Differentiating Instruction in the Regular Classroom

ByDr. Paul A. Rodriguez

What does differentiating instruction mean?

• Change the pace of the instruction.• Vary the level of the instruction.• Modify the kind of instruction.

Differentiated instruction is:

• Rigorous – Provide challenging instruction to motivate students to push themselves.

• Relevant – Focus on essential learning, not on “side trips” or “fluff.”

• Flexible and varied – Where appropriate, allow students choices about how they will learn and how they will show what they have learned.

• Complex – Challenge students’ thinking and actively engage them in content that conveys depth and breadth.

One Size Doesn’t Fit All

• Reteaching material to all students, does not address those who have demonstrated mastery.

• Moving forward in a lesson, does not address those who need more time or instruction to master the current objective.

Our Diverse Classrooms• Thanks to Howard Gardner, the definition of intelligence or “being

smart,” has broadened.• Learning styles vary from: where, when, and how a student learns

best. • Home environments and opportunities outside the classroom vary

in students’ lives.• Some students arrive with well developed skills, while others

arrive as true beginners.• Learning pace vary.• Gender and Cultural/Ethnic Influences (Important not to assume,

that all members of a group learn the same way.)• Value/Confidence in Learning

What Do We Differentiate?

• Content – “What” of teaching and usually determined by the school or district and reflects state standards.

• Process – “How” of teaching. You can use the same content, but can enable kids to learn or process the information differently.

What is the Teacher’s Role?Facilitator

• Facilitator• Providing(students an opportunity to choose) and

prescribing(specifically designed activities to meet the needs of particular learners or groups of learners.)

• Organize students: individually, pairs, teams, cooperative groups, in flexible instructional groups, or as a class.

• Using time flexibly.

What Is the Teacher’s Role?Collaborator

• Combine classes: One teaches, the other lesson plans.

• Share a lesson, receive a lesson. • Share resources.• Communicate with specialists: special ed.,

second language learners, and gifted/talented teachers.

Questions and Answers About Differentiating Instruction

Questions• How do I do it?

• Why change my teaching style? • How can I find the time?

• How do I explain differentiated

learning to parents?

Answers• Attend workshops, graduate

classes, form study teams, learn strategies.

• You simply cannot get all students to meet the standards unless you differentiate.

• Modify what you have, starting with one unit, one lesson at a time. In addition, work collaboratively.

• Open House, write a letter, prepare a brochure.

Questions and Answers About Differentiating Instruction Continued.

Questions• How do I make differentiation

invisible? • How do I manage my classroom?

• How do I grade fairly?

• How do I convince my administrators?

• How do I deal with budget cuts?

Answers• Vary the composition and purposes of

groups.• Like with everything students will

respond after they become accustomed to a “routine”.

• Describe for students what “high quality” means for each task.

• Provide information and data about how differentiated instruction helps better implement standards-based education.

• Differentiating instruction does not require supplies, only a specific way of thinking.

Who Are Your Students?Never To Late To Start

• Cum • Gather data yourself.• Create a profile sheet for each student. (p. 27-

28)• Ask your students. (Interest Inventory, p. 29 –

31)

Multiple Intelligencesp. 37 - 51

• Verbal Linguistic – Say It• Logical Mathematical – Count It• Visual/Spatial – Picture It• Bodily/Kinesthetic – Move It• Musical – Hum It• Interpersonal – Lead It• Intrapersonal – Reflect On It• Naturalist – Investigate It

Projects, Presentations, Performancesp. 32 - 35

• Clarify that students can mark projects they have not attempted before.

• Informs teacher what students like to work on.

• Follows Gardener’s eight intelligences without specifying it.

Teaching About Multiple Intelligences

• “Aha!” moment for students.• Explain that intention is not to label or show

preference for any group of students. • Ask and inform parents about multiple

intelligences. • Observe your students.

Finding Out What Students Know

• Preassessment• KW: Know, Want to Know (Preassessment)• Grade Book• Observation: Discussions, small-group

activities, and individual work.• Parent Conferences: face to face, letter, e-

mail, telephone call.