3. Differentiation is not a
curriculum. It is a way of
thinking about teaching and
learning.
4. A differentiated classroom
will have a combination of teacher
directed, teacher selected
activities, and learner centered,
learner selected activities; whole
class instruction, small group
instruction, and individual
instruction.
5. When Differentiating Instruction, The
Three Most Important Questions to
Continually Ask Yourself...
What do I want
my students to
know, understand,
and be able to do?
What will I do
instructionally to
get my students
to learn this?
How will my
students show
what they know?
8. CONTENT is…
• What we want students to:
- know (facts and information)
- understand (principles, generalizations, ideas)
- be able to do (skills)
9. Content is differentiated
• When you preassess students’ skill and
knowledge, then match learners with appropriate
activities according to readiness;
• When you give students choices about topics to
explore in greater depth;
• When you provide students with basic and
advanced resources that match their current levels
of understanding.
10. Differentiating Content
- Multiple textbooks and supplementary print
materials
- Varied videos and computer programs
- Learning contracts
- Interest centers
- Support systems
audio tapes
study partners and reading buddies
mentors
- Compacting
phase 1 - teacher assessment of student
phase 2 - teacher sets up a plan
phase 3 - teacher and student design a project
11. Process is . . .
How the students make sense of the content.
It is the “how” of teaching.
12. Process is
The activities that you design to help
students think about the key principles and
information of the content they are
learning.
Process calls on students to use key skills
that are integral to the unit.
13. Differentiating Process is when students
are engaged in different activities.
- tiered assignments
- learning centers
- interactive journals and learning logs
- graphic organizers
-flexible grouping
Each activity should be directed to the
lesson’s common focus.
14. Product is . . .
The demonstration of the learning.
The way students show what they have
learned or extend what they have learned.
15. Products can be differentiated along a
continuum:
- simple to complex
- less independent to more independent
- clearly defined problems to fuzzy problems
16. Readiness is a student’s entry point relative
to a particular understanding or skill.
To help a student to grow, we must begin
where the child is.
17. Readiness
Less ready
• May need help
More opportunities
Structured or concrete activities
Deliberate pace learning
18. Readiness
More advanced may need
Skip practice
Complex, open-ended, abstract, and
multifaceted activities
Brisk pace of work
20. Interest
Students attach what they have been
learning in class to things that they
already find interesting in their own
lives.
21. Learning profile has to do with how students learn.
Some are visual learners, auditory learners, or
kinesthetic learners. Students vary in the amount
of time they need to master a skill or learn a
concept.
How students learn can be shaped by:
– environment
– social organization
– physical circumstances
– emotional climate
– psychological factors
Carol Ann Tomlinson/ Diane Heacox
24. Flexible grouping:
A Definition
Flexible small groups are within class grouping in which
membership varies according to ability (same ability,
mixed ability), interest or questions, learning style or
processing style, product style, group longevity, group
size (2-10). Groups can be teacher-selected, student-
selected, purposeful or random.
26. Flexible Grouping
Entire class
Same materials
Finish together
Teacher determined
Placed by readiness
Teacher help
Small groups
Multiple materials
Need additional time
Student choice
Random assignment
Student help
27. Designing Differentiated Learning
Activities for Flexible Groups
• Open-ended activities
and assignments
• Purposefully designed
choices to
accommodate learning
or expression style
differences
• Purposefully designed
tiered assignments
Purcell
28. Tiered Assignments
are designed to maximize
each student's growth by
challenging students with
learning experiences that
are slightly above their
current level of knowledge
and performance.
Tomlinson
29. Designing a
Tiered Assignment
A six step process
• Identify the content
• Consider your students’ needs
• Create an activity
• Chart the complexity of the activity
• Create other versions of the activity
• Match one version of the task to each
student
Tomlinson
