This document contains slides from a presentation on differentiated instruction given by Jennifer Evans. It includes definitions of differentiation, discussions of why and how to differentiate, and suggestions for getting started with differentiation strategies in the classroom. Sample activities are provided such as using flexible grouping, modifying content based on student readiness levels, and providing choice boards. Resources for additional information on differentiation are also listed.

1. Jennifer Evans
Assistant Director ELA
St. Clair County RESA
Evans.jennifer@sccresa.org
http://www.protopage.com/evans.jennifer#Untitled/Home

2. Define
Differentiation
How do we
differentiate?
Why should we
differentiate?
Practice

4. Discussion of Article – What is Differentiated
Instruction?
m.socrative.com
Join room 980994
Type response to question:
What did you find was the most
valuable piece of information for
you in the article?

5. 

Differentiation is a philosophy, not a “Bag of
Tricks.”
Differentiation is classroom practice that looks
eyeball to eyeball with the reality that kids differ,
and the most effective teachers do whatever it
takes to hook the whole range of kids on
learning. -- Tomlinson (2001)
Getting started on differentiation:
 http://www.youtube.com/watch?list=PLEFAFE68E0619F
EC6&v=LGYa6ZacUTM (Carol Ann Tomlinson 5 min.)

6. Low level vs. high
level work
Individualized
instruction with
different lesson
plans for each
student
Shooting
straight down
the middle and
hitting as many
as you can

11. Using the Classroom
Practices Inventory
handout, place an X on
the line where you see
yourself today.
After beginning
differentiation,
reevaluate yourself.

12. Why Do We Need Differentiated
Instruction?
Our nation’s schools today
are educating the largest,
most diverse student
population ever, to higher
standards than ever before.
The most effective way to
help students meet
standards is by
differentiating your
instruction.

15. How Do I Differentiate?

16. Flexible use of student groups
is the heart of differentiated
instruction.

17. Discuss how you use
the three kinds of
groups for
differentiation.
(see handout)

18. Student Need:
Modification to Student Need:
Students in a 6th grade class vary in spelling
from a 2nd grade level to a high school level.
Teacher uses procedure where all students are
engaged in spelling at the same time but with
different lists with varied levels of complexity
(Modification of content based on student
readiness)
Students finish their work at different times.
Teacher establishes areas of the room where
students may work if they have time. There are
a variety of tasks available at each area based
on what the student needs to work on and what
they want to work on. (Modification of learning
environment and process based on student
readiness and interest.)
Students have great difficulty with writing.
Teacher provides or posts lists of key words for
each student. Teacher also supports students
with webbing, discussing, and taping their ideas
before writing. Students always have a place to
go for help. ( Modification of process and
learning environment based on student
readiness.)

19. When learning goals are phrased as
questions, they encourage inquiry
rather than simply the production
of facts and memorized
responses.

20. 
https://www.teachingchannel.org/videos/diff
erentiating-instruction-strategy (7th grade)

31. http://foridahoteachers.org/instructional_strategies.
htm#Orbitals
Projects, Presentations, Performances Handout

34. Handouts from Differentiated Instruction Book

35. Amount of Time
Grouping
Types of Activities
10-15 minutes
Whole group
Mini-Lesson
10 minutes
Individual
Self-selected
reading/journaling/writing
25 minutes
Small groups
Guided reading
Guided writing
Read to Self
Word work
Read to Partner
Write about Reading
Discussions
Conferring
5 minutes
Sharing
Share out what was
learned

36. See handouts

37. 

http://larryferlazzo.edublogs.org/2012/01/0
9/the-best-resources-on-differentiatinginstruction/ (Carol Ann Tomlinson – scroll down to video)
http://www.ascd.org/publications/books/10
5005/chapters/Setting-the-Stage-forChange-Toward-Differentiation.aspx (Great resource
with chart)

38. Read article Mapping a
Route Toward
Differentiated Instruction
Discuss key points (Chips
In)
by Carol Ann Tomlinson
Plan the first step(s)
Discuss how you will
apply this in your own
classroom

39. Group your students based on test results. (see report example)
Using lexile range, find suggested books based on student
interest.http://www.lexile.com/fab/results/
Select book(s)
Select (focus) skill/strategy to teach for each group based on data and need
Use Core Progress learning progression (in STAR) to find additional information for
each skill, teacher activities, and sample items or use your own materials to teach the
skill/strategy. (See Mosaic of Thought handout)