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- 2. • Understand the aim of differentiated instruction • Take the first steps toward implementing differentiated instruction
- 12. reflects analyzing theories and ideas pursue interests works alone
- 13. singing and playing musical instruments recognize musical patterns and tones remember songs and melodies
- 16. Use a variety of instructional approaches and alter assignments to meet the needs of the students Assess students on an ongoing basis to determine their readiness level Provide a variety of options for how students can learn and demonstrate their knowledge Employ different grouping formats for instruction (e.g., whole-class, small groups, independent instruction) and use flexible grouping Use assessment results to adjust instruction as needed Strive to make lessons engaging and meaningful
- 17. When a teacher tries to teach something to the entire class at the same time, “chances are, one-third of the kids already know it, one-third of the kids will get it, and the remaining third won’t. So two-thirds of the children are wasting their time.” Lilian Katz, Professor Emeritus, College of Education, University of Illinois at Urbana-Champaign
- 18. TRADITIONAL CLASSROOM DIFFERENTIATED CLASSROOM Instruction is teacher centered. Instruction is student centered. When teachers assign students to work in groups, the groups are usually static, based on achievement level (e.g., low, middle, and high achievers). Teachers employ flexible grouping practices based on the students’ learning needs and interests.
- 19. TRADITIONAL CLASSROOM DIFFERENTIATED CLASSROOM Teachers target instruction at the level of the middle achievers. Teachers assign challenging and engaging tasks to everyone in the class. Instruction is provided one way (e.g., via lecture). Instruction is provided in multiple ways (e.g., via lecture, modeling, hands-on, visual representations)
- 20. TRADITIONAL CLASSROOM DIFFERENTIATED CLASSROOM The teacher assigns the same assignment to all students. The teacher offers several assignment choices. “Fair” means that every student works on the same tasks. “Fair” means that each student works a task, which may be the same or different than their peers’, to meet his or her needs.
- 21. TRADITIONAL CLASSROOM DIFFERENTIATED CLASSROOM “Success” means making a good grade or mastering the material. “Success” refers to an individual student’s academic growth.
- 23. COMPARISON PRESENTATION 23 ONGOING ASSESSMENT FLEXIBLE GROUPING before, during, and after teaching a unit to gather information critical to providing effective instruction a variety of grouping methods—whole-group, small-group (usually no more than six students), or peer pairs
- 49. Theme: Metamorphosis Unit of Study: Insects Materials: Plastic models of each stage of the butterfly’s life cycle, pictures of all stages of the life cycle, poster of different caterpillars and the corresponding butterflies, books about the butterfly’s life cycle, a bug box containing several caterpillars.
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- 74. EVALUATION • Rubric • Portfolios • Self Assessment
- 75. CLASSROOM IMPLEMENTATION • Select one element (content, process, product, learning environment) to differentiate • Implement only one differentiated activity in a unit • Begin working with students in small groups • Collaborate with other teachers
- 76. DEVELOP AN UNDERSTANDING • Understand that the teacher cares about them • Share information about themselves • Consider how classmates are similar and different • Think about a classroom that addresses everyone’s needs
- 77. DEVELOP AN UNDERSTANDING • Understand that everyone has different learning needs • Recognize that instructional options are beneficial
- 78. DEVELOP AN UNDERSTANDING • Understand that classroom instruction will be different than what they are used to • Understand that not everyone will be working on the same activity
- 79. DEVELOP AN UNDERSTANDING • Understand that the teacher will monitor (e.g., giving quizzes, asking questions, observing) them throughout the year to find out how to best teach them
- 80. DEVELOP AN UNDERSTANDING • Understand that “fair” doesn’t mean “same”; “fair” means that everyone gets what they need to be able to learn
- 81. DEVELOP AN UNDERSTANDING • Understand that grades don’t always reflect success • Recognize that success is equal to working hard and growing, which ultimately leads to reaching or exceeding your goals
- 82. The IRIS Center. (2010). Differentiated instruction: Maximizing the learning of all students. Retrieved from https://iris.peabody.vanderbilt.edu/module/di/ The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 iris@vanderbilt.edu. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E170001.
- 84. WORKSHOP • Go with your respective department • Choose a topic from your subject • Create a RAFT for your first mini task • Use the template
Editor's Notes
- But the instruction varies based on students’ interests, preferences, strengths, and struggles. teachers adjust their curriculum and instruction to maximize the learning of all students: average learners, English language learners, struggling students, students with learning disabilities, and gifted and talented students. Differentiated instruction is not a single strategy but rather a framework that teachers can use to implement a variety of strategies, many of which are evidence-based.
- https://www.pexels.com/photo/abstract-analog-art-camera-390089/
- https://www.pexels.com/photo/happy-mother-with-children-watching-interesting-tv-program-with-opened-mouths-4474018/
- Across content areas (e.g., some students excel with math but struggle with reading) Within content areas (e.g., some students excel at addition but struggle with fractions) Across the school year (e.g., at the beginning of the year, some students struggle with reading but improve greatly due to effective instruction) Because students’ needs change frequently, teachers should be familiar with two general principles or strategies of differentiated instruction: ongoing assessment and flexible grouping.
- The teacher should use grouping methods flexibly (i.e., flexible grouping). Instead of belonging to static groups, group membership is fluid or dynamic, changing to meet the different needs of the students. Teachers might make group assignments based on the results of ongoing assessments. Alternatively, students might choose to work in a particular group based on their interests or learning needs. Flexible grouping offers students the opportunity to work with classmates who are either similar or quite different in skill levels or interests.
- Readiness refers to a student’s knowledge and skill level regarding given content. A student’s readiness level might vary across subjects or content areas. For example, a student may have extensive knowledge about ancient Egypt but have little knowledge about the Incan civilization. Additionally, a student’s readiness may be influenced by his or her background knowledge, life experiences, or previous learning. Teachers can determine the level at which a student is working in a given subject area by: Examining the results of formal or informal tests (e.g., standardized test, unit pre-test) Viewing a student’s academic record Examining work samples Administering a student self-report measure Asking students to complete a KWL chart
- nterest refers to topics, skills, or activities that pique a student’s curiosity or inspire him or her. Teachers can discover their students’ interests by determining what topics they enjoy or which activities they engage in outside of class. They can do so by asking students to:
- a student’s preferred method of learning new information or skills (e.g., visually, hands-on, through deductive means) and to environmental factors that influence a student’s learning (e.g., small group, bright lights, no distractions). A student’s profile can also be influenced by gender and culture. For example, students from cultural backgrounds that value cooperation over competition may perform better in a small group versus working independently.
- The learning environment is sometimes included as one of the classroom elements associated with differentiated instruction. It refers to the organization and atmosphere of the classroom. Without an effective learning environment with rules, procedures, and respect for others, differentiating content, process, and product might be more difficult to accomplish and may not result in the expected positive outcomes. Some ways in which the teacher can differentiate the learning environment include: Creating places in the room where students can work quietly without distraction while also providing areas where students can work together Offering multicultural materials Developing procedures for students to get help when they are working with other students
- Tiered Content- One way to differentiate content for heterogeneous classrooms is to tier content. When teachers tier content, all students complete the same type of activity (e.g., worksheet, report), but the content varies in difficulty. Typically students are divided into three groups based on readiness levels. The activities assigned to the low, middle, and high groups (groups 1, 2, and 3, respectively) differ in terms of complexity. Below is an example of content that is tiered by readiness. A range of textbooks: In addition to the grade-level text, the teacher can provide texts one or two grade levels below and above the grade-level text. This allows students who are struggling with the reading level or the complexity of the skill to access the content at the level that is best for them. It also allows students who know the content or quickly master it to have the opportunity to work on more advanced skills. Supplemental materials: These materials might include Internet resources, magazines, newspapers, books on CDs, videos, and computer games. Presentation Styles When they present content, teachers should utilize a variety of presentation styles; that is, they should provide learners with a variety of media and formats that allows students to choose what works best for them. Multiple media and formats also allow students to develop a deeper understanding of concepts by providing opportunities to interact with those concepts in a variety of ways. The table below highlights different methods of presenting content.
- Presentation Styles When they present content, teachers should utilize a variety of presentation styles; that is, they should provide learners with a variety of media and formats that allows students to choose what works best for them. Multiple media and formats also allow students to develop a deeper understanding of concepts by providing opportunities to interact with those concepts in a variety of ways. The table below highlights different methods of presenting content.
- For students who struggle with learning a new skill or content, the teacher can provide instructional scaffolding, a process through which a teacher adds supports for students in order to enhance learning and aid in the mastery of tasks. The teacher does this by systematically building on a student’s experiences and knowledge as he or she learns a new skill. As the student increasingly masters the task, the supports are gradually removed. The teacher may need to consider different ways to scaffold for those who have difficulty reading and understanding text and for those who have difficulty mastering a new task.
- A learning contract is an agreement between the teacher and student that specifies in writing the work the student will complete in a given amount of time. A learning contract allows teachers to differentiate the curriculum based on the student’s readiness level or learning profile. When negotiating the contract, the teacher and student need to specify the task to be completed, when it will be completed, the quantity and quality of the work, the criteria by which it will be evaluated, and when appropriate the resulting grade. The contract might also include the consequences for not meeting the terms. Click on the graphics below to view an example of a learning contract or to download a blank learning contract.
- When teachers differentiate process, they teach the same concept or skill to each student; however, the manner in which each student makes sense of the topic or skill can vary. Therefore, teachers should vary the activities students use to master the concepts or skills. They can decide how best to do this by taking into account their students’ readiness levels, interests, or learning profiles. Teachers can break the students into groups or pairs to work on different activities or might assign individual tasks. The table below suggests several strategies for differentiating process. Click on each link for detailed information about implementing these strategies. Another way to differentiate process is to vary the length of time students have to complete a task. This allows struggling students more time to grasp the concept and permits advanced students more time to delve deeper into a topic. MANIPULATIVES- ANY CONCRETE OBJECTS
- Students find learning centers more engaging if they are decorated with items that relate to the topic of the activity. For example, during a history unit on the Pilgrims, the learning center might contain a trunk of period clothing and be decorated to represent the deck of the Mayflower. Learning stations are areas of the classroom organized around a topic, theme, or skill. They can target students’ readiness levels, interests, or learning profiles. The teacher creates several stations that cover portions of the material. To learn about the topic, students must complete the activities at each station. For example, during a unit on weather, the teacher might create four learning stations: temperature, atmospheric pressure, clouds, and the water cycle. For example, when teaching about metamorphosis using the life cycle of the butterfly, the teacher might also create an interest center focusing on the life cycle of the frog so that students can delve deeper into the topic.
- Graphic Organizers A graphic organizer, sometimes called a web or concept map, can be a diagram, outline, or chart on which students arrange information. By using graphic organizers, students can: Gather important information Organize information More easily process information See relationships between ideas More easily understand, remember, and apply information Allowing students to choose the type of graphic organizer to use Allowing students to choose how to complete the organizer (e.g., with text, with illustrations, in home language) Filling in some, a little, or none of the graphic organizer for students at different levels Providing direct access to the information needed to complete the organizer versus asking students to research the information independently Providing a graphic organizer that requires basic information instead of very detailed information
- When teachers differentiate product, they assess the same concept or skill for each student at the end of a unit of study; however, teachers offer their students a variety of ways to demonstrate their knowledge (e.g., video, written report). When doing so, the teacher strives to: Make the product assignment challenging but not so difficult or complex that the students are unable to complete it on their own. Provide clear directions. Create a task that reflects real-world application. Teachers should also include visual, auditory, and kinesthetic (i.e., involving movement or hands-on activities) options as well as analytic, creative, and practical ones. They might also allow the students to complete the product alone or as a group. Although teachers typically allow students to choose the type of product they complete, they need to make clear that their students cannot always choose to complete the same type of product assignment. The table below highlights a few strategies for differentiating product. Click on each link to learn detailed information about implementing these strategies.
- Tic-tac-toe, sometimes referred to as Think-tac-toe, is a method of offering students choices in the type of products they complete to demonstrate their knowledge. As in a traditional tic-tac-toe game, students are presented with a nine-cell table of options. The teacher should make sure that all options address the key concept or skill being learned. There are several variations on this method: Students choose three product options that form a horizontal, vertical, or diagonal line. Students choose one product choice from each row or from each column (without forming a straight line). The teacher can create two or more versions to address the different readiness levels. In the example below, a high-school teacher creates a Tic-tac-toe assignment for a unit on Romeo and Juliet. The teacher wants the students to complete assignments for three categories: characters, setting, and theme. Notice that the teacher creates three assignments for each of these categories, resulting in a total of nine tasks from which students can choose. Example
- A menu offers students a way to make decisions about what they will do in order to meet class requirements. A menu could be for a single lesson, a week-long lesson, or even a month-long period of study. Once the teacher has decided on what the essential understandings and/or skills are, she/he can begin to create a menu.
- Role of the writer Helps the writer decide on point of view and voice. Audience for the piece of writing Reminds the writer that he must communicate ideas to someone else. Helps the writer determine content and style. Format of the material Helps the writer organize ideas and employ the conventions of format, such as letters, interviews, and story problems. Topic of writing Helps the writer focus on main ideas.
- Role of the writer Helps the writer decide on point of view and voice. Audience for the piece of writing Reminds the writer that he must communicate ideas to someone else. Helps the writer determine content and style. Format of the material Helps the writer organize ideas and employ the conventions of format, such as letters, interviews, and story problems. Topic of writing Helps the writer focus on main ideas.