Differentiated Instruction

Differentiated
Instruction
“Every child is entitled to the
promise of a teacher's optimism,
enthusiasm, time, and energy ”
What Is
Differentiated
Instruction?
Differentiation means tailoring
instruction to meet individual
needs
differentiation consists of the
efforts of teachers to respond to
variance among learners in the
classroom.
• teachers differentiate in content,
process, products, or the learning
environment, the use of ongoing
assessment and flexible grouping
makes this a successful approach to
instruction.
• Whenever a teacher reaches out to an
individual or small group to vary his or
her teaching in order to create the
best learning experience possible, that
teacher is differentiating instruction.
Where can we differentiate?
Teachers can
differentiate at least four
classroom elements based
on student readiness,
interest, or learning profile
Content Process
• What the • Activities in
student needs which the
to learn or student
how the engages in
student will order to make
get access to sense of or
the master the
information content
Learning
Products Environment
• culminating • the way the
projects that ask
classroom works
the student to
rehearse, apply, and feels.
and extend what
he or she has
learned in a unit
• According to Carol Ann Tomlinson
“Differentiating instruction means
that you observe and understand the
differences and similarities among
students and use this information to
plan instruction”
Key Principles that Form the
Foundation of Differentiating
Instruction
• Ongoing, formative assessment
– Teachers continually assess to
identify students’ strengths and
areas of need so they can meet
students where they are and help
them move forward
Recognition of diverse learners
• The students we teach have

diverse levels of expertise and
experience with reading, writing,
thinking, problem solving, and
speaking.
Group Work
• Students collaborate in pairs and
small groups whose membership
changes as needed
• Learning in groups enables students
to engage in meaningful discussions
and to observe and learn from one
another
Problem Solving
• The focus in classrooms that
differentiate instruction is on
issues and concepts rather than
“the book” or the chapter
• This encourages all students to
explore big ideas and expand
their understanding of key
concepts
Choice
• Teachers offer students choice in
their reading and writing experiences
and in the tasks and projects they
complete
• By negotiating with students,
teachers can create motivating
assignments that meet students’
diverse needs and varied interests
Accommodation vs. Modification
Accommodation Modification
• may be used to • may be used to
describe an describe a change
alteration of
in the curriculum
environment,
curriculum format, or • made for students
equipment that
VS with disabilities
allows an individual who are unable to
with a disability to comprehend all of
gain access to the content an
content and/or
complete assigned
instructor is
tasks. teaching
Accommodation
• allow students with disabilities to
pursue a regular course of study
• accommodations do not alter what is
being taught, instructors should be
able to implement the same grading
scale for students with disabilities as
they do for students without
disabilities.
Examples of Accommodations
• sign language interpreters for students who are deaf
• computer text-to-speech computer-based systems for
students with visual impairments or Dyslexia
• extended time for students with fine motor
limitations, visual impairments, or learning disabilities
• large-print books and worksheets for students with
visual impairments
• trackballs and alternative keyboards for students who
operate standard mice and keyboards
CATEGORIES OF
ACCOMODATION
Presentation
• change in the way information is
presented
EXAMPLE:
Letting a child with dyslexia listen to
audiobooks instead of reading printed
text.
Response
• A change in the way a child completes
assignments or tests.
EXAMPLE:
Providing a keyboard to a child who
struggles with handwriting when she’s
writing an essay.
Setting
• A change in the environment where a
child learns.
EXAMPLE:
Allowing a child with ADHD to take a test
in a separate room with fewer
distractions.
Timing and scheduling
• A change to the time a child has for a
task.
EXAMPLE:
Providing extra time on homework for a
child who has slow processing speed.

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Differentiated

• The students we teach have

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