The document provides an overview of differentiated instruction in education, emphasizing the need to cater to diverse student needs based on their prior knowledge, experiences, and learning preferences. It outlines essential components such as learner-centered curriculum design, various teaching strategies, and assessment methods to foster strong teacher-student connections and promote equity in the classroom. The document concludes that successful differentiation requires combining effective instructional strategies with a high-quality curriculum and active learning opportunities.

1. DIFFERENTIATED
INSTRUCTION
AN OVERVIEW
Androniki Nistikaki
EFL Teacher at 1ST Senior High School of Vyronas
Ministry of Education and Religious Affairs, Culture and
Sports
Athens, Greece

2. Students are different
regarding..
Prior knowledge-
Experiences
Personality Cultural
Background
Preferences
Readiness Gender Interests

3. Differentiation
It concerns…
•Exploring different ways to cater for
students’ diverse needs in learning.
•Recognizing and supporting
individuality while creating learning
opportunities for all (Combine grade
level expectations and individual
learning needs).
•It’s about Equity and Respect in the
learning process.
http://www.diffcentral.com/what-is-differentiated-
instruction.html
It does not
concern
planning
individualize
d lesson
plans for
every
student.

4. Why is it important?
•Ensures equal access to learning content
•Fosters strong connections between
teacher, learner and content
•Relieves conflict in the learning
environment
•Fosters independent, life-long learning
•Builds on students’ skills, strengths and
interests.
•Increases motivation and participation.
•Boosts self-confidence and feelings of
self-worth.
 http://www.diffcentral.co
m/what-is-differentiated-
instruction.html
 http://bcove.me/0r9eoeua
 https://www.teachingchan
nel.org/videos/differentiat
ing-instruction
 http://bcove.me/7qgzg87l
 http://www.edutopia.org/s
tw-differentiated-
instruction-learning-
styles-video
 http://www.youtube.com/
watch?v=PTWXt1Sl3GU
&feature=player_embedd
ed#at=91

5. Basic Components
http://www.diffcentral.com/model.html

6. Framework-Basic Components to
address
Content-whattoteach
(skills,knowledge)andthe
meansusedtoachieve
learninggoals
curriculum
• Clear, well-defined (goals and objectives shared and
assessed)
• Learner-centered (student needs, readiness, learning
profile)
curriculum
• Consistent with National/regional standards
• Goal-oriented (short-term, long-term goals)
Teacher
• Knowledgeable ⇨ master the content before pre-
assessing/planning/implementing
• Effective Decision-maker ⇨ What to teach, when, how
to do/ assess/reflect upon

7. Framework-Basic Components to
address
Process-
Making
choices on:
activities
Assessme
nt
materialsLearning
environment
Teaching-
learning
strategies
Process-Howto
teach

8. Activities and Strategies
 Tiered ⇨ using various
levels of difficulty to
address the same
content
 Scaffold ⇨ working a
step further of what a
learner can do alone
(Zone of Proximal
Development)
 Varied (Multi-
 Flexible
grouping (
readiness,
interests,
learning
preference,
randomly)
 Cooperative
learning
strategies
 Setting
classroom
routines and
classroom
contracts
 Multi-leveled
activities (texts,
questions)
 Choice Boards
 Web quests
 Modified
Assessment
Methods
 Re-teaching,
Reviewing,
Paraphrasing,
Rephrasing,
Retelling key
concept ideas.
 Chunking
instruction into
shorter
segments or
Expanding
assignments
over longer
periods
(Variable
pacing)
 Extending wait
time for
Activities Strategies

9. Flexible grouping ⇨ varied and
flexible grouping arrangement
Plenary,small
group,dyads,independent
work
 Students work with a variety of peers either
as instructed by the teacher or by their own
choice.
 The teacher can adopt different roles in the
process
(guide, monitor, supervisor, facilitator, mediat
or).
 Groups can be formed by standards of
Readiness, Interests, Learning preference
or randomly.
 Different techniques can be applied to group
students and manage the process.
http://www.learner.org/workshops/readingk2/se
ssion6/byw1.html

10. List of Activities to make key
content accessible and meaningful
 Visual
Representatio
ns (
Graphs, Chart
s, Mind maps)
 Role plays
 Participating
in Group
Discussions
 Drawing
 Reading or
creating
Comic strips
 Participating
in Drama
activities
 Producing
Journal
entries
 Pointing to
pictures, objec
ts
 Describing
characters, sc
enes, objects
 Summarizing
 Providing
Examples
 Engaging in
Hands-on
Activities (use
of
manipulatives)
 Making
Speeches
 Engaging in
Peer
Interviews
 Filling in
Questionnaire
s
 Conducting
Brainstorming
activities
 Previewing
(text, video)
 Video viewing
activities
(video casts )
Engaging in
Individual
reading/ Team
reading
Sessions
 Responding to
Open, multiple
choice, True/F
alse, Yes/ no
Questions
 Writing
Learning logs
 Making Use of
word banks
 Doing Follow-
up activities
 ( Enrichment
and reflection)
 Reviewing
 Expressing
emotions and
feelings
 Sharing
opinions, prod
ucts, informati
on, materials
 Thinkdots
 Tic-tac-toes
 Cubing

11. List of materials to engage
students and illustrate content
 Different types of
Dictionaries (Picture
Dictionaries, Bilingual, Mon
olingual, Thesaurus et al)
 Videos with or without
subtitles, transcripts
 Picture files
 Flashcards
 Realia
(Newspapers, magazines, o
bjects)
 Works of Art/ Graffiti
 Encyclopedias
 Screen projectors
 Video Games
 Crossword puzzles
 Listening material
 An infinite number of
digital products like
infographs and word
clouds.
 Audio Recordings
 Poems
 Fiction
 Songs
 Rhymes
 Plays
 Fairy tales
 Comic Strips
 Story Books

12. Student Product-what students
Know, Understand, are able to
Do
Learning Preferences Readiness levels Interests
Student
Product-varied,
multimodal

13. Assessment ⇨ On-going, tightly
linked to instruction
 Continual, accurate
 Varied
 Explorative
 Precious feedback
provider to all
stakeholders
 Guide to next steps or
actions to be taken
 Encourages reflection
and dialogue
 http://youtu.be/gFXbuE-
21I4
 Formal
 Standardized
 Focused on outcomes
and end products
 Takes place at the end
of a unit, term or
school year
 Certifies and rates
according to
achievement
outcomes
Summative Assessment
Formative Assessment : A
roadmap to effective
instruction

14. Types of Assessment
Pre-
assessment
and
Formative/S
ummative
Assessment
types to
learn about
student
mastery of
content, read
iness
level, backgr
ound and
interests.
 Initial skills assessment
 End-of- year exams
 Mid-term exams
 Informal Tests
 Diagnostic
tests/Placement tests
 Individual student
performance notebooks
 Portfolios
 Questionnaires
 Student surveys
 Writing samples
 Oral participation in
various activities ( e.g.
Classroom Discussion)
 Responses to various
types of input
information
inventories
 Teacher/ peer
Observation
 Checklists
 Self-assessment/ Group
Assessment docs
 Student created products
 Student reflection
(learning journal
entries, Exit slips
 Technology tools to
assess levels of retention
and foster engagement
and expansion of content

15. Learning Environment in a
Differentiating Class
 Physical arrangement of the classroom
 Learning stations
 Materials/tools available
 Level of noise
 Atmosphere, Classroom climate
 Associations with community or state
bodies, educational institutions, experts, agents.
 Mentor support
 Classroom Aides
 Student Services
 Peer Support Systems
 Available Resources
 Use of technology to enhance enrichment of
information, creativity and collaboration (social
media, professional networks, technology co-
coordinators)
 TEACHER-STUDENTS

16. Affect- the key to effective learningHOWSTUDENTSPERCEIVE
THEMSELVES,THEIR
PERFORMANCE,THEIR
CLASSROOM,THEIRLEARNINGASA
WHOLE
 Engagement of senses and
emotions in the learning process.
 The Learning environment is a
crucial factor either in hindering or
promoting learning.
 Provides all interested parts with a
sense of community and self-worth.
 Changes in value systems
(beliefs, ideas, attitudes) pace with
changes in the cognitive domain.

17. Asks crucial questions before setting off with the
process
1. Who am I teaching? Who are my students?
2. What do they need to learn and be able to do?
What is the key content about? How much is there
to know about the main concept/s of the lesson?
3. How are they going to achieve these goals?
4. What resources and tools shall I need to facilitate
and expand learning?
5. How will I know the choices made have worked?
Believes that all children can learn.
The teacher in the differentiating
process

18. Learning outcomes
Any knowledge, skill or attitude the student
exhibits at the end of a learning experience
Assessment
Action
Change Conclusions

19. Learning modalities theory-
Perceptual model (V.A.K.)
Despite being a popular, widely-accepted model in differentiating
instruction to cater for a variety of learner preferences, it should not
serve as set of criteria to categorize people. People learn through well-
designed learning programs using a variety of multi-modal
materials, instructional activities and assessment methods.
As quoted below: “..it is far more important to match the presentation
with the nature of the subject, such as providing correct learning
methods, strategies, and context; rather than matching individual
preferences” (Coffield, et. al., 2004).
Retrieved on 24/8/13 from:
http://www.nwlink.com/~donclark/hrd/styles.html
Learning
Styles
• Visual
• Auditory
• Kinesthetic

20. Auditory Learner-learns by Hearing
and Speaking
 Use recordings of content
material instead of reading
through.
 Read-out loud
(notes, assignments, texts)
.
 Say new information out
loud.
 Talk problems/new ideas
through with
teacher/peers/friends.
 Use self-talk to process
and memorize information.
Suggested Activities Tips for Auditory learners
 Listening to lectures,
audio scripts
 Participating in
whole class/small
group discussions
 Reciting information
 Story-telling
 Making speeches or
presentations

21. Visual learner-Learns by seeing
and visualizing information
 Use various kinds of visual
organizers
(maps, graphs, charts, outline
s)
 Visual brainstorming activities
 Images, pictures, comic
strips, illustrations to illustrate
content and engage students
in the process
 Digital mind mapping
software to organize concepts
and ideas.
 Video clips and films with
subtitles
 Well organized hand outs
 Take detailed notes
 Highlight key concept/main
ideas. Use color.
 Write down new information
repeatedly to memorize it.
 Observe speakers
closely, paying attention to
body language and facial
expressions.
 Use visual organizers
extensively.
(maps, graphs, charts, outline
s, timetables, schedules, age
ndas, planners)
 Use multimedia material to
enhance learning.
Suggested activities and
materials
Tips for visual learners

22. Kinesthetic Learner - Learns by
doing and touching
PHYSICAL ACTIVITIES
Dancing
Participating in Games (Action, Card,
floor games)
Writing on the Board
Acting-out
Role-playing
Making presentations
Operating multimedia Resources
EXPERIMENTS (Chemistry lab, physics
lab)
EDUCATIONAL VISITS ( museums,
galleries, institutions)
FIELD TRIPS (zoos, archaeological
sites, nature trails, theme parks,
castles)
ARTS AND CRAFTS
 Image making and
editing
 Drawing
 Comic Creations
 Advertisements
 Book Cover Designs
 Video production
 Collages
 Graffiti
 Building Structures

23. Kinesthetic learner tips for the
teacher
Use
1. Practice a lot of team
work (seat
changes, movement)
2. Allow for frequent
breaks while studying
3. Encourage pacing or
moving around while
learning new material
4. Provide opportunities
to handle physical
objects
Avoid
1. Prolonged
seating, writing, liste
ning or reading
tasks
2. Assigning Tasks
without prior
explanation/guidanc
e/ modeling
3. Abstractions
4. Unstructured
lessons or

24. Small Tips for teachers
 Get to know your students well before planning or
implementing anything.
 Have a variety of tools in your “tool kit”.
 Observe closely and reflect on things you have
spotted. It’s an effective way to learn about your
students and adapt instruction respectively.
 Inform both students and parents of your
differentiated class. Share your ideas and
expectations.
 Allow some time for energy-saving and tension
relief.
 Build a support group of colleagues to learn from
and share with (physical school environment,

25. Food for Thought…
 Mistakes are allowed, and ways to rectify things
are always there to trace and put into practice. In
fact, it’s a good way to learn.
 Good intentions and understanding of the human
nature are valuable tools in your “big bucket”.
 Learning is a dynamic process that changes the
world we live in. As it is, it leads to action and
progress. So, gather experience because….
 “Experience is the teacher of all things”.
Julius Caesar
 “Experience is not what happens to you; it's what
you do with what happens to you”.
Aldous Huxley

26. Conclusion…
 “Differentiating instruction alone will not
automatically improve student performance.
Tomlinson (2000) points out that efforts to
differentiate are most successful when they
are combined with the use of a high-quality
curriculum, research-based instructional
strategies, well-designed activities that
address the needs and interests of
students, active learning, and student
satisfaction with the lesson.”
 http://www.education.com/reference/article/Ref

27. Quotes to think about
"If a doctor, lawyer, or dentist had 40 people in his office at
one time, all of whom had different needs, and some of whom
didn't want to be there and were causing trouble, and the
doctor, lawyer, or dentist, without assistance, had to treat
them all with professional excellence for nine months, then he
might have some conception of the classroom teacher's job."
Donald Quinn (commercial artist and cartoonist)
“Tell me and I forget, teach me and I may
remember, involve me and I learn.”
― Benjamin Franklin

28. Resources and Credits
 http://minnetesol.org/journal/vol25_html_pages/17_Dahlman.htm Classroom strategies and tools for
Differentiating Instruction in the ESL Classroom
 http://www.eduplace.com/science/profdev/articles/valentino.html Flexible Grouping
 http://irvington.k12.nj.us/depts/sdv/post_sub/12-13_Diff_Instr_Handbook.pdf Differentiated Instruction -
How to Ensure Success for All Students
 http://www.ericdigests.org/2001-2/elementary.html Differentiation of Instruction in the Elementary
Grades-Carol Ann Tomlinson
 http://www.edutopia.org/stw-differentiated-instruction-replication-tips Professinal development tools
 http://www.google.gr/url?sa=t&rct=j&q=&esrc=s&source=web&cd=9&ved=0CH0QFjAI&url=http%3A%2F%
2Feducation.alberta.ca%2Fapps%2Faisi%2Fliterature%2Fpdfs%2FFinal_Differentiated_Instruction.pdf&ei
=XV8kUr7dAqjR7Abt2oDADw&usg=AFQjCNF0ixuedDVIF3ItUSC0KgBWDoQyUw&sig2 Differentiated
Instruction: A Research Brief for Practitioners
 http://en.wikipedia.org/wiki/Differentiated_instruction Article on Wikipedia
 http://daretodifferentiate.wikispaces.com/Professional+Development+Tools Professional Development
Tools on Differentiation including valuable videos.
 http://daretodifferentiate.wikispaces.com/Choice+Boards Choice boards
 http://daretodifferentiate.wikispaces.com/Flexible+Grouping Flexible Grouping
 http://www.montgomeryschoolsmd.org/info/baldrige/staff/qualitytools.shtmQuality tools for building a positive
classroom climate
 http://www.scholastic.com/teachers/article/8-lessons-learned-differentiating-instruction 8 Lessons
Learned on Differentiating Instruction
 http://cainc.com/professional-development/topics/DiffInstruction/index.htm Differentiated instruction:
success for every student
 http://daretodifferentiate.wikispaces.com/Planning+for+and+Managing+Differentiation Planning for and
managing Differentiation
 http://www.nldontario.org/articles/DifferentiatedClassroom.html Key Principles of a Differentiated
Classroom

29. Resources and Credits (con’t)
 http://www.bsu.edu/gate/Instruction/criticalquestions.htm Critical Questions about Tiered
Lessons
 http://challengebychoice.wordpress.com/tiered-instruction-and-assessment/ Tiered Instruction
and Assessment Tiered Instruction and Assessment
 http://sped.lausd.net/sepg2s/pd/schwideintegration/diffinstruction/toolboxes/toolboxmod2.pdf
Steps to provide differentiated instruction
 http://irvington.k12.nj.us/depts/sdv/post_sub/12-13_Diff_Instr_Handbook.pdf
 Differentiated Instruction - How to Ensure Success for All Students
 http://www.teachingenglish.org.uk/sites/teacheng/files/C607%20Information%20and%20Communication
_WEB%20ONLY_FINAL.pdf
 Innovations in learning technologies for English language teaching
 http://conservancy.umn.edu/bitstream/109954/1/A_Dahlman_P_Hoffman_S_Brauhn.pdf
Classroom strategies and tools for differentiated instruction in the Esl classroom
http://www.wida.us/ World class instructional design and assessment
 http://www.eqa.edu.au/site/framingthought.html Framing thought. Literacy and Thinking
 http://www.scholastic.com/teachers/classroom-solutions/2010/11/using-context-clues-create-
independent-readers Predictograms Improve Reading Comprehension
 http://www.learner.org/workshops/readingk2/session6/byw1.html Differentiating Instruction:
Before You Watch
 http://www.diffcentral.com/ Ann Tomlinson’s website
 http://www.diffcentral.com/what-is-differentiated-instruction.html video illustrating the meaning
of differentiation.
 http://www.education.com/reference/article/Ref_Teacher_s_Guide/ A Teacher's Guide to
Differentiating Instruction