3. Differentiated instruction “is the
practice of modifying and
adapting instruction, materials,
content, student projects and
products, and assessment to meet
the learning needs of individual
students.”
4. Differentiated instruction involves assessing
student knowledge in a given content area, then
using a variety of strategies to effectively create
curriculum that is, in effect, individualized.
Designing curriculum of varied complexity,
using a variety grouping strategies, modifying
outcomes and product expectations, tailoring
delivery, and providing tiered projects are all
critical elements in differentiating instruction.
6. Differentiated instruction excites the
brilliant student to uncover deeper
layers of learning, while
simultaneously structuring curriculum
to support lower level students or
students with learning disabilities-
both identified and unidentified.
7. Pairing students to allow for peer
teaching is another method of reinforcing
the strong student’s understanding of
material while providing a struggling
student with a peer instructor.
This reciprocal learning style is another
way for teachers to utilize the strengths in
their classrooms to create this
differentiated instruction.
10. 1.Differentiated instruction IS proactive.
2.Differentiated instruction IS more
qualitative than quantitative.
3.Differentiated instruction IS rooted
in assessment.
4.Differentiated instruction IS taking
multiple approaches to content,
process, and product.
11. 5. Differentiated instruction IS
student centered.
6. Differentiated instruction IS a
blend of whole-class, group, and
individual instruction.
7. Differentiated instruction IS
“organic” and dynamic.
