1. Differentiated Instruction
At it’s most basic level, differentiated instruction means “shaking up” what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn

2. Differentiated Instruction
What Differentiated Instruction is NOT
*Differentiated Instruction is NOT the “individual instruction” of the
1970’s
-Differentiated Instruction offers several avenues to learning, it does not assume a separate level for each learner
-It also focuses on meaningful learning or powerful ideas for all students

3. Differentiated Instruction
Differentiated Instruction is NOT chaotic
-Teachers who differentiate instruction quickly point out that, if anything, they exert more leadership in their classrooms, not less
Differentiated Instruction is NOT just another way to provide
homogenous grouping
-A hallmark of an effective differentiated classroom is the use of flexible grouping, which accommodates students who are strong in some areas and weaker in others

4. Differentiated Instruction
Differentiated Instruction is NOT just “tailoring the same suit of clothes”
-Micro-differentiating or tailoring lessons are often not enough to qualify as differentiated instruction

5. Differentiated Instruction
What Differentiated Instruction IS
Differentiated Instruction is PROACTIVE
-Teachers still need to tailor or fine-tune instruction for individual learners, but because different learning options are
available based on his knowledge of varied learner needs, the
chances are greater than the learning experiences will provide an appropriate fit for many learners

6. Differentiated Instruction
Differentiated Instruction is ROOTED IN ASSESMENT
-Conversations with individuals, classroom discussions, student work, observation, and formal assessment as a way to
gather just a little more insight about what works for each learner

7. Differentiated Instruction
Differentiated Instruction is STUDENT CENTERED
-Differentiated classrooms operate on the premise that learning experiences are most effective when they are engaging, relevant, and interesting
-Teachers who differentiate instruction in mixed-ability classrooms seek to provide appropriately challenging learning
experiences for all students

8. Differentiated Instruction
Differentiated Instruction is A BLEND of whole-class, group, and individual instruction
-Students coming together as a whole group to begin a study, moving out to pursue learning in small groups or individually,
coming back together to share and make plans for additional investigation, moving out again for more work, coming together again to share and review

9. Differentiated Instruction
Characteristics of an Effective Learning Community
Mutual respect is nonnegotiable
-It is important to remember that humor plays a central role in a welcoming classroom
-Sarcasm and sharp words do not

10. Differentiated Instruction
Students feel safe in the classroom
-Not only does safety presuppose the absence of physical danger, it requires the absence of emotional danger as well

11. Differentiated Instruction
There is a pervasive expectation of growth
-The goal in a differentiated classroom is to help every learner grow as much as he or she can in both general ability and specific talents

12. Differentiated Instruction
A new sort of fairness is evident
-In this sort of environment, far means trying to make sure each
student gets what she needs in order to grow and succeed

13. Differentiated Instruction
Teacher and students collaborate for mutual growth and success
-Students can help develop routines for the classroom, make major contributions toward solving problems and refining routines, help one another, keep track of their work, and so on

14. Differentiated Instruction
Creating a Climate for Assessment
Yuk Spots/Bright Spots Scavenger Hunt
-This activity is designed for teachers and students to identify physical aspects of the classroom or work are as that need to
be improved or maintained
-Places or things that need to be improved are the Yuk Spots
-The areas that need to be maintained are the Bright Spots

15. Differentiated Instruction
The Affective Domain and Assessment
-The affective domain of teaching and learning includes all areas that influence students’ emotions, including their mind- sets, levels of interest, and motivations
-Negative feelings create barriers for success

16. Differentiated Instruction
-Voice tone, high expectations, energy, enthusiasm, and genuine interest are key elements in the classroom’s assessment atmosphere
-The teacher must be consciously aware of how his or her words and body language are perceived, especially when identifying student errors in assessment feedback

17. Differentiated Instruction
“Withitness”
-Students perceive with-it teachers as keeping current with the latest trends and fads. These teachers stay abreast of the students’ hobbies, interests, and other free-time activities
-Teachers need to become so familiar with a students’ hobbies and interests that it is easy to refer these outside activities in informal conversations when an opportunity presents itself
-Provide an area for students to spotlight their interests and accomplishments with photos, notes, or newspaper clippings

18. Differentiated Instruction
Assessing Learning in Differentiated Instructional Models and Strategies
Curriculum Compacting Model
-Used when a teacher realizes that the student knows the upcoming material
-A customized instructional plan is designed to extend or enrich learning experiences
-This model presents a different way for the student to work with information

19. Differentiated Instruction
Contract Model
-A work agreement between a teacher and a student that facilitates differentiated instruction
-if the student is capable, he or she fills out the contract form, requesting permission t o work with the information in his or her
own way to complete a specific request

20. Differentiated Instruction
Project-Based Model
-A project-based model fosters expanded independent study on a specific topic
-This model can be designed as a class project, a content- centered project, or a student-choice contract

21. Differentiated Instruction
Problem-Based Model
-The problem-based model makes learning more meaningful and applicable to the real world
-Select problems that intrigue and engage learners
-Whenever appropriate, differentiate by providing opportunities for students to select the problem

22. Differentiated Instruction
Cubing
-Activities are designed to offer students assessment choices and to add novelty to thinking
-Create cubes by covering boxes, pieces of foam, or cube- shaped containers

23. Differentiated Instruction
Choice Boards
-Choice boards are created with grids that vary in size according to students’ needs
-Teacher assigns the activities by offering learners many choices in selecting the sections they complete
-Choice develops confidence, fosters independence, creates a sense of responsibility, and gives students ownership in learning

24. Differentiated Instruction
Agendas
-Agendas are specific assignments strategically planned to meet the needs of an individual or a small group
-They are implemented to manage independent work time when individual students needs experiences with different skills, topics, concepts, interests, information, or strategies
-Students work with their personal agendas while other members of the group work on a different lesson or activity

25. Differentiated Instruction
Centers, Labs, and Stations for Assessment
-use a variety of centers, labs, or stations for quality-focused assessments that provide challenges with manipulatives

26. Differentiated Instruction
Exploratory Centers
-An excellent place to assess students’ performance experiences
-Provide materials and set the rules
-Students use the materials to discover, invent, create, and process any way they choose

27. Differentiated Instruction
Structured Centers
-May be designed for a specific topic or skill in any subject
-Tasks and procedures are established for students to follow
-The appropriate materials are available, and the rules are set

28. Differentiated Instruction
Assessment for Flexible Grouping
-Flexible grouping strategies accommodate the needs of learners for instruction or assessment
T = Total Group
A = Alone
P = Partner
S = Small Group

29. Differentiated Instruction
Group Design
-Use various flexible grouping designs in diverse ways to find the best way to organize students for assessments tasks
*Knowledge-Based Groups
*Interest Groups
*Ability Groups
*Random Groups
*Peer-to-Peer Tutoring
*Cooperative Groups

30. Differentiated Instruction
Troubleshooting Tools for Group Assessments
-If negative or inappropriate behavior occurs during a group assessment, it must be corrected quickly and quietly to avoid
interrupting the work of other students

31. Differentiated Instruction
What to do when a student…..
-Acts negatively Most of the Time
*Engage the student in pleasantly friendly conversation
about the problem, come to solutions
*Volunteer to be a sounding board for the student’s complaints so the two of you can solve problems together

32. Differentiated Instruction
-Says of Does Something With Which You Do Not Agree
*Listen to the student’s opinion, and remain open
*Express your point of view in a friendly, neutral way, if appropriate

33. Differentiated Instruction
Has a Personality Clash with a Group Member
*Consider separating students, if the behavior is long term
*Schedule a conference, and provide tips for the students to work it out together

34. Differentiated instruction
Often Has to Be “Spoon-Fed” Information
*Identify how the student learns best; and uses his or her strengths to build confidence
*Give directions in smaller increments or “chunks”

35. References
Chapman, C. & King, R. (2005). Differentiated assessment strategies: One tool doesn’t fit all. Thousand Oaks, CA: Corwin Press, Inc.
Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision
and Curriculum Development