The document discusses differentiated instruction, which recognizes that each learner is unique. It states that differentiated instruction allows students to complete tasks in different ways and at different times based on their needs and abilities. It provides examples of ways to differentiate instruction by changing the complexity, resources, outcomes, processes or products for assignments. The document advocates trying new differentiated strategies one at a time and finding a balance of challenging all students.

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2. Is it so?????????????????????
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6. • Center for Advanced Student Learning, (2001) states that
Differentiated instruction:--
• It recognises that each learner is unique.
• It is not necessary or compulsory that every student is
doing exactly the same way at exactly the same time in a
differentiated classroom.
• It is belief that proclaims that learners with all their
diversity-come to our classes with potential ready to learn.
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10. Think over------------
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13. • Motivation,
• Access,
• Efficiency
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14. • Challenge level – base assignments on Bloom’s taxonomy
or facets of understanding.
• Complexity – create assignments that are least, more, and
most complex (e.g. focusing on uncovering purpose v
causes v credibility).
• Resources – make available different level reading
materials, artifacts, documents, photos, cartoons etc.
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15. • Outcome – assign basic tasks (e.g. locate books in a
library), developing tasks (e.g. formulate a research
question), and advanced tasks (e.g., an analysis of sources
for credibility).
• Process - vary the manner in which a student acquires
information (e.g. through reading, research, interview,
viewing documentary, listening to a Pod cast).
• Product – A product is the output of the unit or the ways
that students demonstrate or exhibit their understanding
of the content.
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16. Implementation of differentiate instructions:-
• (Differentiated Instruction in the Foreign Language
Classroom: Meeting the Diverse Needs of All Learners,
Toni Theisen )
• Try one new strategy at a time.
• Start small however; it is not necessary to differentiate
every unit and every lesson.
• Engage all learners by choosing students at different
readiness levels to respond to the different types of
questions.
• Design two possible products based on students’ interests
or learning profiles to use as the final assessment of a unit.
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17. Implementation of differentiate instructions:-
• (Differentiated Instruction in the Foreign Language
Classroom: Meeting the Diverse Needs of All Learners,
Toni Theisen )
• Find three different kinds of supplementary materials at
varying challenge levels, decide which students will do
which assignment based on past performance in the
classroom. I.e. for a literature discussion, create a series of
questions to ask students based on Bloom’s Taxonomy
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18. Implementation of differentiate instructions:-
• (Differentiated Instruction in the Foreign Language
Classroom: Meeting the Diverse Needs of All Learners,
Toni Theisen )
• Find three different kinds of supplementary materials at
varying challenge levels, decide which students will do
which assignment based on past performance in the
classroom. I.e. for a literature discussion, create a series of
questions to ask students based on Bloom’s Taxonomy
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19. Conclusion:-
Individual’s identity is his uniqueness to learn, to talk, to
behave and to perceive the world is totally different from
one another. In fact, students have different backgrounds,
a range of ability levels, a variety of learning profiles, and
an abundance of needs. Differentiation puts students at the
centre of teaching and learning. It promotes a curriculum
centered on critical thinking and acknowledges the
uniqueness of each learner.
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20. Conclusion:-
Differentiated instruction is a new way to look at each student
as a truly unique individual whose talents, gifts, and abilities
are important contributions to society. For this reason, it does
require additional planning time in the beginning. (Willard-
Holt, 1994). It is not always necessary that this learning
approach will work in real life situation. Notwithstanding,
‘Differentiate Instruction’ is a unique learning approach for
teaching unique individual of the world.
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21. Rajeev Ranjan
B.Ed(English), PGDTE & PGDPC
English and Foreign Languages University, Hyderabad
Email .Id : rajeevbhuvns@gmail.com
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22. • Tomlinson, C.A. (1999). How to Differentiate Instruction in Mixed-Ability Classrooms.
Alexandria, VA: ASCD.
• Differentiated Instruction in the Foreign Language Classroom: Meeting the Diverse
Needs of All Learners Toni Theisen, Loveland, CO (LOTE Center for Educator
Development,)
• Willis, Scott and Mann, Larry (Winter 2000). Differentiating Instruction: Finding
Manageable Ways to Meet Individual Needs. Curriculum Update. Association for
Supervision and Curriculum Development (ASCD).
• Center for Advanced Student Learning. (2001). C.A.S.L. Cache: A collection of tools and
templates to differentiate instruction, Centennial BOCES: Author.
• Gregory, G. & Chapman, C. (2002). Differentiated Instructional Strategies: One size
does not fit all. Thousand Oaks, CA: Corwin Press, Inc.
• Heacox, D. (2002). Differentiating instruction in the regular classroom: How to reach
and teach all learners, grades 3-12. Minneapolis, MN: Free Spirit Publishing Co.
• Lazear, D. (2000). The intelligent curriculum: Using MI to develop your students’ full
potential. Tucson, AZ: Zephyr Press.
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23. • Theisen, T. (1997). Exploring multiple intelligences: Respecting the diversity of learning. In
R. DiDonato, (Ed.)
• Tomlinson, C. (1999). The Differentiated Classroom: Responding to the Needs of all
Learners. Alexandria, VA: Association for Supervision and Curriculum Development.
• Tomlinson, C. & Allan, S. (2000). Leadership for Differentiating Schools and Classrooms.
Alexandria, VA: Association for Supervision and Curriculum Development.
• Web links:-
• http://members.shaw.ca/priscillatheroux/differentiatingstrategies.html
• http://www.teach-nology.com/tutorials/teaching/differentiate/planning/
• http://www.ascd.org/ed_topics/cu2000win_willis.html
• https://pantherfile.uwm.edu/edyburn/www/DiffStrategies.doc
• www.udel.edu/dssep/differentiation.doc
• www.ets.org/flicc/pdf/Differentiated_Instruction_and_RTI.pdf
• www.sedl.org/loteced/communique/n06.pdf
• http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction
• honestpracticum.com
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