Differentiated Differentiated InstructionInstruction

Jennifer LuffJennifer Luff

August 11, 2008August 11, 2008

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GoalsGoalsAt the end of the presentation we At the end of the presentation we

will have:will have:

1.1. Developed a stronger understanding Developed a stronger understanding of the principles of differentiated of the principles of differentiated instruction.instruction.

2.2. Gained knowledge of effective Gained knowledge of effective strategies that support varied strategies that support varied student learning.student learning.

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What is Differentiated What is Differentiated Instruction?Instruction?

*Reflection Activity**Reflection Activity*

Turn to your neighbor and discuss what Turn to your neighbor and discuss what differentiated instruction means to you.differentiated instruction means to you.

You have 30 seconds!You have 30 seconds!

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One size does One size does NOTNOT fit all! fit all!

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Recognize that they are all Recognize that they are all different…different…

““Children come to us in a variety of Children come to us in a variety of shapes, sizes, intellectual shapes, sizes, intellectual abilities, creative abilities, abilities, creative abilities, inter/intra personal skills, and a inter/intra personal skills, and a myriad more characteristics that myriad more characteristics that makes each child we deal with makes each child we deal with unique and special.”unique and special.”

Carol Ann TomlinsonCarol Ann Tomlinson

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Differentiated Instruction Differentiated Instruction is…is…

A model of teaching that requires teachers A model of teaching that requires teachers to have flexible approaches in their to have flexible approaches in their instruction. This means adjusting the instruction. This means adjusting the curriculum and instruction to fit the needs of curriculum and instruction to fit the needs of the learners, instead of the students being the learners, instead of the students being expected to modify themselves for the expected to modify themselves for the curriculum.curriculum.

Adapted from: Hall, Tracey NCACAdapted from: Hall, Tracey NCAC

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Why Why Differentiate??Differentiate??

1. To access learning1. To access learning2. Motivation to learn2. Motivation to learn3. Efficiency of learning3. Efficiency of learning

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To recognize students varying background To recognize students varying background of knowledge, their readiness level, of knowledge, their readiness level, preferences in learning, interests, and to preferences in learning, interests, and to model instruction based on their model instruction based on their differences.differences.

The goal is to maximize every student’s The goal is to maximize every student’s growth and individual success by growth and individual success by instructing to a level that they can learn instructing to a level that they can learn and reach their own personal goals.and reach their own personal goals.

Adapted from Hall, Tracey; NCACAdapted from Hall, Tracey; NCAC

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READINESSREADINESS

Differentiated Instruction follows the Differentiated Instruction follows the principle of readiness to learn.principle of readiness to learn.

Taken from the work of Lev Vygotsky, and Taken from the work of Lev Vygotsky, and the zone of proximal development (ZPD) the zone of proximal development (ZPD) OR the range at which learning takes placeOR the range at which learning takes place

Multiple Intelligences (Gardner)Multiple Intelligences (Gardner) Model began in general education classes Model began in general education classes

for students who were to be considered for students who were to be considered “gifted”“gifted”

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Comparing ClassroomsComparing Classrooms

TraditionalTraditional• Student differences are masked Student differences are masked

or acted upon when problematicor acted upon when problematic• Assessment is at the end of Assessment is at the end of

learning to see “who got it”learning to see “who got it”• A single definition of excellence A single definition of excellence

existsexists• Whole-class instructionWhole-class instruction• Time inflexibleTime inflexible• The teacher solves problemsThe teacher solves problems• Teacher provides whole-class Teacher provides whole-class

standards for gradingstandards for grading

See Figure 2.2See Figure 2.2Source: Tomlinson C. (1999) The Source: Tomlinson C. (1999) The

Differentiated Classroom; pg. 16Differentiated Classroom; pg. 16

DifferentiatedDifferentiated• Student differences are studied as Student differences are studied as

a basis for planninga basis for planning• Ongoing and diagnostic Ongoing and diagnostic

assessmentsassessments• Excellence is defined by individual Excellence is defined by individual

growth from the starting pointgrowth from the starting point• Many various instructional Many various instructional

strategies are usedstrategies are used• Flexible time according to student Flexible time according to student

needsneeds• Students help one another to Students help one another to

solve problemssolve problems• Whole-class and individual goalsWhole-class and individual goals

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Differentiated Instruction is Differentiated Instruction is a teacher’s response to a teacher’s response to

learner’s needslearner’s needsGuided by general principles of Guided by general principles of

differentiation, such as:differentiation, such as:1.1. Ongoing assessment and adjustmentOngoing assessment and adjustment2.2. Clear learning goalsClear learning goals3.3. Flexible groupingFlexible grouping4.4. Appropriate degree of challengeAppropriate degree of challenge5.5. Respectful tasksRespectful tasks

Carol A. TomlinsonCarol A. Tomlinson

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LearningProfile

Interest

Readiness Environment

Product

Process

Content

Teachers can

Differentiate

See Figure 2.1-Source: Tomlinson, C. The Differentiated Classroom (1999); pg. 15

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ContentContent

Several elements Several elements and materials are and materials are used to support used to support instructional instructional content.content.

Align tasks and Align tasks and objectives to objectives to learning goals.learning goals.

Instruction is Instruction is concept-focused concept-focused and principle-driven.and principle-driven.

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ProcessProcess Flexible grouping Flexible grouping

is consistently is consistently used.used.

Classroom Classroom management management benefits students benefits students and teachers.and teachers.

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ProductsProducts Initial and on-going assessment of student Initial and on-going assessment of student

readiness and growth are essential.readiness and growth are essential.

Students are active and responsible Students are active and responsible explorers.explorers.

Vary expectations and requirements for Vary expectations and requirements for student responses.student responses.

Source: Hall, Tracey; NCACSource: Hall, Tracey; NCAC

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STATIONSSTATIONS Used with students of Used with students of

various ages and various ages and levelslevels

Used in all subject Used in all subject areas.areas.

Frequent or occasionalFrequent or occasional Formal or informalFormal or informal Set up in many Set up in many

different ways to add different ways to add to instructionto instruction

Blue

Yellow

Red

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TIERED ACTIVITYTIERED ACTIVITY

1. Select the activity 1. Select the activity organizer organizer

2. Think about your 2. Think about your studentsstudents

3. Create an activity 3. Create an activity that is…that is…

Chart the complexity Chart the complexity of the activityof the activity

See Figure 8.4 of handoutSee Figure 8.4 of handoutTomlinson, C The Differentiated Tomlinson, C The Differentiated

Classroom (1999); pg. 85Classroom (1999); pg. 85

5. Clone the activity 5. Clone the activity along the ladderalong the ladder

6.Match a version 6.Match a version of the task to a of the task to a student based on student based on student profile and student profile and task requirements.task requirements.

Source: Tomlinson, C (1999)Source: Tomlinson, C (1999)

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Learning ContractsLearning Contracts

Assumes it is the teacher’s Assumes it is the teacher’s responsibility to specify important responsibility to specify important learning and make sure students learning and make sure students acquire them.acquire them.

Assumes students can take on Assumes students can take on some of the responsibility for some of the responsibility for learning themselves.learning themselves.

Delineates skills that need to be Delineates skills that need to be practiced and mastered.practiced and mastered.

Ensures students will apply or use Ensures students will apply or use those skills in context.those skills in context.

Specifies working conditions.Specifies working conditions. Sets positive consequences when Sets positive consequences when

students adhere to working students adhere to working conditions.conditions.

See example in power point handout.See example in power point handout.Luff, J. (2006)Luff, J. (2006)

Establishes criteria for successful Establishes criteria for successful completion and quality of work.completion and quality of work.

Includes signatures of agreement Includes signatures of agreement to terms of the contract by both to terms of the contract by both teacher and student.teacher and student.

Tomlinson, C. The Differentiated Tomlinson, C. The Differentiated Classroom (1999)Classroom (1999)

Thank you Thank you for sharing your time today!for sharing your time today!

Jennifer LuffJennifer Luffjluff22@yahoo.comjluff22@yahoo.com