Differentiated Instruction - Strategies for Teachers
Achieving the goal of differentiating instruction involves the use of a multitude of tools and strategies.
Each lesson:
is based on existing academic and professional standards and is adjusted to be in line with updated versions of
those standards as they are written
has a definite aim for all students
includes a variety of teacher strategies aimed at reaching students at all levels
considers student learning styles in the presentation of a lesson
involves all students in the lesson through the use of questioning aimed at different levels of thinking
(Bloom's Taxonomy)
allows that some students will require adjusted expectations
provides choice in the method students will use to demonstrate their understanding of the concepts
accepts that different methods are of equal value
evaluates students based on their individual differences
Differentiated instruction:
encourages inclusion of all students
provides instruction across all levels of student achievement and ability
addresses different learning styles
allows teachers to reach all of the students some of the time
allows for diversity among students
fosters relationships and self-worth
meets social, emotional, and academic needs
increases self-efficacy
Principles of a Differentiated Classroom:
Learning Experiences are based on diagnosis of student readiness, interest, and/or learning profile
Content, Activities (Process), and Products are developed in response to varying needs of varied learners
Teaching and Learning are focused on key concepts, understandings, and skills
All students participate in work that is engaging and "respectful" (appropriate to student readiness, interest,
and/or learning profile)
Teacher and students work together to ensure continual engagement and challenge for each learner
The teacher coordinates use of time, space, and activities
Flexible grouping ensures consistently fluid working arrangements including whole class learning, pairs, triads
and quads, student-selected groups, teacher-selected groups, and random groups
Time use is flexible in response to student needs
A variety of management strategies (such as learning centers, interest centers, compacting, contracts,
independent study, tiered assignments, learning buddies, etc.) is used to help target instruction to student
needs
Clearly established individual and group criteria provide guidance toward success
Students are assessed in a variety of appropriate ways to demonstrate their own thought and growth
Incorporates thematic and topical instruction (they are not the same)
This graphic organizer of the Elements of Differentiated Instruction shows the relationships among and purposes
of the teaching strategies on this site.
This table lists both high and low prep activities for you to offer your students.
By choosing from the columns below you can customize the amount of preparation time in lesson planning.
Low Prep Differentiation
High Prep Differentiation
Choices of books
Homework options
Use of reading buddies
Varied journal prompts
Orbitals
Varied pacing with anchor options
Student-teacher goal setting
Work alone or together
Flexible seating
Varied computer programs
Varied supplemental materials
Options for varied modes of expression
Varying scaffolding on same organizer
Computer mentors
Think-Pair-Share by readiness, interest,
learning profile
Use of collaboration, independence,
and
cooperation
Open-ended activities
Mini-workshops to reteach or extend
skills
Jigsaw
Explorations by interest
Games to practice mastery of
information and skills
Multiple levels of questions (Bloom’s
taxonomy)
Tiered activities or labs
Tiered products
Webquests
Independent studies
Multiple texts
Alternative assessments
Learning contracts
Multiple-intelligence options
Compacting Spelling by readiness
Entry points
Varying organizers
Lectures coupled with graphic
organizers
Community mentorships
Interest groups
Tiered centers
Interest centers
Literature circles
Stations
Complex instruction
Group investigation
Tape-recorded materials
Teams, Games, and Tournaments
Choice Boards
Simulations
Problem-based Learning
Graduated rubrics
Adapted from How to Differentiate Instruction in a Mixed Ability Classroom by Carol Ann Tomlinson (2001)
From: Custom Education: Education Tailored to Fit Your Needs:
www.customeducation.org/welcome/?page_id=80