1. Differentiated Instruction
Hadeel Al Kandari

2. Goals At the end of the presentation we will have:
Developed a stronger understanding of the principles of differentiated instruction.
Gained knowledge of effective strategies that support varied student learning.

3. The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects in the same ways. Howard Gardner-Phi Delta Kappan-March, 1994 – pg. 564

4. What is Differentiated Instruction?
*Reflection Activity*
Turn to your neighbor and discuss what differentiated instruction means to you.
You have 30 seconds!

6. One size does NOT fit all!

7. Recognize that they are all different…
“Children come to us in a variety of shapes, sizes, intellectual abilities, creative abilities, inter/intra personal skills, and a myriad more characteristics that makes each child we deal with unique and special.”
Carol Ann Tomlinson

8. Differentiated Instruction is…
A model of teaching that requires teachers to have flexible approaches in their instruction. This means adjusting the curriculum and instruction to fit the needs of the learners, instead of the students being expected to modify themselves for the curriculum.
Adapted from: Hall, Tracey NCAC

9. Why Differentiate?? 1. To access learning 2. Motivation to learn
3. Efficiency of learning

10. To recognize students varying background of knowledge, their readiness level, preferences in learning, interests, and to model instruction based on their differences.
The goal is to maximize every student’s growth and individual success by instructing to a level that they can learn and reach their own personal goals.
Adapted from Hall, Tracey; NCAC

11. READINESS
Differentiated Instruction follows the principle of readiness to learn.
Taken from the work of Lev Vygotsky, and the zone of proximal development (ZPD) OR the range at which learning takes place
Multiple Intelligences (Gardner)
Model began in general education classes for students who were to be considered “gifted”

12. Comparing Classrooms Traditional Differentiated
Student differences are masked or acted upon when problematic
Assessment is at the end of learning to see “who got it”
A single definition of excellence exists
Whole-class instruction
Time inflexible
The teacher solves problems
Teacher provides whole-class standards for grading
See Figure 2.2
Source: Tomlinson C. (1999) The Differentiated Classroom; pg. 16
Differentiated
Student differences are studied as a basis for planning
Ongoing and diagnostic assessments
Excellence is defined by individual growth from the starting point
Many various instructional strategies are used
Flexible time according to student needs
Students help one another to solve problems
Whole-class and individual goals

13. Differentiated Instruction is a teacher’s response to learner’s needs
Guided by general principles of differentiation, such as:
Ongoing assessment and adjustment
Clear learning goals
Flexible grouping
Appropriate degree of challenge
Respectful tasks
Carol A. Tomlinson

14. See Figure 2. 1-Source: Tomlinson, C
See Figure 2.1-Source: Tomlinson, C. The Differentiated Classroom (1999); pg. 15

15. Content
Several elements and materials are used to support instructional content.
Align tasks and objectives to learning goals.
Instruction is concept-focused and principle-driven.

16. Process Flexible grouping is consistently used.
Classroom management benefits students and teachers.

17. Products
Initial and on-going assessment of student readiness and growth are essential.
Students are active and responsible explorers.
Vary expectations and requirements for student responses.
Source: Hall, Tracey; NCAC

18. STATIONS Used with students of various ages and levels
Used in all subject areas.
Frequent or occasional
Formal or informal
Set up in many different ways to add to instruction

19. TIERED ACTIVITY 5. Clone the activity along the ladder
1. Select the activity organizer
2. Think about your students
3. Create an activity that is…
Chart the complexity of the activity
See Figure 8.4 of handout
Tomlinson, C The Differentiated Classroom (1999); pg. 85
5. Clone the activity along the ladder
6.Match a version of the task to a student based on student profile and task requirements.
Source: Tomlinson, C (1999)

20. Learning Contracts
Assumes it is the teacher’s responsibility to specify important learning and make sure students acquire them.
Assumes students can take on some of the responsibility for learning themselves.
Delineates skills that need to be practiced and mastered.
Ensures students will apply or use those skills in context.
Specifies working conditions.
Sets positive consequences when students adhere to working conditions.
See example in power point handout.
Luff, J. (2006)
Establishes criteria for successful completion and quality of work.
Includes signatures of agreement to terms of the contract by both teacher and student.
Tomlinson, C. The Differentiated Classroom (1999)

21. Examples of Modifying Classroom Curriculum Based on Learner Need
Student Need
Modification of Classroom Curriculum in Response to Student Need
A spelling pre-assessment indicates that students in a 6th grade class range from 2nd grade level to beyond high school level.
The teacher uses a spelling procedure that involves all students in spelling at the same time, but on varied levels of complexity of words required. (Modification of content based on student readiness.)
Students in a pre-algebra class have varied interests & often have difficulty understanding why they are learning what they are learning in math.
The teacher uses examples from sports, business, medicine, technology, & other fields to illustrate how formulas are used. She also guides students in interviewing people engaged in a range of jobs & hobbies to find out how they use formulas in their work & in sharing those examples with others in the class. (Modification of content & product based on student interest.)
Students in 3rd grade are studying biography. Student reading levels vary widely & their interests do as well.
The teacher develops boxes of biographies of people from a range of cultures, both gender, & a variety of jobs & hobbies. In each box are books that span a four- or five – year reading range. Students first select the topic or interest box from which they would like to work and then the teacher helps them pick a book that is a close match for their reading levels. (Modification of content based on student interest & readiness.)
Two students in the class have difficulty with impulsive behavior.
The teacher & students develop goals for behavior & plans for decreasing impulsivity. Both positive & negative consequences of behaviors are described in the goal statements. Students & teacher use a checklist each day to record successes & difficulties as well as the consequence of student choices. (Modification of learning environment based on student affect.)
(continues)

22. Thank you for sharing your time today! Jennifer Luff jluff22@yahoo.com