We Do Need It!
Differentiated Instruction
for College Level
Echo Wu, Ph.D.
Center for Gifted Studies
College of Education & Human Services
Murray State University
Outline
u  What
u  How
is Differentiation (DI)? Why DI?
do we use it at college level?
u  What
strategies can we use?
u  What
resources do we have?
u  What
do we need to know?
What is DI?
Why do we
need it?
Activity-1 (Individual)
u  Please
write down your initial ideas on the sheet:
What is “Differentiated Instruction” in your mind?
DI is “NOT”
•  Individualized instruction
- Different reading assignments
•  Grouping
•  Tailoring the same suit of clothes
•  One-size-fits-all instruction does NOT
reach all Learners
DI “IS”
•  Student centered
- Multiple intelligences; learning styles
•  Blend of whole-class, group and
individual instruction
•  Responsive and flexible
•  Learners of multiple abilities CAN BE
educated together
Myths & Realities:
10 Common Misunderstandings on DI
1. Differentiation is a set of strategies.
u 
It is an entire teaching philosophy grounded in knowing students and
responding to their needs.
2. Differentiation is group work.
u 
Differentiation employs thoughtful, purposeful flexible grouping.
Sometimes students work alone, sometimes in pairs, sometimes as a
whole class, and sometimes in small groups – all depending upon
demonstrated student needs.
3. “I already differentiate.”
u 
While many teachers may use a strategy associated with differentiation
or may differentiate reactively, few have fully, proactively
differentiated classrooms– these classrooms develop and grow over
time in response to student need.
4. Differentiated lessons have to be creative, “cute,” and
fun.
u 
While engaging students is an important part of
differentiation, it is more important that the lesson be
grounded with rich curriculum.
5. Differentiation is just the next educational fad.
u 
Because differentiation is a philosophy of meeting a broad
range of students’ needs, only when students cease being
different will the need for differentiation disappear.
6. Providing choice= differentiation.
u 
Different activities have to be held together by clear
learning goals.
7. Differentiation isn’t fair.
u 
Fair does not always mean “the same.” In order for students
to reach the same goals, they may need to take different
paths to get there.
8. Differentiation means “dumbing down” the curriculum for
less advanced learners.
u 
Differentiation means providing appropriate scaffolding to
help all learners reach common learning goals.
9. Preparing a differentiated lesson takes a huge amount of
time.
u 
Creating any high-quality lesson takes time. A teachers get
their heads wrapped around the process, they become more
efficient and develop storehouses of differentiated lessons
to adapt.
Know Your Students
Student Differences
https://www.youtube.com/watch?v=1SWQ7alGawI
Activity-2 (in Pair)
u  Please
share with the person beside you,
and answer the question:
What are the “differences” that your students may
have from each other?
How Do We Use DI at
College Level?
Unique Features of
College Students
u  College students have more variety: Language
background; learning background, family background
u  College
students may not know each other very well, or
at all
u  College
students have more control of their time, and
they may also have better time management
u  Instructors
need to know students on purpose,
otherwise may not have a chance at all!
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Activity-3: MI Inventory
u  Using
the MI Inventory to find out what your MI is!
Determine What to Do Next
u  Pre-Assessment
u  Content
u  Process
u  Product
u  Formative
Assessment
u  Post-Assessment
1. Content
Based on student
readiness &
interests
DI of Content
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A Variety of Strategies to Use
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College Learning:
Online or Face-to-Face
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Boosting Learning Engagement
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Differentiate Instruction (50’):
https://www.youtube.com/watch?v=Xl0owpw23IQ
Every Student is Different:
https://www.youtube.com/watch?v=8IjHGqOZEng
Differentiation can include complex strategies, like
writing tiered lesson plans, or it can take a more
simplistic form, such as using reading buddies or thinkpair-share strategies. For instance…
Higher Prep Strategies:
Lower Prep Strategies:
u 
Tiered Lessons
u 
Reading & Study Buddies
u 
Flexible Grouping
u 
Anchor Activities
u 
Think-Tac-Toe
u 
Think-Pair-Share
u 
Multiple Intelligence
u 
Choices of books
u 
Graphic Organizers
u 
Interest Surveys
u 
Response/Exit Cards
u 
Multiple Levels of
u 
Multiple Texts
u 
Questioning
Carol Tomlinson (2005):
The simple truth is that
we cannot meet the needs of any of
the students we met
if we teach them
as though they are all alike and
as though they are essentially the same
as all other students of
the same age and grade
To teach any of them well, we
have to learn to teach much more
flexibly and responsively
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Hall, T. (2002). Differentiated Instruction. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved
October 22, 2008, from http://www.cast.org/publications/ncac/ncac.diffinstruc.html
Heibeck, T. (2008). How to use multiple intelligences to reach every child. Retrieved November 1, 2008 from
http://www.teachervision.fen.com/intelligence/teaching-methods-and-management/4802.html
Kozleski, E. (2003). Guidelines that make differentiation possible for teachers to attain. Retrieved November 1, 2008 from,
www.urbanschools.org/events.docs/Penn320062.ppt
Lamb, A. (2003). Ten Tips for Differentiation. Eduscapes. Retrieved from
http://eduscapes.com/sessions/needs/elementary2.html
Nunley, K. (2008). Layered Curriculum. Retrieved November 1, 2008, from http://help4teachers.com/
Robinson, S. (2005). Instructional Tools Related to Universal Design for Learning. KS: Special Connections. Retrieved November
1, 2008, from http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/speccconn/main.php?cat=instrucition
Teachervision (2008). Structuring Lessons to Promote Learning from Materials. Partnership with Council for Exceptional
Children. Retrieved from http:www.teachervision.fen.com/curriculum-planning/learning
disablilities/6731.html?
Teachnology. (2007). How to Differentiate Instruction. Retrieved November 1, 2008, from
http://www.teachnology.com/tutorials/teaching/differentiate/print.htm
Thompson, S. (2005). Instructional Tools Related to Instructional Accommodations. KS: Special Connections. Retrieved
November 1, 2008, from http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=instruction
Tomlinson, C. (2000). Differentiation of Instruction in the Elementary Grades. Retrieved October 1, 2008, from
http://www.ericdigests.org/2001-2/elementary.html
Tomlinson, C. (2000). Educational Leadership, 58, 6-11, Retrieved October 1, 2008, from
http://www.jamesviledewitt.orgtfiles/folder257/ReconcileDITomlinson.pdf
Contact Information
Echo Wu, Ph.D.
Director, Center for Gifted Studies
Department of Educational Studies, Leadership &
Counseling
College of Education and Human Services
Murray State University
3205 Alexander Hall, Murray, KY 42071-3340
Tel: 270-809-2539
Fax: 270-809-3799
http://www.murraystate.edu/cgs