Differentiated instruction is a framework that involves providing different learning approaches to students in the same classroom based on their individual needs, abilities, and interests. This allows all students to effectively learn content regardless of their differences. A differentiated classroom uses various instructional strategies, flexible time, and individual and group goals tailored to each student. The teacher understands students' backgrounds and designs personalized instruction to ensure all children can learn.

1. Differentiated Learning
Prof. Jose A. Fadul, PhD
De La Salle-College of Saint Benilde

2. Differentiated instruction and assessment (also known as
differentiated learning or simply, differentiation) is a
framework or philosophy for effective teaching that involves
providing different students with different avenues to learning
(often in the same classroom) in terms of: acquiring content;
processing, constructing, or making sense of ideas; and
developing teaching materials and assessment measures so
that all students within a classroom can learn effectively,
regardless of differences in ability.
--Carol Ann Tomlinson, (2001). How to Differentiate
Instruction in Mixed-Ability Differentiated
Instructions provides access for all students to the
general education curriculum. Classrooms (2 ed.).
Alexandria, VA: Association for Supervision and
Curriculum Development. ISBN 0871205122.
Cited 27 times since 2001 (Google Scholar).

3. Differentiated instruction is not …

4. Differentiated Instruction is
a teacher response to learner needs

5. Differentiated instruction will not
reduce the work of the teacher.
The fact that students differ may be inconvenient,
but it is inescapable. Adapting to that diversity is
the inevitable price of productivity, high standards,
and fairness to kids.
--Theodore Sizer, Brown University

6. Differentiated classrooms are responsive to student
variety in readiness levels, interests and learning
profiles. It is a classroom where all students are included
and can be successful. To do this a teacher sets different
expectations for task completion for students based
upon their individual needs.
--Diana Lawrence-Brown (2004).
“Differentiated Instruction: Inclusive Strategies
For Standards- Based Learning That Benefit
The Whole Class”. American Secondary
Education 32 (3): 34–62.
Cited 125 times since 2004 (Google Scholar).

7. Differentiated Learning exposes irony

8. “For a fair selection
everybody has to take the same exam:
Please climb that tree!”
http://blog.4teachers.de/dm4di/files/2010/04/heterogenitaet_tierekletternaufdenbaum1-300x188.gif

9. Thomas Jefferson
on Fairness & Equality:
http://www.goodreads.com/quotes/178043-there-is-nothing-more-unequal-than-the-equal-treatment-of

10. Differentiated Instruction
versus inconsistent instructions

11. Students vary in culture, socioeconomic status,
language, gender, motivation, abilities/disabilities,
personal interests and more, and teachers need to be
aware of these varieties as they are planning their
curriculum. By considering varied learning needs,
teachers can develop personalized instruction so that all
children in the classroom can learn effectively.
--Carol Ann Tomlinson, (1999). “Mapping a Route
Toward a Differentiated Instruction”. Educational
Leadership 57 (1): 12.
Cited 141 times (Google Scholar).

12. A caveat:
Differentiated Learning is closely related to
other new ideas in education.
http://bitstrips.com/r/2P6

13. Differentiated Learning uses
Tiered Instruction

14. Differentiated Learning is compatible
with many other Learning theories

15. 15
Comparison of Classrooms
Traditional
• Student differences are masked or acted
upon when problematic
• Assessment is at the end of learning to
see “who got it”
• A single definition of excellence exists
• Whole-class instruction
• Time inflexible
• The teacher solves problems
• Teacher provides whole-class standards
for grading
Differentiated
• Student differences are studied as a basis
for planning
• Ongoing and diagnostic assessments
• Excellence is defined by individual growth
from the starting point
• Many various instructional strategies are
used
• Flexible time according to student needs
• Students help one another to solve
problems
• Whole-class and individual goals
Source: Tomlinson C. (1999) The Differentiated
Classroom; p. 16

16. How do teachers differentiate?
• Through: content, process, product
• According to student’s: readiness, interest, learning profile, etc.

17. How should we differentiate in CSB?
• Start slow, two to three new ideas at a time
• Make use of student files, diagnostic test results
• Be familiar with students abilities and interest
• Know your resources, including social networking
sites and various apps
• Organize your classroom
• Make student prepare their portfolios
• Have clear written directions for all activities
• Post agendas for students every meeting
• Provide for student interactions

18. Strategies used by teachers for
Differentiated Instruction
• Varying organizers
• Literature Circles
• Tiered Lessons
• Tiered Assignments
• Tiered Centers
• Interest Centers
• Interest Groups
• Learning Contracts
• Independent Study
• Varied Questioning Strategies
• Reading Buddies
• Varied Homework
• Small Group Instruction
• Tiered Student Products
Sources: The Differentiated Classroom, Tomlinson,1999; interview with selected CSB teachers

19. Although much has changed in schools in recent years, the
power of differentiated instruction remains the same—
and the need for it has only increased. Today’s classroom is
more diverse, more inclusive, and more plugged into
technology than ever before.
--Carol Ann Tomlinson, (2014). The
Differentiated Classroom: responding to the
needs of all learners. 2nd edition. The
Association for Supervision and Curriculum
Development (ASCD). ISBN 978-1-4166-1860-7.
Cited 1,650 times (Google Scholar)

20. Thank you!