Climbing The Data Ladder:
Differentiating Instruction
Why Differentiated Instruction?
Dealing with the
reality of diverse
learners
One way to think about differentiation
Differentiation is classroom
practice that looks eyeball to
eyeball with the reality that kids
differ, and the most effective
teachers do whatever it takes to
hook the whole range of kids on
learning.
Mapping a Route Toward
Differentiated Instruction
“Even though students may learn in
many ways, the essential skills and
content they learn can remain steady.
Students can take different roads to
the same destination.”
-Carol Ann Tomlinson
Jigsaw Reading Activity
“Mapping A Route Toward Differentiated Instruction,” C.
Tomlinson, Educational Leadership, 57:1, September 1999
In your small groups, each participant
selects a “segment” of the article to
read (A,B,C,D)
Each member then briefs the rest of the
group on his/her segment
Talk about any thoughts generated
through the discussion of the article
Differentiation of Instruction
Is a teacher’s response to
learner’s needs
Guided by general principles of
differentiation, such as
Respectful
tasks
Flexible
grouping
Source: The Differentiated Classroom, Tomlinson 1999
Ongoing
assessment &
adjustment
Teachers can differentiate:
Content
Process
Product
according to student’s
Readiness
Interests
Learning
Profile
through a range of instructional and
management strategies…
Source: The Differentiated Classroom, Tomlinson 1999
Ask yourself about:
CONTENT
PRODUCTS/
ASSESSMENTS
PROCESS/
ACTIVITIES
Content:
How do we adjust or
modify the
knowledge and skills
we expect students
to learn?
3-Minute Buzz
Activities:
How do we modify
our teaching
strategies to help
students acquire the
knowledge and skills
they need?
Think – Pair - Share
Products/Assessments:
How do we adjust
or modify the way
we assess
student learning
to better measure
student growth?
Differentiation of Instruction
Is a teacher’s response to
learner’s needs
Guided by general principles of
differentiation, such as
Respectful
tasks
Flexible
grouping
Source: The Differentiated Classroom, Tomlinson 1999
Ongoing
assessment &
adjustment
What is meant by ongoing
assessment and adjustment?
Assessment is organic!
 Quick, not always recorded for
a grade
 Is a tool that directly affects
ongoing plans for instruction
 Leads to increased “yields” in
academic growth
Differentiation of Instruction
Is a teacher’s response to
learner’s needs
Guided by general principles of
differentiation, such as
Respectful
tasks
Flexible
grouping
Source: The Differentiated Classroom, Tomlinson 1999
Ongoing
assessment &
adjustment
What is meant by “Flexible Grouping?”
Students move frequently between
groups as learning objectives change,
as their needs evolve, and as they
gain proficiency
Students sometimes work in groups
defined by interests and/or learning
styles
Teachers sometimes move between
groups to provide instruction
Benefits of Flexible Grouping
 Teacher becomes more of a
“facilitator” of knowledge and skills
 Removes the negatives and stigma of
“static” groups, i.e. “Once a buzzard,
always a buzzard” syndrome
 Students see that they can and will
progress as they learn. Growth
becomes a visible and expected part
of the classroom culture
Differentiation of Instruction
Is a teacher’s response to
learner’s needs
Guided by general principles of
differentiation, such as
Respectful
tasks
Flexible
grouping
Source: The Differentiated Classroom, Tomlinson 1999
Ongoing
assessment &
adjustment
Just a sampling of strategies that support
Differentiated Instruction
Multiple Intelligences
Tiered Lessons
4-MAT
Jigsaw
Tiered Centers
Varied questioning strategies
Taped material
Tiered Products
Interest Centers
Anchor Activities
Learning Contracts
Interest Groups
Varying Organizers
Small Group Instruction
Varied Homework
Varied Texts
Group Investigation
Compacting
Varied Supplementary
Materials
Orbitals
Varied Journal Prompts
Literature Circles
Independent Study
Complex Instruction
Cubing
Tiered Assignments
Reading Buddies
Source: The Differentiated Classroom, Tomlinson 1999
One Example:
Cubing
“I’m a secondary teacher. How can
I differentiate?”
It can be done!
Anchoring Activities
Adjusting Questions
Tiered Assignments
What are Anchor Activities?
Just a Few Management Strategies for the
Differentiated Classroom . . .
 Appoint a class expert (student)
 Have clear, written directions for all activities
 Grade judiciously
 Schedule “quiet” days
 Post procedure list for “early birds”
 Have sponge/anchoring activities available at
all times and well-known to your class
It can be done!
Teachers who utilize D/I find that:
 They have fewer discipline issues
 Student growth is significantly
increased
 Their interactions with students are
more positive and productive
 Even most traditionally reluctant
learners become focused and
motivated when appropriately
challenging tasks are assigned for
them