DIFFERENTIATING INSTRUCTION

Differentiation: A Way of Thinking About the Classroom

Differentiation is not a recipe for teaching.

It is not an instructional strategy. It is not what a teacher does when

she or he has time. It is a way of thinking about

teaching and learning. It is a philosophy.

Differentiation is based on a set of beliefs:

Students who are the same age differ in their readiness to learn, their interests, their styles of learning, their experiences, and their life circumstances.

Differentiation is based on a set of beliefs:

The differences in students are significant enough to make a major impact on what students need to learn, the pace at which they need to learn it, and the support they need from teachers and others to learn it well.

Students will learn best when supportive adults push them slightly beyond where they can work without assistance.

Students will learn best when they can make a connection between the curriculum and their interests and life experiences.

Differentiation is based on a set of beliefs:

Students learn best when learning experiences are natural.

Students are more effective learners when classrooms and school create a sense of community in which students feel significant and respected.

The central job of school is to maximize the capacity of each student.

Differentiation is based on a set of beliefs:

In Differentiated Classrooms…

Teachers begin where students are, not at the beginning of the curriculum guide.

Teachers accept and build upon the premise that learners are all different.

Differentiation is…

A teacher’s response to the learner’s needs.

Guided by best practices. Guided by respectful tasks. Flexible grouping. On-going assessment and

adjustment.

Teachers can differentiate

Content Process Product

Teachers can differentiate according to student’s

Readiness Interests Learning profile

Thinking About Differentiation

A teacher cannot differentiate everything for everyone everyday.

The teacher selects moments to differentiate, based on informal and formal assessments.

The teacher knows her students so she can provide natural differentiation based on where they are.

The Differentiated Classroom

Student differences are studied as a basis for planning.

Assessment is ongoing and diagnostic. Focus is on multiple intelligences. Many learning profiles are provided

for. Many instructional arrangements are

used.

The Differentiated Classroom

Multi-option assignments are used. Multiple materials are provided. Time is used flexibly. Students are assessed in multiple

ways. Student readiness, interest, and

learning profile shape instruction.

THE DIFFERENTIATED SCIENCE CLASSROOM

Engage Explore Explain Elaborate Evaluate

QUESTION STARTERS AND CLASSROOM ACTIVITIES DIFFERENTIATED ACCORDING TO BLOOM’S TAXONOMY

QUESTION STARTERS AND CLASSROOM ACTIVITIES DIFFERENTIATED ACCORDING TO BLOOM’S TAXONOMY

CHECKLIST IF QUESTIONS FOR TEACHERS PLANNING DIFFERENTIATED LEARNING FOR THEIR STUDENTS

Teachers should know:

•Facts: Define differentiation and its importance•Common language: Content, readiness, process, interest, products, learning styles, multiple intelligences•Expectations: • Students are given respectful

tasks.• Students are grouped flexibly.• Students are offered varied

instructional strategies.• Students are given choices.

Teachers should understand that:

•All students are unique and they learn in different ways on different days.•Teachers are responsible for engaging and coaching students and providing high-quality interactions, materials, and environments, within a clearly focused curriculum.

Teachers should be able to create the following learning opportunities that:

•Target standards•Offer relevant and meaningful tasks to students•Encourage creativity•Develop skills•Allow for student choices

References McIntosh, Meggin. (2003) The care and feeding of the noah’s ark that is your

classroom: Differentiating Instruction. Emphasis on Excellence, Reno, NV Brandt, R. (1998). Powerful teaching. Alexandria, VA: ASCD Danielson, C. (1996). Enhancing professional practice: A framework for

teaching. Alexandria, VA: ASCD Gregory, G. & Hammerman, E. (2008) Differentiated instructional strategies for

science, grades K-8. Thousand Oaks, CA: Corwin Press Gregory, G. & Hammerman, E. (2008) Differentiated instructional strategies in

practice. Thousand Oaks, CA: Corwin Press Schlechty, P. (1997) Inventing better schools: An action plan for educational

reform. San Francisco: Jossey-Bass. Tomlinson, C. (1995). How to differentiate instruction in mixed ability

classrooms. Alexandria, VA: ASCD. Tomlinson, C. (1999). The differentiated classroom: Responding to the needs

of all learners. Alexandria, VA: ASCD Tomlinson, C., Reconcilable differences. Vol. 58, No.1. September 2000, pages

6-11. Wiggins, G. & McTighe, J. (1998). Understanding by design. Alexandria, VA:

ASCD.