1) What is differentiated instruction?

 An approach where teachers adjust their curriculum and instruction to maximize the learning of all students. A framework that evolves: 1) effective classroom management procedures 2) Grouping students for instruction 3) assessing readiness 4) teaching to the student’s zone of proximal development                    

Differentiated instruction occurs in three main instructional elements:1. Content- knowledge and skills students need to master2. Process- activities students use to master the content3. Product- method use to demonstrate learning                                                                “Differentiated instruction is an approach in which teachers adjust their curriculum and instruction to maximize the learning of all students. Teachers can adjust three main instructional elements: content, process, and product. There are also three student characteristics that teachers should consider when planning instruction: readiness, interests, and learning profile. In addition, teachers who differentiate instruction employ ongoing assessment and flexible grouping.”

Video Notes:

Differentiated Instruction is a sequence of common-sense decisions made by teachers with student-first orientation.  The sequence of common-sense decisions are:

1. Engaging learning environment- encourages students to take the risk of learning with a support system there to help them along the way.

2. High-quality curriculum and clearly defined learning goals-  that teachers have clear learning targets, and organized learning around them in a way that makes sense and is relevant to the students.

3. Ongoing assessments- used consistently so that we have a good sense at any moment the students' understanding of the content. By using pre-assessments and formative assessments

4. Response to students’ instructional needs- from data collected by assessment tailor the lessons to students’ needs.

5. Effective classroom management- where it’s possible for more than one thing at a time. Allow students to become our partners in creating a classroom which is flexible but also has clear structure that give students and teacher the stability and predictability that they need.

2) Describe at least four significant ways in which differentiated instruction differs from traditional classroom instruction.

1. Student-centered, opposed to teacher-centered2. Instruction is adapted to meet the needs of students based on assessment results

3. Assessments are given frequently to measure the students level of understanding, not just at the end of the unit

4. Assignments are modified to address the skills and understandings of students that are at different levels

3) How can teachers get to know their students? Make sure to include the three characteristics of students that are important for differentiating instruction and give at least two examples of how teachers can learn about each.

The three student characteristics that teachers should consider when planning instruction: 1. readiness- how well the understand the content being presented2. interests- what students care about3. learning profile- how students best learn

Teachers can learn this information about their students by first giving then an interest survey to gather information about what the student is interested in and try to apply this to the student's learning. Learning profile inventory also gathers information on how student think they learn the best or the type of assignments student prefer to complete. and readiness can be measured through students completing charts, such as the KWL. 

4) Ms. Hasbro has taught high-school Spanish for ten years. She would like to start differentiating instruction and needs to make some changes.

1. Explain why each of Ms. Hasbro’s classroom practices listed below is not a differentiated practice.

2. Describe what Ms. Hasbro can do differently with each of them.

A. Delivers instruction primarily by lecturingi. Is not D.I. because it only applies to students who fit in one learning 

profile and is a teacher-centered approach ii. Vary the means of giving instruction- such as allow students to work in 

groups and read the textbook while answering thought questions.

B. Does not permit students to retake tests they have failedi. Is not D.I. because the student may have had difficulty with how the 

test was written and not the content. ii. Allow student to express their content knowledge through other means

C. Records zeros for missing assignmentsi. Is not D.I. because it will negatively affect the students’ achievement 

grade and is not a representation of the students’ achievement 

ii. Put in a placeholder grade and/or provide student with different choice on the type of assignment they want to complete to show their level of understanding 

D. Groups students at the beginning of the year based on the previous year’s achievement test scores

i. Is not D.I. because students’ grow and the purpose of allowing students to do work in groups is not fulfilled 

ii. Student placed in group can learn a lot of each other and bring to the group unique skill sets. Change up groups to allow student to learn from each other. Group can be heterogeneous- students with different learning needs or interests. This brings unique strength and knowledge to the group. Or Homogeneous- students with similar needs can work to focus on specific content or skills.

E. Gives bonus points for classroom participationi. Is not D.I. because it benefits only student who are confident enough to 

share their ideas, and disadvantages students who are not comfortable. ii. Student are only graded on their achievements. While Growth and 

habits of the students are important, it they can be share by note/comments of progress reports and other communications with parents or others. 

F. Gives a test every Fridayi. Is not D.I. because students may not be ready or understand the 

material enough to be assessed onii. Gage the readiness of the students and assign assessment accordingly 

5) Think back to a class you took in high school. Describe both the class and how the teacher typically conducted it. Describe five elements that you would change to make it more differentiated. (Make sure to include at least one each for content, process, and product.)

My high school biology class. It consisted on approximately 25 to 30 students that sat two to three per table. Tables were in three rows facing the front of the classroom were the teacher’s head table and white board was located. The course was teacher centered and lecture based. Teacher wrote on the white board while students took notes. Notes were followed up with class handouts that were completed independently or with your table partner. Assigned seating was rarely changed other than for classroom management purposes. Once all the information was cover, an end of unit test was taken. Every test consisted mostly of multiple choice questions. Homework each week was reading the book sections covered in class and answering the questions presented in the section.

Five way that this class could be changed to make it more differentiated are: 

1. Students could be assessed more often to determine student readiness2. Vary instructional methods to address a variety of different learning profiles3. Provide a variety of options for how students can learn and demonstrate their 

knowledge4. Strive to make lessons engaging and meaningful to students by applying their interests 

to content5. Employ different grouping formats 

What is differentiated instruction? An approach where teachers adjust their curriculum and instruction to maximize the learning of all students. A framework that evolves: 1) effective classroom management procedures 2) Grouping students for instruction 3) assessing readiness 4) teaching to the student’s zone of proximal development 

“Differentiated instruction is an approach in which teachers adjust their curriculum and instruction to maximize the learning of all students. Teachers can adjust three main instructional elements: content, process, and product. There are also three student characteristics that teachers should consider when planning instruction: readiness, interests, and learning profile. In addition, teachers who differentiate instruction employ ongoing assessment and flexible grouping.”

Differentiated instruction occurs in three main instructional elements: 1. Content- knowledge and skills students need to master2. Process- activities students use to master the content3. Product- method use to demonstrate learning 

Video Notes: 

Differentiated Instruction is a sequence of common-sense decisions made by teachers with student-first orientation.  The sequence of common-sense decision are: 

1. Engaging learning environment- encourages students to take the risk of learning with a support system there to help them along the way. 

2. High-quality curriculum and clearly defined learning goals-  that teachers have clear learning targets, and organized learning around them in a way that makes sense and is relevant to the students. 

3. Ongoing assessments- used consistently so that we have a good sense at any moment the students' understanding of the content. By using pre-assessments and formative assessments 

4. Response to students’ instructional needs- from data collected by assessment tailor the lessons to students’ needs. 

5. Effective classroom management- where it’s possible for more than one thing at a time. Allow students to become our partners in creating a classroom which is flexible but also has clear structure that give students and teacher the stability and predictability that they need. 

How do teachers differentiate instruction? Use a variety of instructional approaches Alter assignments to meet the needs of the students Assess students on an ongoing basis to determine their readiness levels Use assessment results to adjust instruction as needed Provide a variety of options for how students can learn and demonstrate their 

knowledge Strive to make lessons engaging and meaningful Employ different grouping formats for instruction 

When: during instruction when the teacher notices the students’ needsHow: Makes changes or adjustments to the curriculum 

Differentiate Content:Tier content- all students complete the same type of activity (e.g., worksheet, report), but the content varies in difficulty (readiness) 

Variety of Materials- Teachers can differentiate content based on readiness level, interests, or learning profile by offering a variety of materials. This allows students to access the information in the way that works best for them. (readiness, interest, and learning profile)

Presentation styles- provide learners with a variety of media and formats that allows students to choose what works best for them. E.g. say it- lecture, show it- diagram, model it- act out. (learning profile)

Scaffolding- (table 2)  a process through which a teacher adds supports by systematically building on a student’s experiences and knowledge as he or she learns a new skill. As the student increasingly masters the task, the supports are gradually removed. (readiness)

Learning Contracts- is an agreement between the teacher and student that specifies in writing the work the student will complete in a given amount of time. This allows teachers to differentiate the curriculum based on the student’s readiness level or learning profile. When negotiating the contract, the teacher and student need to specify the task to be completed, when it will be completed, the quantity and quality of the work, the criteria by which it will be evaluated, and when appropriate the resulting grade. The contract might also include the consequences for not meeting the terms. (readiness, interest, learning profile) \

Compacting- for advanced learners who have already mastered certain content or skills. allows students to skip content they know or to proceed quickly through content. Involves three steps: 

1. Assess student knowledge- prior to lesson, if a student scores 90% or higher could possibly have the entire unit compressed. 80-89% could have partial compacting of the unit. 

2. Create plan for mastering all parts of the curriculum- teacher creates a plan to make sure the student learns 

3. Create plan for enrichment activities- Because students are excused for some lessons and assignments, the teacher and the student design a plan for how the student will spend his or her free time. To make the student accountable for this work, the teacher may want to present this plan in writing in the form of a compacting agreement 

(readiness) 

Differentiate Process: teachers should vary the activities students use to master the concepts or skills. Teachers can break the students into groups or pairs to work on different activities or might assign individual tasks.

Tiered Activities- (Table 3) they design instructional tasks that are challenging for students at different levels of readiness: low, middle, and high levels. The activities assigned to the low, middle, and high groups often differ in complexity, depth of information, or level of abstraction. (readiness)

Learning Centers- defined area of the classroom organized around a topic, theme, or activity in which students learn, practice, or build on a concept or skill. The center should contain the instructions and the materials that students will need to complete the activity. If the teacher is using the center to differentiate by readiness level, it is helpful to color-code the materials. Although students can work in small groups or pairs to complete a learning center activity, they often complete these activities independently. (R, I, LP)

Interactive journal- is a notebook in which the student and teacher communicate through writing. The teacher can differentiate instruction by varying the journal prompts for different groups of students based on interests or readiness level. The teacher should introduce journaling as an in-class activity. He or she can allow students up to ten minutes at the beginning or end of class once or twice per week to complete an entry (R, I)

Graphic organizer- (Table 4) a diagram, outline, or chart on which students arrange information. By using graphic organizers, students can:

Gather important information Organize information More easily process information See relationships between ideas More easily understand, remember, and apply information

(Readiness)

Jigsaw- is a cooperative learning strategy in which the class is divided into small groups consisting of five to six students. These small groups serve as the students’ home base. Each member of the home-base group is assigned to an “expert” group to learn a portion of the content. After the students meet in their expert group and learn their specified content, they return to their home-base groups to share what they have learned with the other group members. This strategy allows everyone in the class to learn all the content relevant to the subject, as opposed to just the piece they were responsible for. The jigsaw strategy can be implemented during one class period or across several class periods, depending on the depth or complexity of the content or skill being learned. (R, I)

Manipulatives- concrete objects that students can use to develop a conceptual understanding of a topic or skill. These objects help students represent the idea they are trying to learn or the problem they are trying to solve. (R, LP) 

Differentiate Product: assess the same concept or skill at the end of a unit offering a variety of ways to demonstrate their knowledge.

Strive to create products that have:  Challenging enough, but students can complete on their own Provide clear directions  Create a task that reflects real-world application 

Teachers should also include visual, auditory, and kinesthetic options as well as analytic, creative, and practical ones. Could also complete alone or as a group. 

Tiered Products- (table 5) an assignment assessing the same content, but in varying levels of complexity. (Understanding, analyzing, and synthesizing) (readiness)

Tic Tac Toe-  a table of products students can choose to complete. Three product options and students choose one product choice from each row. 

Learning Menus or choice boards- (table 6) they offer students four to six options for producing a final product. 

Differentiated Tests: (table 7) Using a variety of question types. In addition to using traditional question types (see 

table below), teachers should include nontraditional question types such as analogies, demonstrations, drawings, and real-world applications. This allows teachers to determine which students have mastered the content or skill. Different students perform better on certain types of question types than on others, so having a variety of question types maximizes the probability that each student will have the opportunity to demonstrate his or her knowledge. Teachers should also use a 

combination of forced-choice items (e.g., matching, multiple choice) and constructed response items (e.g., create a timeline, write a short essay).

  

Preteaching test-related vocabulary. Teachers should preteach unfamiliar words or phrases included in test items such as “compare” or “contrast.”

Making the format efficient for students. This allows students to demonstrate their knowledge without having to spend time and energy navigating the layout of the test.

Highlighting key words. When words such as four, most, least, and excluding are highlighted, students are less likely to forget the criteria while formulating their answers.

Making test items straightforward. The test items should assess the students’ knowledge of the content or skill. Items that include negatives or require overly complicated logic interfere with students’ ability to accurately demonstrate their knowledge.

Specifying the criteria for constructed response items. Items that require the students to formulate responses (e.g., essays, short answers) should specify the criteria (e.g., length of essay, number of examples).

Using authentic assessment. Test students in the same way they were taught. For example, if students have been working on the addition of two-digit numbers using only computation problems, the test should not include word problems.

Evaluate and Grade Student Performance- Some might consider it unfair for all students to be evaluated and graded using the same set of criteria when some students are working on complex or advanced tasks and others are learning foundational skills. In other words, they believe that the lower-performing students might receive higher grades than they deserve. However, the goal of a differentiated classroom is to help all student to succeed. Success is defined as a demonstration of growth toward the mastery of a given content or a skill. Because students in a differentiated classroom are often working on different tasks and completing different products to show mastery, several questions arise: How will teachers fairly evaluate each student’s performance? How will teachers assign grades? 

Recommended methods for evaluation: Rubrics, portfolios, student self- assessments. Assigning grades, it is important to consider: the student’s achievements (performance), growth (individual improvement), and habits (participation).  Teachers report grades based only on achievement and report information about growth and habits in other ways, such as 

in the notes section of the report card, sending a letter or email home containing this information, or discussing at a parent-teacher conference.

How do teachers prepare their students and their classrooms for differentiated instruction? (Table 8)

By communicating with students and parents what they can expect in a differentiated classroom. Teacher should explain: 

That all students will be challenged That students may be working on different activities or assignments That the role of the teacher is different (fewer teacher-led activities; more student-led 

activities) How activities and projects will be assigned How test results will be used (i.e., to evaluate student learning, make instructional 

decisions, provide feedback to the students, and document progress) How grades will be assigned

Students-Ongoing assessment: Teachers can use assessments before, during, and after units to gather information crucial for effective instruction. Assessments provide you your students’ level knowledge and skills that can be used to develop and refine instruction to meet the needs of the students. Assess students as needed.  (table 1)

Flexible Grouping: use a variety of grouping methods for students to work in. Whole-group, small groups, or pairs. When grouping consider this: 

Homogeneous- students with similar needs can work to focus on specific content or skills.Heterogeneous- students with different learning needs or interests. This brings unique strength and knowledge to the group. 

Students should be engaged in tasks that are interesting, challenging, engaging, and focused on the key concepts and skills introduced by the lesson 

Classrooms- organization to create a structured environment for learning in a DI class (table 9). Floor space (desk arrangements), bulletin boards and wall space, material storage. 

Classroom Behavior Management System: It is important for teachers to establish clear expectations. Teachers who establish and maintain effective classroom rules are more likely to prevent potential behavior problems and disruption during instruction. It is essential that these rules:

1. Are positively stated2. Use simple, specific terms3. Are measurable and observable4. Clearly convey expected behavior

Teachers teach to groups of students and must know their students: readiness, interest, and learning profile 

Readiness- refers to a student’s knowledge and skill level. Teachers can determine the level at which a student is working in a given subject area by:

Examining the results of formal or informal tests (e.g., standardized test, unit pre-test) Viewing a student’s academic record Examining work samples Administering a student self-report measure  Asking students to complete a KWL chart 

Interest- refers to topics, skills, or activities that pique a student’s curiosity or inspire him or her. Teachers can discover their students’ interests by determining what topics they enjoy or which activities they engage in outside of class. They can do so by asking students to:

Discuss their interests Complete an interest inventory  Write a journal entry about themselves Participate in classroom ice-breaker activities 

Learning profile- refers to a student’s preferred method of learning new information or skills (e.g., visually, hands-on, through deductive means) and to environmental factors that influence a student’s learning (e.g., small group, bright lights, no distractions). Teachers can assess a student’s preferred method of learning by:

Administering an inventory or questionnaire  Observing the student during class

What does differentiated instruction look like in the classroom? Making the shift from a traditional classroom to a differentiated classroom is a long-term process, usually four to five years. You can begin by making small, manageable changes the first year and can gradually differentiate more instructional items over the coming years. Below is a list of ways in which you might get started: 

Select one element (i.e., content, process, product, learning environment) to differentiate.

Start with one subject area. Start with the class of students that is the easiest to work with. Implement only one differentiated activity in a larger lesson or unit.

Begin working with students in small groups. Assign homework for different groups of students based on their readiness, interest, or 

preferred way of demonstrating their knowledge. Provide support for struggling readers (e.g., students with learning disabilities, English 

language learners). Use a simple means of gathering information about students (e.g., end-of-chapter test 

as a pretest, exit cards, commercially available interest surveys).

Reference

The IRIS Center. (2010). Differentiated instruction: Maximizing the learning of all students. Retrieved from https://iris.peabody.vanderbilt.edu/module/di/

Types of Assessments

Time Administered Purposes Sample Assessments

Before a lesson or unit (i.e., preassessment)

To assess students’ prior knowledge, skills, and understandingTo determine students’ interestTo ascertain students’ learning needsTo inform teachers’ use of instructional strategies or practicesTo help teachers assign students to groups

Standardized test from prior yearUnit pre-testAcademic recordSelf-report measureKWL chartInterest inventorySkill inventoryJournal entryTeacher observation

During a lesson or unit (i.e., formative assessment)

To determine what the students understandTo determine students’ needsTo inform teachers of needed instructional adjustmentsTo help teachers design meaningful lessonsTo help teachers assign students to different groups

Work samplesSmall-group discussionWhole-class discussionJournal entriesPortfolio entriesExit cardsHomework assignmentsQuizzesStudent conferenceConcept mapQuick answers on a dry-erase boardThumbs up/ down/ sideways

After a lesson or unit (i.e., summative assessment)

To determine what the students have learnedTo aid teachers in assigning gradesTo assist teachers in refining instruction for the following year

Chapter or unit testProjectReport (written or oral)PowerPoint presentationDemonstration

Table 2

  Strategy Examples of Strategy

Before Reading Activate prior knowledge KWL chart   

Preteach new vocabulary Word cards Word web

Make predictions Use cues (e.g., title, illustrations) to make a prediction

During Reading Address unfamiliar words Look up word and record definition

Monitor comprehension Think aloud

Use mental imagery Draw a picture Role play

Use graphic organizers Story map Time line Semantic map

After Reading Retell or summarize 1-minute retell with partner

Make a diorama, poster, or collage

Make a comic book version

Table 3

Group 1: Students who are struggling with a topic

Requires less difficult independent reading. Has materials based on the average reading level of the participants, which is

usually below grade level.

Has spare text and lots of graphic aids. Has a low level of abstraction (i.e., is as concrete as possible). Requires fewer steps to complete the assignment Converges on “right answers” to solve problems. Requires only knowledge and comprehension levels of thinking for independent

work. Includes supportive strategies, such as graphic organizers or teacher prompting

to help students infer and draw conclusions. (i.e., use higher level thinking skills)

Group 2: Average learners

Includes independent reading materials from the textbook or other on-grade level sources.

Uses concrete concepts to help students transition to more abstract concepts. Includes questions or problems that are a mix of open-ended and “right

answers.” Can have more steps. Expects students to infer and draw conclusions with less teacher support.

Teacher should count on being on hand if necessary to prompt students in this area.

Ensures that students can be successful with knowledge, comprehension, and application on their own, and that with help they can address some of the high levels of thinking

Group 3: Advanced or gifted learners

Includes reading materials from sources more complex than the textbook, if possible.

Requires more lengthy sources because students can read faster than lower or average students.

Focuses on abstract concepts as much as possible and uses open-ended questions exclusively.

Requires students to infer and evaluate. Assumes students have knowledge, comprehension, and application abilities,

and that they will be challenged only if you ask them to analyze, synthesize, and evaluate.

Table 4

Venn Diagram

 An organizer that helps students understand what information two topics have in common, as well as what is unique to each. 

Frayer Model

An organizer that helps students learn about new concepts. The new word is written in the middle and the student fills in the remaining boxes.

KWL Chart

 An organizer to determine what students know about a topic, what they want to learn, and what they have learned. The first two columns are filled in before reading the material and the last column is filled in as the student progresses through the unit (e.g., added to column at the end of each day)

or at the end of the unit. 

Flow Chart 

 An organizer that helps students describe a process or other sequential information.

Word Web

 An organizer that helps students describe a process or other sequential information. An organizer that helps students gain a deeper understanding of the meaning of a word.The word is written in the center and synonyms, antonyms, and examples are written in shapes that surround the center word.

Tree Diagram

 An organizer that helps students understand hierarchical relationships.

Table 5

Language Arts-Fifth Grade

 Key Concept: Make and Revise Predictions. Lesson: Students have been reading a novel, The Witch of Blackbird Pond by Elizabeth George Speare. They have just finished the first chapter and will make predictions based on the events that have transpired. Their predictions will come in written form and will be turned in at the end of class.

 

Group 1 Group 2 Group 3

These students need to understand the events of the first chapter of the novel. They will have read the chapter but will answer questions given to them to check on their comprehension of the facts of the chapter first. After understanding the facts, they will write a letter from Kit to her friend in Barbados telling what she expects will happen next. The letter needs to be turned in at the end of the class.

These students will analyze the events in chapter one. They will analyze according to Kit’s thoughts concerning her “disappointment in America.” They will focus on analysis of why America would be disappointing to a person who was coming from Barbados. Do a prewriting exercise of creating a Venn diagram that shows a comparison of America (as Kit sees it) and Barbados (as Kit remembers it). Then use your information to write a journal entry from Kit’s point of view that explains why she is so disappointed and predicts what she thinks will happen next. Turn in your journal entry at the end of the class.

These students will synthesize the words used in chapter one according to what the words help them learn about Kit. They will then predict what will happen next from a synthesis of the words used to tell the events in the first chapter. Important words to present to them to begin their search are embarrassment (p.6), dour-looking (p.7), impulsively (p.8), Heathen Island (p.11), Puritans (p.12), humiliation

(p.13), respectable woman (p. 13), and nonchalance (p. 14). If they do not know word meanings, they should begin their search in a dictionary. Then they should write Kit’s explanation (in any form they choose) of what has happened and what she predicts next. Turn in the piece at the end of class.

Table 6

Examples of Product Choices

Video Poster Web page Mock trial Letter to the

editor Exhibit News report Written report

Diorama Skit Puppet show Map Demonstration Photo essay Play Creative writing

project

Travel brochure Song Poem PowerPoint presentation Debate Reenactment Diagram Advertising campaign

Table 7

Traditional Question Types

Considerations and Suggestions

Multiple choice o Write in simple language and use as few words as possible.

o Avoid negatives (e.g., Which of these is not an example of an insect?).

o Make sure the construction of the stem or answers does not give the answer away (e.g., The stem ends with “an” and only one answer begins with a vowel).

Matching o Write the definitions on the left and list the words on the right so that students read a definition and then scan the list of words instead of vice versa.

o Keep all matching items on the same page.o Include no more than eight items.o Note: This type of question is good for struggling

readers because it requires minimal reading.

Sentence completions and fill-in-the-blanks

o Provide answer blanks and adequate space for written responses.

o Understand that students’ handwriting is often difficult to decipher.

o Write sentences so that the blanks are near the end to minimize issues with reading comprehension.

Labeling diagrams, charts, and maps

o Provide adequate space for the students to label.o Understand that students’ handwriting is often 

difficult to decipher.

Ordering items or events

o Note: This type of question works well for literature, history, science, and math.

Short answers or essays

o Grade only the content being tested and not the students’ writing skills (e.g., grammar, punctuation); an exception is the spelling of content area vocabulary.

o Allow students to convey their knowledge in the most efficient manner (e.g., bulleted items, 

diagrams). Requiring them to write complete sentences may impede their ability to fully demonstrate their knowledge.

True/ False o Teachers may want to avoid true/ false questions because they often involve the use of negatives, which are difficult for many students (e.g., Plants do not need sunlight to produce chlorophyll). Additionally, this test format is typically a difficult one for struggling readers and for students who experience test anxiety.

o Provide a “T” and “F” for true/ false questions for the student to circle. This avoids the misinterpretation of a student’s illegible written T’s and F’s. It also prevents students with handwriting challenges from tiring during the tests when they are required to write out “true” and “false.”

Table 8

Developing an Understanding of Differentiated Instruction

Within the first week of school

1. Is everyone good at the same things?Objectives:

1) Understand that the teacher cares about them2) Share information about themselves3) Consider how classmates are similar and

different4) Think about a classroom that addresses

everyone’s needs

 2. Should I teach everyone the same way?Objectives:

• Understand that everyone has different learning needs

• Recognize that instructional options are beneficial

 3. What will classroom instruction be like?Objectives:• Understand that classroom instruction will be

different than what they are used to• Understand that not everyone will be working

on the same activity

 4. How can I find out about what you need to learn best?Objectives:• Understand that the teacher will monitor

(e.g., giving quizzes, asking questions, observing) them throughout the year to find out how to best teach them

  After students have experienced a differentiated classroom for a few weeks

 5. How is it fair if we are all doing different things to help us learn?Objectives:• Understand that “fair” doesn’t mean “same”;

“fair” means that everyone gets what they need to be able to learn

 6. How we will measure success?Objectives:• Understand that grades don’t always reflect success• Recognize that success is equal to working hard and growing,

which ultimately leads to reaching or exceeding your goals

Table 9

Considerations for Furniture Arrangement in a Differentiated Classroom

Teacher’s desk Not in a central location but out of the way* Away from students’ desks

Students’ desks• Arranged so that the teacher can walk around and

monitor students• Options that address individual’s need for space or

close proximity to peers• One group of four to eight desks for students who need

to work independently (e.g., students who prefer to work alone, students who get overstimulated and need down time)

Storage (e.g., bookcases, filing cabinets, shelves)• Ample storage for a variety of materials and supplies• Easily accessible and do not require walking through

work areas• If frequently used, located in a convenient location

(e.g., next to work area)• If not frequently used, located in an out-of-the-way

location (e.g., a corner)

Small-group work areas• Tables (rather than individual desks) to promote

collaboration• U-shaped tables to promote discussion among

students• Area rugs for use with younger students

Centers• Visible to the teacher• Out of the way so as to not distract other students