July 2001Mara Alagic: Differentiating Instruction 1 Differentiating Instruction: Individualized Learning Adapted from: Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.

July 2001Mara Alagic: Differentiating Instruction 2 Differentiation of Instruction a way of thinking that addresses variance in all the ways students differ, be it gender, culture, experience, readiness, interests, or learning profiles "a teacher's response to learner's needs, guided by general principles of differentiation such as respectful tasks, flexible grouping, and ongoing assessment” Tomlinson (1999, p. 15)

July 2001Mara Alagic: Differentiating Instruction 3 Classroom Every classroom is a complex connected system in itself Any changes in the process of teaching/ learning affect all the components of this system on a variety of levels Differentiated instruction => ?

July 2001Mara Alagic: Differentiating Instruction 4 Classroom Environment A classroom that promotes understanding A reflective teacher aware that successful teaching requires student engagement and understanding understands both students’ characteristics and learners differences What we teach - standards-based curriculum Whom we teach it to? - ALL students

July 2001Mara Alagic: Differentiating Instruction 5 In the differentiated classroom (1) Individual student growth is emphasized over class rank Ongoing assessment of students is used to determine readiness, interests, and learning profiles

July 2001Mara Alagic: Differentiating Instruction 6 In the differentiated classroom (2) Teachers differentiate content, process, and products Teachers and students learn collaboratively: “linking learners with essential understandings and skills at appropriate levels of challenge and interest” (Tomlinson, 1999, p. 14)