sides.
 A system has more than one
part
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Unit 2 The Guidelines of Differentiated Instruction
Section 3: Clarity of the Learning Goal
The following article will extend your study of Differentiated Instruction
Reconcilable Differences? Standards Based Teaching and Differentiation
Carol Ann Tomlinson
Educational Leadership
September 2000 Volume 58 Number 1
http://www.ascd.org/publications/educational_leadership/sept00/vol58/num01/Reconcilable_Differences¢_S
tandards-Based_Teaching_and_Differentiation.aspx
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Unit 3 The Guidelines of Differentiated Instruction
Section 4: Continuous Assessment and Adjustment
FCIM: Create the reflection survey below so that participants can click on the response from a
dropdown menu (Often, Occasionally, Rarely, Never) and then be able to print with responses.
Consider how you currently use assessment.
Read each statement and answer: Often, Occasionally, Rarely, or Never based on how you currently use
assessment. Only you will see your responses.
Before creating lessons, I pre-assess students to determine each student’s level of skill, knowledge, and
understanding.
I know student’s interests
I know if my students learn best through methods that are hands-on, visual, or auditory.
After I assess what students know, I adjust my instruction to ensure that all students are learning as much as
possible.
I use interest inventories.
I talk to students individually about their hobbies, interests, and likes and dislikes.
I ask students to assess themselves relative to the learning goals.
I start units by asking students to identify personal learning goals that align with what I have identified as
most important to know, understand and be able to do.
I end units by recognizing and celebrating progress on the learning goals.
I use multiple sources to obtain assessment.
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I give students choice about how they “show what they know”.
I help my students identify their learning preferences and favored learning conditions.
I continuously learn about how my students learn.
You are encouraged to print items and your responses
for your future reference.
FCIM: Add “Print Survey” command here
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Unit 3 The Guidelines of Differentiated Instruction
Section 4: Continuous Assessment and Adjustment
Continuous assessment and adjustment is one guideline of
differentiated instruction.
Differentiating the learning experiences in a meaningful way is dependent on the teacher’s clarity about the
learning goal and the utilization of assessment information about the students. Teachers should use preassessment information, formative (on-going) assessment information and summative assessment in order to
provide instruction that is responsive to students’ needs.
The ultimate goal is for assessment to be an integral part of the learning process where the assessment
information is used by not only the teacher but also the student. The student uses assessment information to
personally monitor what they are learning and use the feedback from this monitoring to make adjustments,
adaptations, and even major changes in what and how he or she learns.
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A teacher must use the information from formal and informal assessment to adjust the instruction to
respond to each student’s needs.
Everything a student does is a potential source of information for the teacher.
Assessment is much more than what is done after the learning ends.
Although assessment has many purposes, in a differentiated environment, continuous assessment and
adjustment has more to do with helping students grow than it does with recording student mistakes or
comparing students with one another.
Assessment information allows the teacher to differentiate the learning experience in different ways. Below
are three student characteristics that guide differentiation. Click on each term for a brief explanation:
Readiness
Interest
Learning Profile
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FCIM: Please make each bolded word above a link to a “pop-up” box that will have the definition for
the word. The definitions for each word are below.
Readiness
Readiness is a student’s entry point into a particular concept or skill. It is not a synonym for ability but rather
reflects what the student can do today in comparison to what the teacher is planning to teach today.
Interest
Interest is what the student enjoys doing, thinking about, and learning about. Interest is a great motivator. By
considering interest, a teacher can link what he or she is teaching to something the student finds interesting
or relevant.
Learner Profile
Learning modalities or styles, intelligence preferences, gender, and culture influence the learner profile. It is
important to note that the learning style is not used as the basis for how to teach. The focus is not on
selecting instructional techniques that are believed to compliment a student's style of learning. Instead,
learning style is just one part of the profile of the learner which can assist in selecting objectives based on
readiness level.
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Unit 3 The Guidelines of Differentiated Instruction
Section 4: Continuous Assessment and Adjustment
Pre-assessment
Assessment beFORe Instruction
Pre-assessment…
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is any method, strategy or process used to determine a student’s current level of readiness or interest
in order to plan for appropriate instruction.
provides data and information that can determine
learning
options or levels for students in a differentiated
classroom.
helps teachers understand the nature of learning
differences in his/her students before planning
instruction.
allows students to demonstrate mastery or to show where
remediation might be needed before instruction begins.
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Unit 3 The Guidelines of Differentiated Instruction
Section 4: Continuous Assessment and Adjustment
On-Going (Formative) Assessment
Assessment FOR learning
Formative Assessment…
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is the process of accumulating information about a student’s progress to help make ongoing
instructional decisions during a unit of work.
alerts the teacher early on about student misconceptions or lack of understanding about what is being
studied.
allows students to build on what they already know.
provides regular feedback to students.
provides evidence of progress in learning over time.
gives teachers information about what their students
already
know (or don’t know) so they can change, modify or
extend
the instructional activities in which students are engaged.
Teachers can use this information to make adjustments to
their
instruction as they teach and can differentiate instruction
accordingly. It is assessment for learning rather than
assessment of learning.
When the cook tastes the soup, that’s formative; when the guests taste the soup, that’s summative.
Stake, R. cited in Earl, L. 2004. Assessment As Learning: Using classroom achievement to Maximize Student
Learning. Experts in Assessment. Corwin Press Inc. Thousand Oaks, California.
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Unit 3 The Guidelines of Differentiated Instruction
Section 4: Continuous Assessment and Adjustment
Summative Assessment…
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is a means to determine a student’s mastery of information, knowledge, skills, concepts, etc. after the
unit or learning activity has been completed.
 should parallel the formative assessments that were used during the
learning process.
 may determine an exit grade or score and can be tied to a final
decision about a student.
 should align with what the teacher wants the students to know,
understand, and be able to do.
 may be a form of alternative assessment; doesn’t always have to be
a test.
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Unit 3 The Guidelines of Differentiated Instruction
Section 4: Continuous Assessment and Adjustment
Self-assessment is essential for progress as a learner: for understanding of selves as learners, for an
increasingly complex understanding of tasks and learning goals, and for strategic knowledge of how to go
about improving.
Sadler, D. R. 1993. cited in Brookhart, S. M. 2001. Successful Students’ Formative and Summative Uses of
Assessment Information. Assessment in Education. Vol. 8, No. 2, pp. 153-169.
Assessment AS learning…
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is about students reflecting on their learning. Students personally
monitor what they are learning and use the feedback from this monitoring to
make adjustments, adaptations, and even major changes in what they
understand.
 is the ultimate goal, where students are their own best assessors.
 effective assessment empowers students to ask reflective questions
and consider a range of strategies for their own learning.
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Unit 3 The Guidelines of Differentiated Instruction
Section 4: Continuous Assessment and Adjustment
Multiple assessment sources provide more complete and reliable evidence of student learning.
An assessment plan may include evidence gathered in three basic
categories: products, observations, and conversations.
These multiple sources of information are used to make judgments
about specific skills and depth of understanding for each student.
Examples of Conversations
Student-teacher conferences, oral presentations, peer conferences,
cooperative team conferences
Examples of Observations
Working with manipulatives, role-plays, demonstrations, experiments, performances, observing the process
of a cooperative learning team
20
Examples of Products
Journals, worksheets, quizzes, tests, projects, self-assessments, reports, stories
Remember: Everything a student does is a form of assessment and provides the teacher with information that
can be used to adjust instruction and respond to student needs.
FCIM: end of screen page
Unit 3 The Guidelines of Differentiated Instruction
Section 4: Continuous Assessment and Adjustment
Differentiating the learning experiences in a meaningful way is dependent on the teacher’s clarity about the
learning goal and the utilization of assessment information about the students. There are many ways that
teachers can assess students before, during and after the learning in order to make more precise instructional
decisions. Some assessment methods are informal and quick and some may be more complex and timeconsuming. It is important to remember that everything a student does can be a form of assessment and can
be used as information to provide a more exact instructional match. Below are some examples of assessment
methods. Click on the name to read more about each item.
Response Cards
Exit Cards or Ticket out the Door
Surveys
Portfolio
Journal Entries
Curriculum-Based Measurement
FCIM: Please make each bolded word above a link to a “pop-up” box that will have the definition for
the word. The definitions for each word are below.
Response Cards
Preprinted Response Cards are made with two or more possible answers such as Yes –No or I Agree – I
Disagree or I understand – I need more information. The teacher poses a question or makes a statement.
Students respond by placing their thumb on the response that faces them and their pointer finger on the
response facing the teacher. The students hold up their cards upon the teacher’s request or signal. All
students hold up their cards at the same time. Response Boards are individual chalkboards or wipe off
boards. The teacher poses a question, asks students to spell a word or asks students to solve a math problem.
The student writes the answer and upon teacher request holds up the board for the teacher to see. All
students hold up their boards in unison.
21
Exit Cards or Ticket out the Door
Exit cards are written student responses to questions posed at the end of a class, learning activity or at the
end of a day. The questions chosen by the teacher depend on what information or type of response is
expected from students. The questions can be varied and target skill development, or can be a reflection of
how students feel. Opinions are often requested in exit cards to address personal feelings or perceptions. The
questions should be short and only take a few minutes to write (and read) so they become a quick assessment
check.
For examples of exit cards, please view the PowerPoint presentation at:
http://www.montgomeryschoolsmd.org/curriculum/enriched/
giftedprograms/docs/ppts/exitcards.ppt#259,1,Slide 1
Surveys
A prepared list of quick questions about a topic of study or about student’s interests, values, attitudes or
learning profile.
A free online survey of 10 questions or less can be created at www.surveymonkey.com
Portfolio
A portfolio is a collection of student work for a specific purpose that exhibits to the student and to others the
student’s efforts, progress, or achievement. A portfolio has a goal and a focus. The organization and
contents are based on the goal and focus. A portfolio can be used to do such things as document the meeting
of a standard(s), to connect several subject areas, to display an integrated assessment, to document key
concepts, or to chronicle growth over time (outline, first draft, second draft, final copy).
http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea5l143.htm
Journal Entries
Ask students to maintain a journal to explain something they have learned, reflect on a task, write something
down that they want or need to review, or to indicate a preference or attitude toward something that has been
studied. Journal entries are usually done several times a week and are usually less than a half of a page in
length. Journals assist students in being more conscious and in control of their learning. Consider reviewing
each student’s journal once a week or once every other week and writing a positive comment or observation
about what is written in the journal.
Curriculum-Based Measurement
Curriculum-based measurement is a systematic procedure for data collection and decision making. A goal is
identified and instruction implemented to improve student performance. The teacher takes a sample of the
student’s performance. Weekly performance data is graphed and used by the teacher to evaluate the
effectiveness instruction.
For more information on curriculum-based measurement, see the Special Connections web site:
http://www.specialconnections.ku.edu/cgibin/cgiwrap/specconn/main.php?cat=assessment&section=cbm/ma
in
FCIM: end of screen page
RtI: The Problem Solving Approach
Understanding the importance of on-going assessment that follows the assessment cycle and utilizes multiple
sources of assessment information will help a teacher be more responsive to all students. When instruction is
22
differentiated, yet students show evidence of not making adequate progress, the problem-solving approach,
which is part of the Response to Intervention (RtI) framework can assist with a structure for providing more
focused interventions and monitoring the success of those interventions.
Problem Solving is a systematic and structured process that uses the skills of professionals from different
disciplines to develop, implement, and evaluate intervention plans, based on student data, that result in the
significant improvement (closing the gap) of student performance.
Read more about the problem-solving approach at FLDOE’s RtI website.
http://www.florida-rti.org
http://www.florida-rti.org/RtI.pdf
FCIM: end of screen page
Unit 3 The Guidelines of Differentiated Instruction
Section 4: Continuous Assessment and Adjustment
Optional reading to extend your student of Differentiated Instruction
Inside the Black Box: Raising Standards Through Classroom Assessment
Paul Black and Dylan Wiliam
Phi Delta Kappan
http://www.pdkintl.org/kappan/kbla9810.htm
Formative Assessment: What Do Teachers Need to Know and Do?
Margaret Heritage
Phi Delta Kappan
http://www.pdkintl.org/kappan/k_v89/k0710her.htm
From Formative Assessment to Assessment FOR Learning
A Path to Success in Standars-Based Schools
Do?
Rick Stiggins
Phi Delta Kappan
http://www.pdkintl.org/kappan/k_v87/k0512sti.htm
Lessons Learned About Student Portfolios
Elizabeth Hebert
Phi Delta Kappan
http://www.pdkintl.org/kappan/kheb9804.htm
23
Unit 5 The Guidelines of Differentiated Instruction
Section 5 Flexible Grouping
FCIM: Create the reflection survey below so that participants can click the ones that apply to them
and then be able to print with responses.
How do you currently group students? Check all that apply.
I use whole group instruction.
I use small group instruction.
I work with pairs and individual students, when needed.
I form small groups and plan instruction for the group based on assessment information.
Each student in my class has opportunities to work with every other student in the class.
I form groups based on interest.
I let students choose groups or partners.
I use teacher-led small groups.
I use student-led small groups.
I provide small group independent work.
I plan activities for students to do individually.
I teach my students the social skills and classroom routines needed to make groups effective and efficient.
I have individual student conferences.
I have a plan for how to engage “quick finishers”.
I know the principles of cooperative learning and use it in my classroom.
I use peer tutoring.
24
FCIM: end of screen page
Unit 5: The Differentiated Classroom: Responding to All Learners
Section 5 Flexible Grouping
Flexible Grouping is one guideline of differentiated instruction. The teacher determines how to group or pair
students by using assessment information, interest surveys or learning style checklists. The learning goals
(K-U-Ds), materials, size of group, and instructional time should be determined by continuous assessment.
In a differentiated environment, students experience a variety of grouping patterns and have opportunities to
work with all students in the classroom.
In a differentiated classroom, whole group instruction is used when all students need to learn the same thing
in the same way and at the same time
Students may be grouped according to readiness levels, according to interests and based on learning styles.
Students may be in homogeneous groups at times but may also work in mixed-readiness groups.
Students may work with others who have similar interests or a teacher may structure for students to work
with others who have a variety of interests.
25
At times, students may work in groups with student who like to learn as they do and at other times students
with various learning styles might be grouped or paired.
Some students may benefit the most when working with the teacher in a very small group, a pair, or even
individually
FCIM: end of screen page
Unit 5 The Guidelines of Differentiated Instruction
Section 5 Flexible Grouping
Click on each of the types of groups to learn more about ways you can flexibly group your students.
Whole Group
Individual Instruction
Peer Tutoring
Teacher Directed Small Groups
Cross-age Tutoring
Mixed-Readiness Groups
Independent Small Groups
Learning Stations or Centers
.
FCIM: Please make each of the bolded words above a link to a “pop-up” box that will have the
definition for the word. The definitions for each word are below.
Whole class
This is most beneficial when the learning goals are appropriate for an entire mixed-level group of students.
An example of when whole-class instruction would be appropriate is a "read-aloud" to develop language,
vocabulary, and listening comprehension or an activity to provide background knowledge before a unit of
study.
Individual Instruction
A few students will need very intense instruction and may have readiness levels that are so different from
their peers that they need explicit and individual teacher-to-student instruction in order to make appropriate
progress.
Peer tutoring
When students are paired, interaction and engagement can be maximized in a classroom. Students must be
taught the necessary prerequisite social skills and expectations for this type of grouping to be productive.
26
Teacher-directed small groups
These groups, just like all grouping strategies, should be formed based on assessment. The teacher can use
explicit instruction for target skills and can closely monitor a student's performance in order to provide
immediate feedback and intervention. Small groups may mean 6-8 students, 4-6 students or 2-3 students
depending on the student's need for intensity. The membership of the small groups should change based on
what is being taught, the students' readiness, the students' interest and the students' style of learning.
Cross age tutoring
Sometimes students from other grade levels or other ability levels can provide one-to-one opportunities to
practice skills.
Mixed-readiness groups
It is appropriate to have students at different levels of readiness work on tasks together. The teacher must
structure the interaction so each student can participate equally and contribute to the outcome.
Independent small groups
Independent small groups should be differentiated and can offer instruction based on readiness, interest and
learner profile.
Learning centers
Learning centers are “stations” or collections of material and activities learners use to practice or extend
skills. Teachers should adjust tasks in centers based on a student’s readiness, interest, or learning
preferences. All learners should not be doing the same tasks at a center. Students record their progress but
teachers must monitor what students do and understand at a center. All centers need clear directions and
procedures. Well-designed differentiated centers can enable students to work at an appropriate pace with an
accurate instructional match. Centers can also free teachers to do explicit small-group or individual
instruction.
FCIM: end of screen page
Unit 5 The Guidelines of Differentiated Instruction
Section 5 Flexible Grouping
27
Dig a Little Deeper
These links provide some additional information on the use of flexible grouping.
Cue Card on Flexible
Grouping
Cooperative Learning
Classwide Peer
Tutoring
The Florida Inclusion
Network provides a cue
card that provides key
information about
flexible grouping.
Cooperative learning can
increase active
engagement, improve
classroom climate, raise
student achievement, and
refine social skills.
When using Classwide
Peer Tutoring, every
student in the class is
paired with another. The
students teach or coach
one another.
Reciprocal Teaching
Reciprocal teaching
involves small groups of
students using four
strategies good readers
use to comprehend text:
predicting, questioning,
clarifying, and
summarizing.
Special Connections
Florida Online Reading
http://www.floridainclu Kagan Cooperative
website, University of
Professional
sionnetwork.com/Uploa Learning Structures for
Kansas
Development website
ds/1/docs/centers/CRSR Active Engagement
L/FIN/products/CUEC http://www.kaganonline. http://www.specialconne http://forpd.ucf.edu/strate
gies/stratreciprocalteachi
ardFlexGroupDOEApp com/KaganClub/FreeArti ctions.ku.edu/cgicles.html
bin/cgiwrap/specconn/ma ng1.html
roved.pdf
in.php?cat=instruction&s http://forpd.ucf.edu/strate
Special Connections
ection=cwpt/main
gies/stratreciprocalteachi
website, University of
ng2.html
Kansas
Center for Effective
http://www.specialconne Practice and
North Central Region
ctions.ku.edu/cgibin/cgi
Collaboration
Education Laboratory
wrap/specconn/main.php http://cecp.air.org/family http://www.ncrel.org/sdr
?cat=instruction&section briefs/docs/
s/areas/issues/students/at
=main&subsection=udl/c PeerTutoring.pdf
risk/at6lk38.htm
ooperative
Promising Practices
Network on Children,
Families and
Communities
http://www.promisingpra
ctices.net/program.asp?pr
ogramid=99#overview
FCIM: end of screen page
Unit 2 The Guidelines of Differentiated Instruction
Section 4 Respectful Work
FCIM: Create the reflection survey below so that participants can click on the response from a
dropdown menu (Frequently, Sometimes, Rarely, Never) and then be able to print with responses.
Respond to each statement by indicating Frequently, Sometimes, Rarely, Never
28
Every instructional activity is tightly linked to what I have determined is most essential for students to know
understand and be able to do.
I vary tasks by student interest.
I ensure that students are not bored by activities and instruction.
I ensure that students are not overly frustrated by the work in the class.
I plan activities that require all of my students to generalize and apply what they have learned.
I vary tasks by the learning preferences of my students.
I use support strategies such as graphic organizers and technology tools.
I plan work that is relevant, engaging, interesting and challenging for each student.
I vary the pace of instruction based on student need.
I use assessment information to scaffold instruction for students who need it.
I make tasks more abstract and open-ended for students who need it, but still keep the work aligned with
what I have determined is most important for students to know, understand and are able to do.
I make tasks more concrete and structured for students who need it but still keep the work aligned with what
I have determined is most important for students to know, understand and are able to do
I give students choice.
I am willing and able to make major adjustments to lessons and units, if needed.
You are encouraged to print items and your responses for your future reference.
FCIM: have “Print Results” here.
FCIM: end of screen page
Unit 2 The Guidelines of Differentiated Instruction
Section 6 Respectful Work
A guideline of differentiated instruction is respectful work for all students. Each student deserves to have
work that connects to the most important learning goals, their lives, interests, and preferred ways of working.
Providing respectful work means:
29




recognizing that each student’s work must be equally focused on essential skills appropriate for the
student's readiness level
designing work for each student that is interesting, important, and engaging
acknowledging that some students thrive on open-ended and independent challenges while others
need explicit instruction, structure, and support; some students work best with routine and others
need change (even less-ready students may require this) to stay motivated.
providing each student with a comfortable stretch
Providing respectful work does not mean:




giving some students more of the same level work to keep them busy
giving students work that is too challenging or too overwhelming
providing more advanced students with engaging work, while the struggling student is assigned work
that is tedious, unimportant, or uninteresting.
Giving “less ready students” drill and practice worksheets or computer games most of the time.
FCIM: end of screen page
Unit 2 The Guidelines of Differentiated Instruction
Section 6 Respectful Work
30
What is a tiered assignment?
A tiered assignment is a strategy for differentiation that addresses the knowledge, understandings and skills
that the teacher has identified as important. Once the teacher has clarity about the learning goals, he or she
can develop several pathways or learning experiences (tiers) for the students to gain the knowledge,
understandings and skills. The development of the tiered learning experiences is always based on both
formal and informal assessment information about the students’ readiness, interest or learning profile.
FCIM: end of screen page
Unit 2 The Guidelines of Differentiated Instruction
Section 6 Respectful Work
WHY use tiered assignments to address a student’s readiness for the learning goals?
We only learn when tasks are a little too hard for us and when a support system is available to help us
succeed in the face of challenge. The Russian psychologist Vygotsky called this a “Zone of Proximal
Development”. In most classrooms a task which is “a little too hard” for an advanced learner will often be
too complex, abstract or open-ended for a student who is struggling with the learning goals. A task that is a
moderate challenge for a student who is struggling with the learning goals, may lead to wasted time,
boredom or frustration if given to an advanced learner.
To reach his or her maximum potential, each learner needs a balanced success-to-effort ratio. High effort
should yield success. When a student continually fails at tasks despite exerting effort, he or she loses sight of
the link that should exist between effort and success. For a struggling student, year upon year of “not good
enough” depletes self-confidence and motivation. An advanced learner often exerts little effort but has much
success academically. Over time the advanced learner may equate exemplary with easy. Without an
appropriate challenge, the advanced learner may not reach his or her full potential. It is important to note
that a student may be struggling with one subject but be advanced in others.
Tiered assignments may also be developed based on interests or learning preference.
FCIM: end of screen page
Unit 2 The Guidelines of Differentiated Instruction
Section 6 Respectful Work
How do you get started with the basics of tiering assignments by readiness?

Every learning experience (tier) is focused on what the teacher has identified as what is most important
for the students to know, understand and be able to do.

The learning goals are the same for all tiers and the learning goals are communicated to students.

Tiers are always based on informal or formal assessment information about the students. Tiers cannot be
designed without knowing the students.

All tiers have clear expectations for quality and success.

Tiers are adjusted by such things as complexity, abstractness, number of steps, concreteness, and
independence to ensure appropriate challenge.
31
 There is no set number of tiers but typically a teacher might design 2-4 different tiers.

Differentiated instruction does not mean creating separate learning experiences for each individual.

Tiered assignments may also be developed based on interests or learning preference.
FCIM: end of screen page
32
Unit 2 The Guidelines of Differentiated Instruction
Section 6 Respectful Work
When designing tiered lessons, ask yourself:
Are all of the tiers of the task equally engaging or interesting?
Are all of the tiers clearly focused on what students need to know, understand and able to do.
Are all of the tiers of the task written with clear expectations for quality?
Are the tiers designed based on assessment information?
Does each tier of the task provide a comfortable stretch for the students who will be doing the task?
Is each tier crafted at the highest possible level?
Could this lesson also be tiered by interest? How?
FCIM: end of screen page
Unit 2 The Guidelines of Differentiated Instruction
Section 6 Respectful Work
As you now know, creating a differentiated environment does not mean just allowing choice or using fun or
engaging activities, techniques, strategies or teaching tools. Creating a meaningfully differentiated
environment, that is likely to increase student achievement, is much more than that. Differentiated
instruction is proactively thinking about teaching and learning to be responsive to all students.
However, there are engaging activities, strategies and teaching tools that can support the development of a
meaningfully differentiated environment that is aligned with student need.
Below are just a few tools that can be used to support a differentiated environment. Click on the title to see
additional information. You may want to review information about Cooperative Learning, Classwide Peer
Tutoring and Reciprocal Teaching in Unit 4 and a variety of assessment examples in Unit 5.
Graphic Organizers
A graphic organizer is a visual that depicts the relationships between facts, terms, or ideas within a learning
task. It is one way to scaffold instruction to support students.
http://www.cast.org/publications/ncac/ncac_go.html
http://www.graphicorganizers.com
http://www.graphic.org
33
http://www.teachervision.fen.com/graphic-organizers/printable/6293.html
Story maps are graphic organizers that provide students a concrete framework for identifying the elements
of narrative stories
http://www.inspiration.com.
http://forpd.ucf.edu/strategies/stratStoryM.html
Venn Diagrams
Venn diagrams, a type of graphic organizer, can help students describe and compare attributes and
characteristics of things, people, places, events, or ideas.
http://www.readingquest.org/strat/compare.html
A semantic map, a type of graphic organizer, can assist students in identifying the attributes of a concept
word or other vocabulary.
http://www.ops.org/reading/concepts.html
K-W-L-H (Know, Want, Learn, How) The K-W-L-H teaching tool, a graphic organizer, is a good method to
help students activate prior knowledge and set a purpose for reading.
http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1kwlh.htm
The following is information from the Strategic Instruction Model (SIM) Content Enhancement Routines
from the Center for Research on Learning at the University of Kansas. Note: This article provides some
initial information. Training in SIM: Content Enhancement Routines is required to use the routines. Training
is available through school districts and FDLRS centers throughout Florida.
The Framing Routine: Framing the big picture with essential details
http://www.ku-crl.org/library/cer/frame.shtml
http://www.kucrl.org/sim/brochures/CEoverview.pdf (scroll to page 2)
Cubing
Cubing is another way to provide tiered lessons.
The name of this strategy, Cubing, comes from the fact that cubes have six sides and that, in cubing,
students explore a topic from six perspectives. Teachers can make cubes for different students: students at
lower levels of readiness may use cubes with concrete prompts while students at a higher levels of readiness
may use cubes with abstract prompts.
http://forpd.ucf.edu/strategies/stratCubing.html
Contracts
Contracts can be used to tier assignments according to readiness, interest or learning profile. It is an
effective way to give students choice.
A learning contract has the following components.
1. A Skills Component
o Focus is on skill-based tasks.
o Assignments are based on pre-assessment of students' readiness.
o Students work at their own level and pace.
34
2. A Content Component
o Focus is on applying, extending, or enriching key content (ideas, understandings).
3. A Timeline
o Teacher sets completion date and check-in requirements.
o Students select order of work (except for required meetings and homework).
4. The Agreement
o The teacher agrees to let students have freedom to plan their time.
o Students agree to use the time responsibly.
o Guide lines for working are spelled out.
o Consequences for ineffective use of freedom are delineated.
o Signatures of the teacher, student, and parent (if appropriate) are placed on the agreement.
A Best Practices web site can be found by clicking the following
link:http://wblrd.sk.ca/~bestpractice/contract/index.html
Universal Design for Learning
UDL provides a blueprint for creating flexible goals, methods, materials, and assessments that accommodate
learner differences. "Universal" does not imply a single optimal solution for everyone. Instead, it is meant to
underscore the need for multiple approaches to meet the needs of diverse learners.



Multiple means of representation, to give learners various ways of acquiring information and
knowledge
Multiple means of expression, to provide learners alternatives for demonstrating what they know
Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and
increase motivation
Visit the CAST web site to read more:
http://www.cast.org/index.html
http://www.cast.org/teachingeverystudent/ideas/tes
Technology
Differentiated Instruction can be achieved through the use of technology. Here are several reasons why
technology should be used to support differentiation.



Collaboration and communication skills. While some feel that working on the computer is an
isolating experience, computers can actually foster working together as a team. Students can work
together in small groups to approach a complex issue and then share their findings.
Learning styles and sensory learning. Computers allow for flexible presentation of material.
Students can read information, listen to information as it is read using text-to-speech software, or
watch a video on the learning topic.
Choices. There is so much information available on the Internet and in computer software. This
information is delivered at various levels of depth and complexity.
35



Privacy. Teachers are often concerned about the self esteem of the student(s) working on the least
sophisticated tasks. The computer provides a level of privacy. Additionally, the most sophisticated
technology might benefit those students working on the least sophisticated tasks.
Authentic learning. Differentiated Instruction includes a variety of learning opportunities. Hands-on
types of activities rather than standard paper/pencil activities are incorporated. The computer
provides another method for learning. Caution: Do not use a computer activity just because it seems
fun for a student. Make sure that any activity continues to work toward the learning objective.
Motivation. The computer may be the most motivating method by which some students will
participate.
Source: Benjamin, A. (2005). Differentiated Instruction Using Technology. Larchmont, NY: Eye on
Education, Inc.
Click here for more information on technology supports
The following software provides computerized graphic organizers or outlining tools.
Draft:Builder
http://www.donjohnston.com
Inspiration® Software
http://www.inspiration.com/productinfo/inspiration/index.cfm
Kidspiration® Software
http://www.inspiration.com/productinfo/kidspiration/index.cfm
Microsoft Word
http://www.microsoft.com
SMART Ideas™
http://www2.smarttech.com/st/en-US/Products/SMART+Ideas/default.htm
To facilitate access to print, teachers and students can make changes to documents created in Microsoft
Word. Click on each of the links below to see additional information.
Visual Changes
Spelling and Grammar
AutoCorrect
Forms Menu
AutoText
AutoSummarize
Hyperlinks
Comments
Voice Comment
Track Changes
Additional Information
http://www.cast.org/teachingeverystudent/toolkits/
downloads/AIR_Features_of_MSWord.pdf
FCIM: end of screen page
New Section
36
Unit 2 The Guidelines of Differentiated Instruction
Section 7 Check Up: Truth or Consequence
This is a review activity.
Directions - You are looking for the “Truth”. Select "true" or "false" for each of the following questions.
You will be given one opportunity to select the correct answer. If your score is 80% or higher you will be
ready to study Unit 2 -6. If you score less than 80%, your “Consequence” will be that you may have more
difficulty with your study of the rest of the module. Practice this quiz until your score is 80% or higher.
1. True -One guideline of differentiation is to provide a supportive learning environment.
2. False – Differentiated instruction is a kit that you can purchase.
3. True- Differentiated instruction means proactively thinking about teaching and learning.
4. False – You can finish differentiating your classroom during the first month of each school year.
5. True- One guideline of differentiation is to carefully consider what is most important for students to
know, understand and be able to do.
6. True – The RtI framework used by Florida is aligned with the guidelines of differentiation.
7. True- We are unlikely to increase student achievement for all students, if we ignore differences in
students’ readiness for content, their interests and their learning style.
8. False- One of the primary goals of differentiated instruction is to provide fun activities.
9. True- In order to create a differentiated environment, teachers must use continuous assessment to
determine how to align instruction with students’ needs.
10. False – In a differentiated classroom, all instruction takes place in small groups or with individual
work folders.
11. True – In a differentiated environment, every student should have an opportunity to work with all
other students in the class on a regular basis.
12. True - The teacher determines how to group or pair students by using assessment information,
interest surveys or learning style checklists.
13. False – It is not appropriate to use whole group instruction in a fully differentiated environment.
Students are always grouped by readiness levels.
14. False – Differentiated instruction is a kit that you can purchase.
15. True- Differentiated instruction means proactively thinking about teaching and learning.
16. False – You can finish differentiating your classroom during the first month of each school year.
17. True – The RtI framework used by Florida is aligned with the guidelines of differentiation.
37
18. True- We are unlikely to increase student achievement for all students, if we ignore differences in
students’ readiness for content, their interests and their learning style.
19. True- In order to create a differentiated environment, teachers must use continuous assessment to
determine how to align instruction with students’ needs.
20. False – In a differentiated classroom, all instruction takes place in small groups or with individual
work folders.
21. False – It is not important to communicate the target of the lesson or unit to the students when the
lesson or unit is first introduced.
22. True - When a teacher has clarity about the most important understandings, it ensures that struggling
learners focus on what is most essential and don’t drown in facts and details. It also ensures that
advance learners can focus on important complexities and not be asked to keep relearning what they
already know.
23. False -The teacher should start the planning process by determining fun and engaging activities then
work at clarifying the learning goal.
24. True Pre-Assessment is used to guide initial instruction, grouping decisions, and differentiate
learning experiences. It should be done in advance of the planning and can be quick and informal. It
is always connected to what students need to know, understand and be able to do.
25. True - All students should work with the same essential understandings. Some students may need to
work with those understandings at a more concrete level using manipulatives, graphic organizers and
tangible items. Some students may be ready to work with the same understandings at a more abstract
level with less support and structure.
26. True - Every activity should have a clear connection to what is essential for students to know,
understand and be able to do.
27. True In a differentiated environment the teacher should provide each student with a comfortable
stretch. The work must not be too overwhelming or too easy.
28. False Respectful work means giving some students more of the same level work to keep them busy.
29. True In a differentiated classroom, every task addresses what the teacher has determined what is most
essential for students to know understand and be able to do.
30. True - A few students may need very intense instruction and may have readiness levels that are so
different from their peers that they need explicit and individual teacher-to-student instruction in order
to make appropriate progress.
31. True On-going (Formative) Assessment is used to check for understanding during the instructional
cycle in order to adjust and differentiate instruction and alerts the teacher about student
misconceptions or lack of understanding about what is being studied.
32. True - In a differentiated classroom, whole group instruction is used when all students need to learn
the same thing in the same way and at the same time.
38
33. True Respectful work means designing work for each student that is interesting, important, engaging
and related to what students need to know, understand and be able to do.
34. False It is important to use assessment during instruction to make sure you have enough grades even
if you do not plan to use the information to change the lesson or unit plan.
35. True In differentiated classroom, students feel that their interests and perspectives are acknowledged.
36. True Teachers should use pre-assessment information, formative (on-going) assessment information
and summative assessment in order to provide instruction that is responsive to students’ needs and is
aligned with what is most important for students to know, understand and be able to do.
37. False Teacher observations are valuable but are not considered true assessment information.
38. True In a differentiated classroom, students feel that their teacher believes that they can learn.
39. True In a differentiated classroom, the teacher shows each student how he or she is valuable to the
classroom community.
40. True The guidelines for differentiating instruction include providing a supportive learning
environment, clarifying the learning goal, using continuous assessment and instructional adjustment,
grouping students in flexible was and developing respectful work for each student.
FCIM: end of screen page
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