2. “The goal of a differentiated classroom is to
maximize each student’s growth by recognizing
that students have different ways of
learning, different interests, and different ways
of responding to instruction.”
Diane Ravitch
3. Why we should differentiate instructions?
“Students learn better if task ignite curiosity or
passion in a student, and if the assignment
encourages students to work in a preferred
manner. Students learn better if tasks are a closer
match for their skills and understanding of a
topic.”
Carol Ann Tomlinson
4. adapted from Linda Holdorf, A treasure chest of
differentiation strategies, Nov. 2007
5. adapted from Linda Holdorf, A treasure chest of
differentiation strategies, Nov. 2007
6. Things to consider
Activate Intrinsic Motivation
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Give students a voice in classroom decision making
Provide students with choices
Teach to a variety of learning styles
Recognize and address different readiness levels
Use a variety of instructional strategies
Offer fun activities that inspire creativity and reduce stress
Teach students to work cooperatively with others
Provide opportunities for students personal growth
Dodge, Judith. (2005), Differentiation in Action, p. 51
7. The How To’s of Planning lessons in
a differentiated classroom
8. Accommodate Different student interests
Strategies that support Interest-Based Differentiation
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Student choice of tasks
Interest groups
Jigsaw
Independent study
Literature circles
Student-selected audiences
(Adapted from Tomlinson, 2001, p.59)
9. Think-Pair-Share
• Describe several ways you can incorporate
student interest in your classroom.
• Ideas of new strategies of interest-based
differentiation in your classroom
10. Accommodate different learning styles
Sensory Approaches to Learning
Auditory Activity
Visual Activities
Tactile-Kinesthetic
Teach a lesson
Create a web sit
Gather an artifact box
Give a speech
Crate a photo journal
Give a demonstration
Prepare recordings
Prepare a Power Point
presentation
Present a TV newscast
Conduct an interview
Design an advertisement
or poster
Make a videotape
Listen to a tape to
respond
Design a graphic
organizer
Play or create a game
Panel discussion
Gather a gallery of
pictures with subtitles
Group and categorize a
collection
Engage in a debate
Chart a visual timeline
Role-play with props
(Adapted from Judith Dodge, 2005, p.67)
13. Sample lesson plan
Unit: Travel in China
Pre-Learning Activities
Multiple Intelligence
Spatial
Knowledge
Activities
Present video of different tourist
attractions and historical sites in
China and elicit comments
http://www.youtube.com/watch?v=OIx1ek
g4EiI&list=PL6B220AAD056F341E
14. Sample lesson plan
Unit: Travel in China
Pre-Learning Activities
Multiple Intelligence
Bodily-Kinesthetic
Knowledge
Activities
Present Artifact Box containing
essential items needed for
traveling aboard
15. Unit: Travel in China
Sample lesson plan
During-Learning Activities
Multiple Intelligence
Verbal-linguistic
Logical
Analysis
Activities
Student create Concept Map for
key words found on travel
brochure
旅游
机票
行程
景点
16. Sample lesson plan
Unit: Travel in China
During-Learning Activities
Multiple Intelligence
Verbal-linguistic
Interpersonal
Application
Activities
Think-pair-share activities to
practice conversation
17. Sample lesson plan
Unit: Travel in China
During-Learning Activities
Multiple Intelligence
Verbal-linguistic
Intrapersonal
Analyze
Activities
Quick write to write summery
18. Sample lesson plan
Unit: Travel in China
Post-Learning Activities
Multiple Intelligence
Verbal-linguistic
Interpersonal
Application
Activities
Role play conversation to inquire
travel schedule and book tickets
19. Sample lesson plan
Unit: Travel in China
Post-Learning Activities
Multiple Intelligence
Verbal-linguistic
Musical
Creativity
Activities
Create a song or poem to
promote tourism of a city in
China
20. Sample lesson plan
Unit: Travel in China
Post-Learning Activities
Multiple Intelligence
Verbal-linguistic
Spatial
Application/Synthesis
Activities
Create a travel brochure to
introduce cities in China
21. Think-Pair-Share
• Describe several ways you can incorporate
student learning styles in your classroom.
• Ideas of new strategies of differentiation based
on learning style in your classroom
22. Accommodate Different student readiness
Strategies that support readiness-Based Differentiation
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K-W-L
Ongoing formative assessments
Grouping
Anchor activities
Cubing
Open-ended questions
Tiered instructions and assessments
Technology
(Adapted from Tomlinson, 2001, p.59)
23. Specified meaningful activities on
which students work independently
On going activities that engage and
motivate students to extend their
learning
24. To differentiate according to different
levels of student readiness, two or more
different cubes could be created with
the same commands but with tasks at
different levels of difficulty.
29. One small step a time…
Low Preparation
Use of reading buddies
Work alone or together
Flexible seating
Open-ended activities
Explorations by
Internet
• Varied support
materials
• Flexible learning
groups by readiness,
interest and learning
profiles
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High Preparation
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Stations
Tiered centers
Tiered activities
Tiered products
Independent study
Multiple texts
Think-Tac-Toe
Students are assessed in
multiple ways
adapted from Linda Holdorf, A treasure chest of
differentiation strategies, Nov. 2007
30. Think-Pair-Share
• Describe the different level of readiness in your
classroom.
• Ideas of new strategies of readiness-based
differentiation in your classroom
31. “When you allow students choices, you address
their four basic needs of belonging, power,
freedom and fun.”
Judith Dodge
32. Bibliography
• Dodge, J. (2005) Differentiation in action. New York: Scholastic
Teaching Resources.
• Tomlinson, C.A.(2001) How to differentiate instruction in mixedability classrooms. 2nd Edition. Pearson: Upper Saddle River, New
Jersey
• Ravitch, Diane (2007) EdSpeak: a glossary of education
terms, phrases, buzzwords, and jargon. ASCD: Alexandria, Virginia
• Holdorf, Linda (2007) A treasure chest of differentiation strategies.
AIMS: unkown.
• www.ascd.org/research-a-topic/differentiated-instructionresources.asp
• http://www.careernotes.ca/unit1/4-multiple-intelligences/
• http://morethanenglish.edublogs.org/files/2011/09/bloom-interactivepyramid-12ta9bt.jpg
• http://4.bp.blogspot.com/lZnKtfe6p2s/T8ohPzvnzDI/AAAAAAAAGWw/L94PIwY9ZXc/s1600/bl
ooms+taxonomy+for+ipad.png
Editor's Notes
In planning a differentiated lesson in respond to student readiness, it helps to have a comprehensive guide for planning and monitoring the effectiveness of differentiated curriculum. We can learn by asking “what supports the instinct to differentiated instruction?” (Tomlinson, p.46)
In planning a differentiated lesson in respond to student readiness, it helps to have a comprehensive guide for planning and monitoring the effectiveness of differentiated curriculum. We can learn by asking “what supports the instinct to differentiated instruction?” (Tomlinson, p.46)
