1. Excellence and Equity For All
Differentiated Instruction
Excellence and Equity For All
Donna Carbone
Differentiated Instruction Title page

2. Differentiated Instruction is NOT twenty individual lessons for
twenty students! it IS using best practices to ensure that every child has the opportunity to grow in knowledge and skills.
Best practices

3. People learn best when they… have choices
Best Practices
People learn best when they…
have choices
make connections
get authentic feedback
acquire and use strategies
are in a supportive environment
R. Brandt, Powerful Learning, (1998)
Best practices

4. And when what they learn is…
Best Practices
And when what they learn is…
*meaningful
* challenging * appropriately leveled
R. Brandt, Powerful Learning, (1998)
Best practices

5. Brain research confirms: No two children are alike.
An enriched environment for one student is not necessarily enriched for another. 
In the classroom we should teach children to think for themselves. 
No two children learn in the identical way.    
Marian Diamond. Enhance Learning With Technology
Brain research

6. Howard Gardner’s research on brain injuries and their effect on cognitive skills led to his theory that everyone has eight multiple intelligences, in varying degrees. His belief is that we learn best when we are involved in activities that use our strengths.
Gardner

7. The 8 Types of Multiple Intelligences
Bodily\Kinesthetic
Interpersonal
Verbal\Linguistic
Naturalist
Intrapersonal
Visual\Spatial
Musical\Rhythmic
Logical\Mathematical
Multiple intelligences

8. Linguistic: word smart
Logical/mathematical: number smart Spatial: picture smart Bodily/Kinesthetic: body smart Musical: music smart Interpersonal: people smart Intrapersonal: self smart Naturalist: nature smart Adapted from
Core of di

9. Key Points of Multiple Intelligence
We do not possess just one single intelligence
Everyone possesses all of the eight intelligences, but we differ in strengths and weaknesses
No two people have exactly the same learning profile, not even identical twins.
Using our intelligences, material can be learned through different approaches. Key concepts and skills can be expressed
in varied forms, depending on the interests and learning style of the student.
Educators gravitated towards Gardner’s theory because it validated their beliefs that students learn in different ways.
H. Gardner, Multiple Intelligences After 20 Years –
Core of di

10. How Does Multiple Intelligences relate to Differentiated Instruction?
Just as we do not all have the same skills and talents, we do not all learn in
the same way. Each of us has a learning style, based on our preferences.
Intelligence preferences, as well as cultural, gender-based and
environmental preferences , all play into our learning style.
If teachers cannot reach students with the more traditional methods
(linguistic and logical) they must find ways to use students’ other
intelligences to successfully assess, motivate and teach.
This is the core of Differentiated Instruction.
Core of di

11. Differentiated Instruction:
“In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process, and product in anticipation of and response to student differences in readiness, interest, and learning needs.”
Carol Tomlinson C.Tomlinson, How to Differentiate Instruction in Mixed-Ability Classrooms (2001) 7.
DI is:

12. Teachers differentiate
instruction by
varying
content
process
product

13. according to a student’s
readiness
interests
learning style
readiness
Learning
style

14. Ways to Differentiate Content
(what students learn)
Vary levels of texts, resource materials and supplementary materials*
Teach Mini-lessons
Directions with more /less structure Highlight Print in materials Use Computer Programs Use Tape recorders to help with reading Curriculum Compacting * note: the internet is a good source for
a wide selection of materials

15. Tiered Activities and Centers Anchor Activities
Ways to Differentiate Process (how students use or store information) Small groups or individual work Assignments relate to interests
Tiered Activities and Centers Anchor Activities
Graphic Organizers Time Allotted Varies
Levels of Support
Cubing

16. Ways to Differentiate Product (how they demonstrate what they know)
Outcome can be Student Choice or Teacher Assigned
Product Based on Interest, Learning Style
Expectations for content, quality Differing Time lines Help with resources

17. Products: Infinite Possibilities
Journal Timeline
Oral Report Poem
Poster Role play
Brochure Game Slide show Quiz or Test Computer program Model Internet search Portfolio Map Interview Diagram Photo-journal Webquest Power point demo…
Adapted from G. Gregory and C. Chapman, Differentiated Instructional Strategies– One Size Doesn’t Fit All (2007) 119.

18. For the Teacher D.I. means:
Organizing and focusing on only essential information (content)
Continually assessing students for readiness, interests, and learning styles
Planning activities to meet students’ needs
Writing lessons that engage and involve creative thinking
Giving students some choice
Maintaining a safe classroom environment
Creating challenging tasks (Teach Up)

19. BUT JUST START!” Carol Tomlinson
Sounds like a lot to take on, doesn’t it? D.I. is not an “all or nothing” process. It builds over time. Take baby steps.
“START SLOWLY,
BUT JUST START!” Carol Tomlinson
Begin by choosing one option …either content or process or product…

20. Low-Prep Options For Differentiation
choice of books open ended activities
homework options work alone/together
reading buddies games to practice mastery
journal prompts flexible seating
think-pair-share computer programs multiple levels of questions
C. Tomlinson. How to Differentiate Instruction in Mixed –Ability Classrooms (2001) 34.
And then as you become more comfortable, add another option …

21. High-Prep Options For Differentiation
tiered labs independent study
stations choice boards
tournaments problem-based learning
interest groups graduated rubrics
multiple texts literature circles
tape-recorded materials multiple levels of questions
flexible reading formats student-centered writing
tiered computer programs formats
C. Tomlinson. How to Differentiate Instruction in Mixed –Ability Classrooms (2001) 34.

22. Transference: Why We Remember
Transference is the movement of knowledge from short term memory to long term memory. Transference needs the higher order thinking that is inherent in good teaching practices. “Apply it, practice it, review it, use it in new situations” – a version of Bloom’s Taxonomy.
Adapted from Deborah Taub, Creating a Brain-Friendly Classroom ,

23. Transfers and Assessment
The goal of teaching is to have students learn new information and then apply their learning to a new situation. This is called a transfer. Assessments are used to evaluate a student’s ability to transfer or apply skills and concepts. Teacher’s differentiating instruction use assessments:
Prior to a lesson to evaluate readiness, learning styles and needs.
During a lesson to monitor learning, and decide if adjustments are necessary
After a lesson to identify the skills learned and to plan the next step in instruction Bloom’s Taxonomy is the link between planning, activities and assessment .
Adapted from C. Chapman and R. King, Differentiated Assessment Strategies – One Tool Doesn’t Fit All (2007) 5.

24. Differentiated Assessment in Full Bloom (Taxonomy) from: www. teachers
Differentiated Assessment in Full Bloom (Taxonomy) from:
J. Dalton & D. Smith, “Extending Children’s Special Abilities – Strategies for primary classrooms”  (1986) pp
KNOWLEDGE
Useful Verbs
Potential activities and Products
Tell locate name write relate list
Make a list of the main events..Recite a poem. List all the .... in the story.
COMPREHENSION
explain predict discuss interpret restate outline
Cut out or draw pictures to show a particular event. Make a cartoon strip showing the sequence of events. Write and perform a play based on the story.
APPLICATION
solve show illustrate examine use construct
Construct a model to demonstrate how it will work. Make a scrapbook about the areas of study.

25. Still in Bloom… ANALYSIS Useful Verbs
Potential activities and Products
analyze distinguish explain examine compare contrast investigate categorize
Design a questionnaire to gather information. Write a commercial to sell a new product. Make a flow chart to show the critical stages.
SYNTHESIS
Create invent compose predict plan construct design imagine propose
Cut out or draw pictures to show a particular event. Make a cartoon strip showing the sequence of events. Write and perform a play based on the story.
EVALUATE
Judge select choose decide justify debate verify argue recommend
Conduct a debate about an issue of special interest. Make a booklet about 5 rules you see as important. Form a panel to discuss views,.
J. Dalton & D. Smith, “Extending Children’s Special Abilities – Strategies or primary classrooms”  (1986) pp36-7.

26. Lastly, Why D.I.? Differentiated Instruction:
Motivates through student success
Builds on a child’s strengths
Strengthens weaknesses
Promotes student engagement
Allows student choice
Supports advanced, grade-level and struggling learners
Addresses diversity in experiences, readiness, languages, learning styles, gender and culture
Links instruction to assessment
Promotes a safe, “user-friendly” classroom
Allows students to work at their own pace
Helps students take on more responsibility for their learning.

27. References
Brandt, Ron. Powerful Learning, Alexandria, VA.: ASCD , Chapman, Carolyn, and Rita King.. Differentiated Assessment Strategies – One Tool Doesn’t Fit All, Thousand Oaks, CA.: Corwin Press, 2005
Dalton, J. & Smith, D. (1986) “Extending Children’s Special Abilities – Strategies for primary classrooms”  pp
Diamond, Marion. Enhance Learning With Technology,
Gardner,Howard. Multiple Intelligences After 20 Years – Gregory, Gayle and Carolyn, Chapman... Differentiated Instructional Strategies – One Size Doesn’t Fit All, Thousand Oaks, CA.: Corwin Press, 2007
Taub, Deborah. Creating a Brain-Friendly Classroom ,
Tomlinson, Carol Ann. How to Differentiate Instruction in Mixed- Ability Classrooms, Alexandrai, VA.: ASCD, 2001.
Adapted from