1. SUCCESS FOR ALL LEARNERS
Differentiated Instruction
Strategies

2. Differentiation defined
Differentiated Instruction (DI) is an approach where teachers proactively plan varied approaches to what students need to learn, how they will learn it and how they express what they've learned.
The goal of a differentiated classroom is maximum student growth and individual success.

4. Differentiation Continuum
Not Differentiated
Highly Differentiated
“One-Size-Fits-All”
Assessment
Learning Profile
Tiered Activities
Curriculum Compacting
Learning Contracts
Independent Study
Flexible Grouping
Anchor Activities
Learning Centers/Stations
Problem-Based Learning
Project-Based Learning
Picture DI as a continuum. On the far left, Not Differentiated, we have “One-Size-Fits-All” where the teacher does the same lessons and routines year after year regardless of who the students are. Then look at the far right side at all the things listed under the Highly Differentiated end of the continuum. Participants probably recognize and use some of the things listed. All of these are teacher and classroom practices that imply that a teacher is being responsive to different learning needs of the students in the classroom. This does not mean that all of these practices have to be in place every day all day or differentiating is not occurring! Rather, this list shows that the teacher is paying attention to the similarities and differences among students. Assure participants you will examine many of these during this two-day training.
Along the continuum from the left side to the right, the teacher is learning about how to differentiated and learning instructional strategies to meet the needs of different students. The list on the far right doesn’t happen all at once. The teacher adds to it as he/she progresses in the journey.

5. Common misunderstandings
Differentiation is a set of strategies.
Differentiation is group work.
“I already differentiate.”
Differentiated lessons have to be creative, cute, and fun.
Differentiation is just the next educational fad.

6. Common misunderstandings
Providing choice = differentiation.
Differentiation isn’t fair.
Differentiation means “dumbing down” the curriculum for less advanced learners.
Differentiation only works when kids are well-behaved.
Preparing a differentiated lesson takes a huge amount of time.

7. Steps in a differentiated lesson
Identification of Common Learning Goals
Pre-Assessment
Differentiated Activity
Every lesson should be designed with visual, auditory, and kinesthetic learners in mind.
Whole-Group Discussion
Post-Assessment
Further Instruction

8. a HIGHLY differentiated CLASSROOM
Looks Like … Sounds Like…
An inviting environment with tables as opposed to rows
Students helping students
Teacher moving around room
Print-rich environment
Student movement
Different desk configuration
Positive focused energy
Leader in each group
Students working on the floor
Interactive and engaging
Ongoing assessment
Noisy and on task
Happy
Background music
Talking
Respectful sounds
Encouraging others
Respectful feedback
Less teacher talk—more student talk
Teacher facilitation
Routines in place for getting help
Less discipline—more risk-taking
(Sample responses you can reference as needed.)

9. PRODUCT POSSIBILITIES
VISUAL
Advertisement
Collage
Poster
Flowchart
Venn diagram
Painting
Map
Video
Story map
Time line
AUDITORY
Audiotape
News broadcast
Speech
Debate
Lecture
Group discussion
Interview
Round table discussion
Book review
Teach others
WRITTEN
Book report
Letter
Poetry
Research paper
Story
Checklist
Journal
Essay
Newsletter
Survey
KINESTHETIC
A model
Performance of a dance or skit
Sculpture
Mobile
Diorama
Dramatization
Experiment
Pantomime
Role play
Display
Here are ideas for possible products.
Give the participants about 10 minutes to work with their groups on their products. (Direct them to the work sheet page in their resource books on page 126.) Then have participants share their products with groups who worked on different assignments. Ask a few groups from each tiered task to share products with the group as a whole.
Explain to participants that they can have students display/share their products around the room, if applicable, which lets them see what others came up with and can give them ideas for future products.
From Differentiating Instruction in a Whole-Group Setting, 3–8 © 2005 Crystal Springs Books.

10. SHOW, DON’T TELL Share the word with your group only.
Draw a visual of the word and figure out a motion for the word.
Show the visual and motion for the rest of the participants to guess your vocabulary word.

11. VOCABULARY WEB Definition:
Fractions are part of a whole. They are made up of a numerator and denominator.
Sentence/Picture:
Fractions
Here’s an example of how a Word Map can also be used with math concepts.
Non-example/Antonym: Fractions cannot be irrational numbers
Example/Synonym: Fractions can be converted into decimals

12. VOCABULARY SELF-AWARENESS CHART

13. WANTED (goal/motivation) BUT/BECAUSE (conflict/reason)
SOMEBODY WANTED BUT SO
SOMEBODY
(character)
WANTED (goal/motivation)
BUT/BECAUSE (conflict/reason) SO
(resolution)
Unpleasant stepmother
To stop Cinderella from going to the Ball
She wanted the prince for one of her daughters.
She made certain Cinderella had plenty of work and nothing to wear.
Lewis and Clark
To find an all-water route to the Pacific Ocean
They ran into the Rocky Mountains.
They cross the mountains on foot and finally reached the Pacific via the Columbia River.
Odysseus
To return to his home after defeating the Trojans
He was too proud of his heroics and angered the gods.
The gods punished him, leaving him to wander the Aegean Sea for 10 years.

14. Mind map

15. R.A.F.T. Role Audience Format Topic Gingerbread Man Our Class
Oral Response
I never should have listened to the fox
Water
Heat
A Love Letter
You make me so steamy
Battery
Loose Wire
A Newspaper Article
Man has shocking experience
Multiplication Fact
Division Fact
Invitation to a Family Reunion
Here’s how we’re related

16. We have, who has? We have 20! We have 4! Who has five times this?
Who has half this?

17. CUBING

18. Anybody feeling overwhelmed?

19. Differentiation Continuum
Not Differentiated
Highly Differentiated
“One-Size-Fits-All”
Assessment
Learning Profile
Tiered Activities
Curriculum Compacting
Learning Contracts
Independent Study
Flexible Grouping
Anchor Activities
Learning Centers/Stations
Problem-Based Learning
Project-Based Learning
Picture DI as a continuum. On the far left, Not Differentiated, we have “One-Size-Fits-All” where the teacher does the same lessons and routines year after year regardless of who the students are. Then look at the far right side at all the things listed under the Highly Differentiated end of the continuum. Participants probably recognize and use some of the things listed. All of these are teacher and classroom practices that imply that a teacher is being responsive to different learning needs of the students in the classroom. This does not mean that all of these practices have to be in place every day all day or differentiating is not occurring! Rather, this list shows that the teacher is paying attention to the similarities and differences among students. Assure participants you will examine many of these during this two-day training.
Along the continuum from the left side to the right, the teacher is learning about how to differentiated and learning instructional strategies to meet the needs of different students. The list on the far right doesn’t happen all at once. The teacher adds to it as he/she progresses in the journey.

20. references
Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of all Learners. Alexandria, VA: Association for Supervision and Curriculum Development.
Differentiated Instruction: Theory Into Practice. Peterborough, NH: Staff Development for Educators.