Differentiated Instruction

Definitions of Differentiated Instruction (DI)

refers to a systematic approach to planning curriculum and instruction for academically diverse learners.

It is a way of thinking about the classroom with the dual goals of honoring each student’s learning needs and maximizing each student’s learning capacity

(Carol Ann Tomlinson)

In a DI class... a teacher proactively plans varied

approaches to what students need to learn, how they will learn it, and/or how they will express what they have learned in order to increase the likelihood that each student will learn as much as he or she can.

The Goals of Differentiation Every student will make continuous progress no matter how old she is or at what level her knowledge and skills are as she begins the unit of study.

Every student will become a lifelong learner, the long-term goal for all children and young people.

-Julia A. Roberts and Tracy F. Inman

Purposes of DI According to Melanie Bailey-Bird, To differentiate instruction is to RECOGNIZE

students varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively.

It is a PROCESS to approach teaching and learning for students of differing abilities in the same class.

The intent of differentiating instruction is to MAXIMIZE each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process.

How to start? do a formative assessment create an individual profile of

each of his/her student in each class he/she is handling.

BUT assessment should be on-going and diagnostic for these

assessments provides teachers a day-to-day data on

their students.

Remember that Assessment is today’s means of

understanding how to modify tomorrow’s instructions.

Using the results of the assessment, teachers can modify/differentiate content, process or product along with the learning area.

The differentiation should be based on the students’ Readiness, Interest and Learning Profile.

Interest Interest refers to a child’s affinity, curiosity or passion for a particular topic or skill.

Learning Profile Learning profile has to do

with how the students’ learn. It may be shaped by

intelligence, preferences, gender, culture, or learning style.

Content Content is input. It is what a student should

come to know (facts), understand (concepts and principles), and able to do (skills).

Differentiating Content Determine the

Ability Level of Your Students› Survey Past

Records, Look at Their Chums

Align Tasks and Objectives to Learning Goals

Survey Student Interests› Interest

Inventories, Interview/

Conference, Respond to Open-Ended Questionnaire with Questions

Differentiating Content What are Your

Students Multiple Intelligences & Learning Styles?

What are Your Student’s Preferences and Motivators?

Instruction is Concept-Focused and Principle-Driven

What do Brain-Based Research say?

Ultimately, teachers need to Know THEIR Students.

Differentiating ContentSample Activities

Use Reading Materials at Varying Readability Levels

Put Text Materials on ppt, mp4 or mp3 format

Use Spelling/Vocab. Tests at Readiness Levels of Students

Use Reading Buddies

Meet with Small Groups to Re-Teach an Idea or Skill for Struggling Learners, or Extend the Learning

Process Process is the

opportunity for students to make sense of the content.

Part of process is the activities in the lesson. They should be well-thought of.

How to differentiate

Process Flexible Grouping is Consistently Used.› Groupings are Not Fixed, and Should Be

Dynamic in Process.› Teach Whole Class Introductory Discussions,

then Follow with Small Group (or) Pair Work. Direct Instruction Inquiry-Based Learning Cooperative Learning Classroom Management Benefits Students

and Teachers› Organization & Routines

Differentiating Process Use Tiered Activities Provide Interest Centers Develop Personal Agendas for

Completion of Work Manipulatives (or) Hands on Supports Varying the Length of Time Memorization KWL

Differentiating Process

Reciprocal teaching Graphic organizing Scaffolding Webbing Self Talk Web Quests Guided Notes

Effective ONLY if they ...

› have a clearly defined instructional purpose

› focus students squarely on one key understanding

› cause students to use a key skill to work with key ideas

› ensure that students will have to understand (not just repeat) the idea

› help students relate new understandings and skills to previous ones, and

› match the student’s level of readiness.

Product Product is a vehicle through

which a student show (and extends what he or she has come to understand and can do as a result of a considerable segment of learning.

It is something students produce to exhibit major portions of learning.

Product These are culminating

projects that ask the student to rehearse, apply, and extend what he/she has learned in a unit.

Remember... Initial and on-going assessment of student

readiness and growth are Essential Authentic Assessment is a must. Students should be trained to be active

and responsible explorers. Teachers should vary expectations and

requirements for student responses For outcomes, teachers should consider

each student’s multiple intelligences and learning styles

How do we do that?

Give Students Options of How to Express Required Learning

Create a Puppet Show, Write a Letter, Develop Mural with Labels

Use Rubrics that Match Student’s Varied Skill Level

Use RubiStar.com Allow Students to Work Alone (or) in Small

Groups Performance -Based Assessment Student Portfolios Knowledge Mapping

Keep in mind...Teachers should look at

the level of readiness of their students as they differentiate content, process or product.

Students with less–developed readiness may need: someone to help them identify and

make-up gaps in their learning so they can move ahead;

more opportunities for direct instruction or practice;

activities or products that are more structured or more concrete, with fewer steps, closer to their own experiences and calling on simpler reading skills; or

a more deliberate pace of learning.

While advanced students may need:

to skip practice with previously mastered skills and understandings;

activities and products that are quite complex, open-ended, abstract, and multifaceted, drawing on advanced reading materials; or

a brisk pace of work or perhaps a slower pace to allow for greater depth of exploration of a topic.

Modify a curricular element only when

a student needs it and modification increases the

likelihood that the learner will understand important ideas and use the important skills more thoroughly as a result.

Let’s try this... Group participants per learning

area. Assign a leader and a rapporteur. For 5 minutes, discuss among

yourselves what competency or lesson your group will cover.

Create a step-by-step plan to make a specific lesson that follows a DI format.

EVERY MAN is in certain respects

a. like all other men,b. like some other men,c. like no other man.

-Murray, H. A. & C. Kluckhohn, 1953