1. Differentiation of Instruction
Creating Multiple Paths for Learning
Barbara Mammen
Supervisor of Instructional Technology
Westfield Public Schools

2. Different From One Another?
How Are The Students We Teach
Different From One Another?

3. A Metaphor for
Student Diversity

4. “The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual, and thus to feel justified in teaching them the same subjects in the same ways.”
Howard Gardner, Phi Delta Kappan

5. When we teach the same thing to all kids at the same time…
1/3 already know it
1/3 will get it, and
1/3 never will
So for 2/3 of the kids we are wasting their time.
Scott Willis

6. Defining Differentiation
Differentiation of instruction is a process teachers
use to match the unique characteristics of learners
to various curriculum components in order to
enhance learning.
Carol Ann Tomlinson
It is a way of teaching
based on a belief system.
The challenge lies in
translating that belief
into action.

7. Differentiation Lingo
Readiness
Process
Flexible Grouping
Content
Assessment
Interest
Environment
Respectful Work
Product
Learning Profile
Word Splash Activity

8. Let’s Review!
What 4 classroom and/or curricula elements can be differentiated?
Content Process Product Learning Environment
What 3 student characteristics must be considered when planning for differentiation?
Readiness Interest Learning Profile
What are the 3 essential principles of differentiation?
Assessment
Flexible Grouping
Respectful Work
Video Clip

9. Theory Into Practice
Video: Creating Multiple Paths for Learning

10. How do I start?
Reflect on your students as individuals and as a group by asking yourself:
1. How well do they read? Write?
2. How well do they understand when they listen?
3. What’s hardest for them in school?
4. How do they feel about their peers?
5. How do their peers feel about them?
6. How does their culture affect their learning?
7. How does gender affect them?
8. What do they already know about what I plan to teach?
9. How do they work best?
10. What kind of adult support do they have outside of school?
11. What experiences do they have that enable them to relate to what we study?
12. What attitudes do they have about learning? About school?
Video Clip

11. How do I start?
To answer some of the questions, conduct pre-assessments
Knowledge List
Interest Surveys
Knowledge Rating Scale
KWL
Kid Watching
Journal Entries
Pre-tests & Skill Inventories
Learning Style Inventory

12. What Do I Do Next? Have clarity about your curriculum. Ask yourself:
What concepts and skills are essential to the topic?
Why do my students need to know this?
How does this topic relate to their everyday lives?
What are the essential questions related to the topic?
What activities will facilitate understanding?
What materials are needed to convey this topic?
How will I know what my students know, understand and are able to do as a result of studying this topic?

13. How Will I Know That They Know?
Conduct Post or Summative Assessments
Exit Cards
Outcome Statements
Written Assessments
Projects
Homework
Digital Stories
Presentations
Journal Reflections

15. A Final Thought
When a mind is forced, some price, modest or substantial, must be paid any time a mind is forced or attempts to learn or perform something in a way for which it is not wired.
This happens to all of us from time to
time, but the outcome is tragic when the mismatching of a mind to a set of important
tasks becomes a daily event
and when that poor fit is not
understood. This phenomenon
takes place every day in schools
everywhere.
Mel Levine
A Mind at a Time
Video Clip

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