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"Essentially, the aim of differentiating instruction is to maximize each student's growth by meeting each student where he or she is and helping the student to progress. In practice, it involves offering several different learning experiences in response to students' varied needs." (Carol Ann Tomlinson, Curry School of Education, University of VA)

"To differentiate instruction is to recognize students varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively. Differentiated instruction is a process to approach teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process. " (Tracey Hall)

ASCD Differentiating Instruction, Lesson 1

Differentiated Instruction, Hall, Tracy (CAST)

Effective differentiated instruction is not putting together a variety of recipe-card type strategies. It is a way of thinking, our beliefs, on what teaching and learning is all about.

It addresses:

1. content (what students should know)
2. process (activities that help students make sense of learning)
3. and product (student demonstration of their learning)

What are some things you do?

• Vary the pace
• Vary the difficulty level to provide challenges at varying levels
• Vary the reading levels to meet your student skills and interests
• Vary the topic in response to students' interestes
• Vary the style material through a variety of media

Typically 2-4 different learning experiences are offered (not a different one for each student).

Check out:

High School Example

Elementary Example

• The teacher shares teaching with the students
• Teachers and students accept and respect one another's similarities and differences
• Assessment is an ongoing diagnostic activity guiding instruction.
• Learning tasks are planned and adjusted based on assessment data.
• The teacher helps the student make sense of learning.
• The teacher is primarily a coordinator of time, space, and activities.
• The teacher strives to help students become self-reliant learners.
• Collaboration around setting class and individual goals is ongoing.
• Students work in a variety of group configurations with flexibility
• Time is flexible and pacing is varied
• Students often have choices about topics, ways they work, and the product to demonstrate their learning
• The teacher uses a variety of instructional strategies with assessments to help target instruction to the student needs
• Student assessment is done in a variety of ways

• Some key Characteristics or elements of an effective differentiated learning environment

  (ASCD, Applebaum Resources)

"When teachers have students practice what they already know, student achievement is negatively affected" (Mcgreal, 1985)

"The best learning environment offers a large variety of choices to satisfy individual abilities and talents" (Jensen, 1998)

"Research has shown that accommodating the learning style through appropriate teaching and counseling interventions results in significant academic and attitude gains" (Sullivan, 1993)

"When a teacher correctly matches the student's skill level with appropriate learning tasks, there is an increase in student achievement" (Fisher et al., 1980)

Some research supporting differentiated instruction

Mapping a Route Toward Differentiated Instruction

How to Differentiate Instruction in Mixed-Ability Classrooms

Project Ideas:
Project Approach Examples
Brain activities for students - Try ABC Gulp

Tomlinson, Carol Ann, (1998)

Tomlinson, C., (2001) Chapter 7 has 17 key strategies for teachers to use to meet the challenge of designing and managing differentiated instruction.

1. Plan your year around a few key concepts that will help students relate to, organize, and retain what they study in the content area.

2. Develop principles or generalizations that govern or uncover how the concepts work.

3. Establish a defined set of facts and terms that are essential for students to know to be literate and informed about each unit of study.

4. List the skills for which the teacher and students are responsible for as the year progresses.

5. Develop essential questions to intrigue your students to cause them to engage in a quest for understanding.

6. Carry out pre and post assessment

Planning

How to Differentiate Instruction Tutorial at the Teach-nology site.

1. Using resources effectively
2. Interpreting information from resources
3. Blending data from several resources
4. Organize effective paragraphs

Skills being developed

This has been found to be the most effective way to meet the instructional needs of students.

Collaborative student-led small groups are the norm

Accountability of the group and individuals is important.

Ability level grouping has been found to be DETRIMENTAL to low-ability students (Mason et al., 1992)

Have students quickly discuss an idea with a nearby or pre-assigned thinking partner.

Have students work with others at theri table or turn desks into clusters.

Students may select task partners or work alone at times. (Student choice is important)

Some notes about flexible grouping