Tennessee Department of Education South Central Field Service Center

DIFFERENTIATED INSTRUCTION IS… A teacher’s response to a learner’s needs Guided by general principles of differentiation, such as Plans are made In advance for lessons Rooted in Student need Derived from ongoing assessment Respects the learner Focuses on growth vs. competition

TEACHERS CAN DIFFERENTIATE PROCESS PRODUCT CONTENT According to student’s ReadinessInterests Learning Profile

INSTRUCTIONAL Through a range of INSTRUCTIONAL and MANAGEMENT STRATEGIES MANAGEMENT STRATEGIES such as: Multiple intelligences Jigsaw Taped material Anchor activities Varying organizers Varied texts Varied supplementary materials Literature Circles Tiered lessons Tiered centers Tiered products Learning contracts Small-group instruction Group investigation Orbitals Independent study 4MAT Varied questioning strategies Interest centers Interest groups Varied homework Compacting Varied journal prompts Complex instruction

Information Representations ResourcesProblems Applications/Insights Pace of Study Research/Products Tasks Solutions DirectionsApproaches Is the Umbrella for Many Equalizing Components

-Removed from text or experience -Export idea or skill to unexpected or unfamiliar setting -Use key idea or skill with unrelated idea or skill -Use but move beyond fundamental skills and knowledge -More diversity of skills and ideas -Close to text or experience -Expert idea and skill to similar or familiar setting -Use key idea or skill alone -Fundamental skills and knowledge emphasized -Fewer changes of skills and ideas FOUNDATIONAL TRANSFORMATIONAL

-Hold in mind or minds-on -Intangible -Symbolic or metaphorical -Mental manipulation -Idea Based -Principle without event -Not demonstrated or explained -H-Hold in hands or hands-on -T-Tangible -L-Literal -P-Physical manipulation -E-Event Based -E-Event to Principle -D-Demonstrated and Explained CONCRETEABSTRACT

-Combine idea or skill being taught with those previously taught -Work with multiple abstractions -Emphasizes elegance -Requires relatively more originality -More advanced vocabulary -More advanced readability -U-Use idea or skill being taught -W-Work with no one, or few abstractions -E-Emphasize appropriateness -R-Requires relatively less originality -M-More common vocabulary -M-More accessible readability SIMPLE COMPLEX

-More parts -More steps -More stages -F-Fewer parts -F-Fewer steps -F-Fewer stages SINGLE FACET MULTIPLE FACETS

-F-Few Unknowns -R-Relative Comfort with most elements -L-Less need to change familiar elements -R-Requires less flexible thought -F-Few gaps in required knowledge -M-More evolutionary SMALL LEAPGREAT LEAP -M-Many unknowns -R-Relative unfamiliarity with many elements -M-More need to change familiar elements -R-Requires more flexible thought -S-Significant gaps in required knowledge -M-More revolutionary

-M-More directions or more precise directions -M-More modeling -R-Relatively less student choice MORE STRUCTUREDMORE OPEN -F-Fewer directions -L-Less modeling -R-Relatively more student choice

-F-Few unknowns -M-More algorithmic -N-Narrower range of acceptable responses or approaches -O-Only relevant data provided -P-Problem specified CLEARLY DEFINED PROBLEMS -M-More unknowns -M-More heuristic -W-Wider range of acceptable responses or approaches -E-Extraneous data provided -P-Problem unspecified or ambiguous FUZZY PROBLEMS

-M-More teacher or adult guidance and monitoring on: -P-Problem identification -G-Goal Setting -E-Establishing timelines -F-Following timelines -S-Securing resources -U-Use of resources -C-Criteria for success -F-Formulation of a product -E-Evaluation -M-More teacher scaffolding -Learning the skills of independence LESS INDEPENDENCE -L-Less teacher or adult guidance and monitoring on: -Problem identification -Goal Setting -Establishing timelines -Following timelines -Securing resources -Use of resources -Criteria for success -Formulation of a product -Evaluation -Less teacher scaffolding -Demonstrating the skills of independence GREATER INDEPENDENCE

-M-More time to work -M-More practice -M-More teaching and reteaching -P-Process more systematically -P-Probe breadth and depth SLOWERQUICKER -L-Less time to work -L-Less practice -L-Less teaching and re-teaching -P-Process more rapidly -H-Hit the high points

Concept Map Graphic Organizers Cooperative Learning Groups Compacting Centers Independent/Orbital Studies Portfolios Reading Buddies Anchor Activities Learning Contracts

ROLE OF THE TEACHER IN DIFFERENTIATEDINSTRUCTION Coaching for Individual growth Helping Groups Work Teaching for individual growth Communications with Parents about differentiation Balancing Whole-class And small- Group instruction Grading for Excellence And Equity Charting individual growth Preparing students for differentiation

Have a strong rationale for differentiating instruction based on student readiness and interest.

Begin differentiating at a pace that is comfortable for you.

Time differentiated activities for student success.

Use an “anchor activity” to free you up to focus your attention on your students.

Create and deliver instructions carefully.

Have a “home base” for students.

Be sure students have a plan for getting help when you are busy with another student or group.

Give your students as much responsibility for their learning as possible.

Engage your students in talking about classroom procedures and group processes.

Use flexible grouping.