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Differentiated Instruction

Alison Boutcher

Assistant Director

Christian Region of Mid-State Special Education

2005

Adapted from Tomlinson, C. (2001). How to Differentiate Instructionin Mixed-Ability Classrooms. Association for Supervision and

Curriculum Development; Alexandria:VA

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The Challenge

NCLB high-stake testing and highstandards for AYP for all students;accountability

Huge classroom diversity: variedlevels in reading, behavior, attention,motivation; cultures, disabilities

IDEA students with disabilities musthave access to and make progress inthe general curriculum

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What Differentiated Instruction is

NOT

It is NOT an individualized instruction plan

It is NOT chaotic and unorganized

It is NOT just another way to

homogeneously group students

It is NOT teaching to the middle

It is NOT just making a few

accommodations and adaptations

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What Differentiated Instruction

IS

Differentiated instruction is PROACTIVE.

Differentiated instruction is more QUALITATIVEthan quantitative.

Differentiated instruction is ROOTED IN

ASSESSMENT.Differentiated instruction provides MULTIPLEAPPROACHES to content, process, and product.

Differentiated instruction is STUDENT

CENTERED.Differentiated instruction is A BLEND of whole-class, group, and individual instruction.

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The Teachers Role

The Teachers as Director of the

Orchestra

The Teacher as Coach

The Teacher as Jazz Musician

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Planning Considerations

Focus on key concepts and information

Consider student abilities

Lessons should emphasize critical thinking

Lessons should be engaging

Create a balance between student-

selected & teacher-assigned tasks

Consider all learning modalities &preferences

Assessment strategies

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Differentiated Instruction Case

Individually, read the classroom

cases.

With your group, answer the

questions at the end through

discussion.

The facilitator will lead a large group

debriefing.

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Differentiating Content

Content is the input of teaching and

learning. Its what we want students to

learn.

In differentiating content, we can adaptwhat we teach and how we give students

access to what we want them to learn.

Content can be differentiated for readiness

level, interest, and learning profile.

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Ways to Differentiate Content

Curriculum Compacting

Using Varied Resource Materials,

especially digital media

Learning Contracts

Varied Support Systems

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Differentiating Process

Students need opportunities to make

sense of new ideas, information, or

skills

Any effective activity takes a student

from the current level of

understanding to a more complex

level of understanding.

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Ways to Differentiate Process

Learning logs

Journals

Graphic organizers

Creative problem solving

Cubing

Learning centersRole playing

Jigsaw

Mind mapping

PMI (listing pluses, minuses, and interesting points about atopic under consideration)

Model making

Labs

Choice boards

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Differentiating Products

Products assignments should require

students to rethink, use and extend

what they have learned over a unit,

semester, or year.

High-quality product assignments

assess student knowledge,

understanding and skill.

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Steps for Creating

Product Assignments

Identify what students must know/understand

Identify one or more formats for the product

Outline quality expectations

Decide what scaffolding may be needed in order topromote success

Develop assignment that clearly outlines forstudents: You will know these things, follow thesesteps/procedures, in this format, at this level of

quality.THEN, differentiate or modify versions of theassignment

Coach for success

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Examples of Product Assignments

Design a web page

Develop a solution to a community problem

Design a game

Build a planetarium

Collect & analyze samples

Write letters to the editor

Do a demonstrationWrite a new law & plan for its passage

Make learning centers

Create authentic recipes

Choreograph dances

Write a series of songs

Write a biography

Conduct a debate

Create musical instruments

Present a photo-essay

Generate charts or diagrams to explain ideas

Do a puppet show

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Where to begin

Start with a one unit or project or portion of atextbook and ask these critical questions:1. What are the goals of the unit?

2. What do students need to do to demonstratemastery?

3. What are the barriers for the student?

4. What tools, materials, and supports might help?

5. How can I adjust content, process and product sothat every one of my students can progress?

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PLANNING

PYRAMID