How to differentiate instruction

Noor AliEDU-610

University of New England

Why do we need to differentiate instruction?

All students learn differently, have diverse interests, and are on varying levels.

One size does NOT fit all.

Multiple Intelligences

The Guiding Principle

“Remembering that we cannot reach the mind we do not engage ought to be a daily compass for educational planning” (Tomlinson, 2001, p.9).

Individualized instruction

Chaotic

Based on homogeneous grouping

Common Misconceptions

Proactive

Qualitative (not quantitative)

Rooted in assessment

Multiple approaches to content, process, & product

Student centered

Blend of whole-class, group, and individual instruction

Organic

Clearing up Misconceptions

Differentiated instruction benefits students on the entire learning spectrum.

ADVANCED LEARNERSMay become mentally lazy.

May become “hooked” on success.

May become perfectionists.

May fail to develop coping skills.

May not develop self-efficacy.

STRUGGLING LEARNERS

Look for positives.

Go for powerful learning.

Teach up.

Be relevant.

Use many avenues for learning.

Use what works.

See with the eyes of love.

Differentiated instruction benefits students on the entire learning spectrum.

Creating a classroom that is conducive to learning.

An effective classroom is

Gathering students at the beginning of the year to build a classroom community that is ‘theirs’ is essential.

Welcoming

Respectful

Safe

Fair

Collaborative

Geared for growth

Knowing the Learner

GATHER INFORMATION ABOUT STUDENTS’

Learning preferences

Emotions

Knowledge base

Work preferences

Cultural background

Key Management Strategies

Begin at a comfortable pace

Establish routines and

procedures

Model groups and seating

options

Have a “home base”

Minimize noise

Minimize stray movement

Key Management Strategies

Promote on-task behavior

What does the early finisher do?

Teach working for quality

Engage students, parents, and

colleagues

Most importantly, JUST BEGIN

“In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process, and product in anticipation of and response to student differences in readiness, interest, and learning needs” (Tomlinson, 2001, p. 7).

Identifying Readiness

MOVING STUDENTS FROMConcrete to Abstract

Simple to Complex

Structured to Open-Ended

Dependence to Independence

Singular to Multi-faceted

Identifying InterestStudents that are interested and make a choice about what they want to learn are more engaged in learning.

Keep instruction interest-based

Real life application

Group investigations

Literature circles

Sidebar studies

I searches

Jigsaw

Identifying Learning Profile

Four factors to determine your students’ learning profile

Group Orientation

Cognitive Style

Learning Environment

Intelligence Preference

Content•Concept-Based Teaching•Varied Materials•Varied Support System•Minilessons

Process•Varied methods for instruction •Varied methods for learning•Varied methods to exploration

Product •Creating High-quality product assignments•Varied levels of expertise and learning

Differentiating Instruction means

Expanding our potential as teachers to reach out to all students, thereby providing them a range of possibilities with what they learn, how they learn, and what they produce at the end.

Consider using these instructional models.Curriculum Compacting Model- used when a student knows upcoming material

Contract Model- an agreement between teacher & student

Project-Based Model- allows for expanded exploration

Problem-Based Model- applicable to real life scenarios

Create a vibrant learning environment with all these instructional strategies

CubingChoice BoardsTic Tac ToeCenters LabsJigsawComputer Programs

Using Technology to enable students

Create WebQuestsLink students to appropriate software,

websites etc.Making use of Accelerated Math and

differentiating the math libraryDigital Editions to link to curriculumEnabling students to use technologyInteractive videosAudio Library

Differentiating Assessment

“Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” ― Albert Einstein

Revising AssessmentConduct diagnostics

Assessment is part of ongoing instruction

Teach students to self-assess and correct

Frequent conferencing

Differentiated level of assessment

ReferencesChapman, C., & King, R. (2005). Differentiated assessment

strategies: One tool doesn’t fit all. Thousand Oaks,

California: Corwin Press Inc.

Tomlinson, C.(1999). The differentiated classroom:

Responding to the needs of all learners. Alexandria, VA:

ASCD.

Tomlinson, C. (2001). How to differentiate instruction in

mixed-ability classrooms (2nd ed.). Alexandria, VA: ASCD.