1. Dr. Robert J. Graham Fordham University rgraham3@fordham.edu Spring 20101Differentiating Instruction - Dr. Robert J. Graham

2. Spring 2010Differentiating Instruction - Dr. Robert J. Graham2 Differentiated Instruction A process by which teachers enhance learning by matching students’ learning styles and abilities to instruction and assessment. Differentiated instruction allows all students to access the same classroom curriculum by providing entry points, learning tasks, and outcomes that are tailored to students’ needs. (Hall, Strangman, & Meyer, 2003) Teachers can differentiate content, process, and/or product. (Tomlinson, 1999)

3. Spring 2010Differentiating Instruction - Dr. Robert J. Graham3 Differentiated Instruction Differentiation of content Students are given different material to learn Differentiation of process A change in the manner in which a student accesses material Differentiation of product Students are able to show what they have learned in different ways

4. Spring 2010Differentiating Instruction - Dr. Robert J. Graham4 Addressing Different Learning Styles Auditory - Learns best by listening Visual - Learns best by viewing & reading Kinesthetic/Tactile - Learns best by doing & experiencing things

5. Spring 2010Differentiating Instruction - Dr. Robert J. Graham5 Considerations for Differentiation Student readiness What is the skill level and background of the student? Student interest What are the topics that the student is attracted to or wants to explore? Learning profile of the student Is the student a learner who is visual, auditory, tactile, or kinesthetic? Does the student have difficulty reading and gaining information from printed material? Does the student come from diverse cultural and language backgrounds? Does the student like working alone, in small groups, or in a large group? Does the student prefer open spaces or quiet spaces?

6. Spring 2010Differentiating Instruction - Dr. Robert J. Graham6 Differentiated Instruction Proactive More qualitative than quantitative Rooted in assessment Provides multiple approaches to content, process, and product Student centered Blends whole group, small group, and individual instruction Organic

7. Spring 2010Differentiating Instruction - Dr. Robert J. Graham7 Lesson Plan Modification For whom is the lesson being modified? What is the profile of the student? the learning style(s)? cultural/linguistic background? the special needs? Is there technology and/or assistive devices that can help differentiate instruction? Do you need to differentiate the content? If so, how? Do you need to differentiate the process? If so, how? Do you need to differentiate the product? If so, how?

8. Dr. Robert J. Graham Fordham University rgraham3@fordham.edu Spring 20108Differentiating Instruction - Dr. Robert J. Graham