1. An Introduction to Differentiated Instruction
Heacox
Chapter 1

2. What D.I. Is Not! Not Individualized Instruction of the 1970’s
Not chaotic
Not “one size fits all” instruction
Not impossible to start doing right away

3. What D.I. Is Rigorous – students motivated to push themselves
Relevant – essential learning, not “fluff”
Flexible & varied – students make choices, teacher uses different teaching strategies
Complex – challenge students’ thinking & actively engage them

4. Best of All
D.I. is a way “to provide more instruction for those in need without holding back those who (are) ready for new challenges”
Therefore, one teacher can meet the needs of all learners in the classroom without falling apart!

5. Already Using D.I.? Start with what you are already doing
Modify your current plans to reach more learners – Assess their strengths, weaknesses, needs
Try one lesson, then one unit, then one subject – It will become easier!

6. Why D.I.? Diverse Learners
Cognitive abilities – multiple intelligences, learning preferences – build on strengths, work with weaknesses
Learning styles – environment, social organization, sensory preferences
Socioeconomic & family factors – hungry, tired, stressed, without supplies

7. Diverse Learners (cont.)
Readiness – some barely there, some ready to move on
Learning pace – few examples or much practice
Gender influences – differences in pace, environmental preferences, etc. (p. 9)
Cultural/ethnic influences – come with ideas on learning, etc.

8. Diverse Learners (cont.)
How value learning – useable & relevant? family’s & friends’ attitudes
Confidence in learning – past success or failure?

9. Areas of D.I.
Content
Process
Product

10. Content Curricular topics, concepts, themes Determined by state
How to differentiate content?
Focus on most relevant & essential concepts/skills – increase complexity
Eliminate or speed up content

11. Content (cont.)
Pre-assess students’ skills & knowledge to match activities with readiness
Give students choices on what to explore more deeply
Provide students with resources to match ability level (basic to advanced)

12. Process
The way to teach should reflect the students’ learning styles & preferences
How to differentiate process?
Add more complexity & abstractness to tasks
Engage students in critical & creative thinking
Ask them to learn in a variety of ways

13. Product
End results of learning – evidence to “reveal new thinking or ideas”
Tangible (poster, written report)
Verbal (speech, debate)
Action (skit, dance)

14. Product (cont.) How to differentiate product?
Menus! (pp ) – Think Tac Toe
Multiple intelligences – Vienna example
Bloom’s Taxonomy
“Encourage students to take on challenging work, to run with their ideas, or to come up with unique ways to show what they’ve learned” (p. 11)

15. The Teacher’s Role in D.I.
Facilitator – provide opportunities, organize learning, use time flexibly
Collaborator – share D.I. planning with other teachers, combine classes to free up time, share resources, find specialists
Environment set-up – see pp

16. F.A.Q.’s Pp. 13-17 “Nutshell” of D.I. - p. 17
Finding your style on the inventory – pp