Instructors Who Differentiate
Milisa Sammaciccia Ismail, MEd.
9 January 2012
“Effective teaching strategies begin with realizing that
there are multiple pathways to learning. Frequent and
careful assessment aligned with observation determines
the direction taken for optimal learning. Respect for all
learners takes place. Varying teaching styles within a
student-centered environment maximizes educational
- Mary Rose (2008)
Students are sophomore college-level students
who are majoring in education.
Classroom size is approximately 22-26 students.
Educational diversification is prominent.
2 students are English Language Learners
Seating has been arranged in a circular layout.
• Seating is easily and quickly rearranged for
Classroom is well lit and comfortable.
SmartBoard is available to utilize.
It is every effective instructor’s goal to want their students to
not only meet curricular goals and meet expectations but also,
to help them maximize student learning and potential.
By differentiating instruction, teachers can do just that
• Maximize student learning
• Maximize student potential
The lecture outlines the basis for differentiated
instruction while highlighting some instructional
strategies for introduction.
Lecture material will arouse student curiosity in the
Visual representations are used to accompany the oral
Examples are provided to students and with the group
assignments, students will be allowed to demonstrate their
Direct and indirect observation of student engagement will
indicate areas where the lecture will need to be reiterated or
Question and answer allocations will be given after each
section (or part).
Main points are repeated often during the lecture.
Eye contact is made with students to assist in encouragement
of open communication and to gain insight for engagement.
Examples of Instructional
There are many techniques and strategies that can be
used to differentiate learning. Student will form small
groups to of 5-6. Compile 2-3 strategies for
differentiating instruction based on the reading. For
Students work in small groups. Guidelines for discussion
are presented to the groups. Instructor uses direct and
indirect observation for formative assessment,
participation levels, and engagement. Instructor may
engage group as necessary.
Students work in pairs. Then share with the class. Part of
the formative assessment process.
Students will work independently recording their
thoughts, feelings and ideas about the reading
assignment. Journals will be shared with instructor for
formative and/or summative assessment.
Students will be engaged in the following ways:
Class participation & discussion during lecture
Visual stimulation from recording on the
Group activities where students can share their
ideas from the assigned reading material and
Students are observed for levels of participation.
Group discussion (image). Retrieved on 8 January 2012 from http://moodle
Journal (image). Retrieved on 9 January 2012 from http://msk87.wordpress.com/
Rose, M. (2008). Differentiation. Teacher Scholastic, 1(3), Retrieved from
ThinkPairShare (image). Retrieved on 9 January 2012 from http://www.brainboxx.