Tennessee Department of Education

South Central Field Service Center

DIFFERENTIATED INSTRUCTION IS…DIFFERENTIATED INSTRUCTION IS…

A teacher’s response to a learner’s needs

Guided by general principles of differentiation, such as

Plans are madeIn advance for lessons

Rooted inStudent need

Derived from ongoingassessment

Respects thelearner

Focuses on growthvs. competition

TEACHERS CAN DIFFERENTIATETEACHERS CAN DIFFERENTIATE

PROCESS PRODUCTCONTENT

According to student’s

Readiness Interests Learning Profile

Through a range of INSTRUCTIONALINSTRUCTIONAL andMANAGEMENT STRATEGIESMANAGEMENT STRATEGIES such as:

Multiple intelligences

Jigsaw

Taped material

Anchor activities

Varying organizers

Varied texts

Varied supplementary materials

Literature Circles

Tiered lessons

Tiered centers

Tiered products

Learning contracts

Small-group instruction

Group investigation

Orbitals

Independent study

4MAT

Varied questioning strategies

Interest centers

Interest groups

Varied homework

Compacting

Varied journal prompts

Complex instruction

Information RepresentationsResources Problems

Applications/Insights

Pace of Study

Research/Products

TasksSolutions

Directions Approaches

Is the Umbrella for Many Equalizing ComponentsIs the Umbrella for Many Equalizing Components

-Removed from text or experience-Export idea or skill to unexpected or unfamiliar setting-Use key idea or skill with unrelated idea or skill-Use but move beyond fundamental skills and knowledge-More diversity of skills and ideas

-Close to text or experience-Expert idea and skill to similar or familiar setting-Use key idea or skill alone-Fundamental skills and knowledge emphasized-Fewer changes of skills and ideas

FOUNDATIONALFOUNDATIONAL TRANSFORMATIONAL TRANSFORMATIONAL

-Hold in mind or minds-on-Intangible-Symbolic or metaphorical-Mental manipulation-Idea Based-Principle without event-Not demonstrated or explained

-Hold in hands or hands-on-Tangible-Literal-Physical manipulation-Event Based-Event to Principle-Demonstrated and Explained

CONCRETECONCRETE ABSTRACTABSTRACT

-Combine idea or skill being taught with those previously taught-Work with multiple abstractions-Emphasizes elegance-Requires relatively more originality-More advanced vocabulary-More advanced readability

-Use idea or skill being taught-Work with no one, or few abstractions-Emphasize appropriateness-Requires relatively less originality-More common vocabulary-More accessible readability

SIMPLE SIMPLE COMPLEXCOMPLEX

-More parts-More steps-More stages

-Fewer parts-Fewer steps-Fewer stages

SINGLE FACETSINGLE FACET MULTIPLE FACETS MULTIPLE FACETS

-Few Unknowns-Relative Comfort with most elements-Less need to change familiar elements-Requires less flexible thought-Few gaps in required knowledge-More evolutionary

SMALL LEAPSMALL LEAP GREAT LEAPGREAT LEAP-Many unknowns-Relative unfamiliarity with many elements-More need to change familiar elements-Requires more flexible thought-Significant gaps in required knowledge-More revolutionary

-More directions or more precise directions-More modeling-Relatively less student choice

MORE STRUCTUREDMORE STRUCTURED MORE OPENMORE OPEN

-Fewer directions-Less modeling-Relatively more student choice

-Few unknowns-More algorithmic-Narrower range of acceptable responses or approaches-Only relevant data provided-Problem specified

CLEARLY DEFINEDCLEARLY DEFINEDPROBLEMSPROBLEMS

-More unknowns-More heuristic-Wider range of acceptable responses or approaches-Extraneous data provided-Problem unspecified or ambiguous

FUZZY PROBLEMSFUZZY PROBLEMS

-More teacher or adult guidance and monitoring on:

-Problem identification-Goal Setting-Establishing timelines-Following timelines-Securing resources-Use of resources-Criteria for success-Formulation of a product-Evaluation

-More teacher scaffolding-Learning the skills of independence

LESS LESS INDEPENDENCEINDEPENDENCE

-Less teacher or adult guidance and monitoring on:

-Problem identification -Goal Setting -Establishing timelines -Following timelines -Securing resources -Use of resources -Criteria for success -Formulation of a product -Evaluation

-Less teacher scaffolding-Demonstrating the skills of independence

GREATER GREATER INDEPENDENCEINDEPENDENCE

-More time to work-More practice-More teaching and reteaching-Process more systematically-Probe breadth and depth

SLOWERSLOWER QUICKERQUICKER

-Less time to work-Less practice-Less teaching and re-teaching-Process more rapidly-Hit the high points

Concept Map

Graphic Organizers

Cooperative Learning Groups

Compacting Centers

Independent/Orbital Studies

Portfolios Reading Buddies

Anchor Activities

Learning Contracts

ROLE OF THEROLE OF THETEACHER INTEACHER IN

DIFFERENTIATEDDIFFERENTIATEDINSTRUCTIONINSTRUCTION

Coaching forIndividual growth

Helping GroupsWork

Teaching for individual growthCommunications with

Parents aboutdifferentiation

Balancing Whole-classAnd small-

Group instruction

Grading for ExcellenceAnd Equity

Charting individual growth

Preparing students

for differentiation

Have a strong

Have a strong

rationale for

rationale for differentiating

differentiatinginstruction based on

instruction based on

student readiness

student readiness

and interest.

and interest.

Begin differentiating

Begin differentiating

at a pace that is

at a pace that is

comfortable for you.

comfortable for you.

Time differentiated

Time differentiated

activities for student

activities for student

success.

success.

Use an “anchor

Use an “anchor

activity” to free you up

activity” to free you up

to focus your attention

to focus your attention

on your students.

on your students.

Create and deliver

Create and deliver

instructions carefully.

instructions carefully.

Have a “home base”

Have a “home base”

for students.

for students.

Be sure students have

Be sure students have

a plan for getting help

a plan for getting help

when you are busy

when you are busy

with another student

with another student

or group.

or group.

Give your students as

Give your students as

much responsibility

much responsibility

for their learning

for their learning

as possible.

as possible.

Engage your students

Engage your students

in talking about

in talking about

classroom procedures

classroom procedures

and group processes.

and group processes.

Use flexible grouping.

Use flexible grouping.