Differentiated instruction is a teaching strategy designed to meet the diverse needs of all students by embracing various backgrounds, learning styles, and interests. It emphasizes the importance of multiple entry points to learning, encourages student engagement, and promotes individualized teaching approaches based on continuous assessment and collaboration. Rooted in historical educational practices, differentiated instruction aims to provide equitable learning opportunities and enhance student success through tailored and responsive teaching methods.

3. Differentiated Instruction is a way of teaching that is strategized
and implemented to reach the diverse needs of all students on a more
individualized basis than instruction of the past, with a focus on the large range of
backgrounds, learning styles, ability levels, interests, and motivations of students
that a teacher is sure to encounter in the classroom. Through teaching in a range
of ways, differentiating from student to student, or small groups of students, more
students needs will be met, and consequently a higher level of student learning
will occur. After all, there is no “one size fits all,” student. Therefore, there is no
one way of instructing that will reach every student in the classroom in every
lesson, i.e. the need to differentiate.
Tomlinson (2001), states, “At its most basic level, differentiating
instruction means ‘shaking up’ what goes on in the classroom so that
students have multiple options for taking in information, making
sense of ideas, and expressing what they learn. In other words, a
differentiated classroom provides different avenues to acquiring
content, to processing or making sense of ideas, and to developing
products so that each student can learn effectively” (p.1)

4. Differentiated
Instruction has roots
in the one-room
school houses of
yesteryear. “One
teacher instructed all
the children in the
school. He or she
taught as many as
eight grades at a
time. The class was
divided into four
groups, each with an
upper and lower
grade” (Buchanan
County, Iowa Historical
Society, 2007).
Whoa, that’s a broad range
of students! How did
teachers instruct such a
range of kids back then?
They must
have
differentiated,
of course!

5. The Basics of Differentiated Instruction
Content- input, what students learn
Process- how students go about making sense
of ideas and information
Product- output, how students demonstrate
what they have learned
Multiple ways of learning need to be provided in the three
general elements of curriculum.
Boxed text quoted directly from: Tomlinson, Carol Ann. (2001). How to Differentiate Instruction in
Mixed- Ability Classrooms. 2nd Edition. Alexandria, Virginia. ASCD. ISBN: 0-87120-512-2.

6. Differentiated Instruction Teachers Should…
•Use assessment, observation, and
conversation in understanding student
starting points to better proactively plan
instruction that is right for an individual
•Use assessment routinely as
student abilities can change
rates throughout a unit of
study
•Collaborate with students so that
both teacher and student can
determine challenge levels that are
appropriate, while also teaching
students to be active and responsible
for their own learning
•Blend differentiated
instruction into whole group,
small group, and one-on-one
learning environments
(Tomlinson, 2001, p. 4-6)

8. •21 years as a classroom teacher
•12 years as a program administrator
for struggling and advanced learners
•Currently a professor and chair of
educational leadership, foundations,
and policy at the University of Virginia’s
Curry School of Education
Other Notable Names: Susan
Demirsky Allan, Diana
Lawrence- Brown, Tracey Hall,
and Cindy Strickland
•Author of over 200 published works,
including her book, How to
Differentiate Instruction in Mixed-
Ability Classrooms
(Tomlinson, 2013)

9. Differentiated instruction is based on the works
of famous leaders in educational history such as
Vygotsky, Gardner, Pavlov, etc. as differentiated
instruction is composed of elements that have
been researched and validated for years, yet not
given this title until recent years, when all of
these practices began to function
simultaneously to create learning that reaches
to meet the needs of all students through
differentiation.
Validated Elements of
Differentiated
Instruction Include:
•Using effective
classroom
management
procedures
• Promoting student
engagement and
motivation
• Assessing student
readiness
• Responding to
learning styles
•Grouping students for
instruction
• Teaching to the zone
of proximal
development(Huebner, 2010)

10. Zone of Proximal Development- the distance between the actual development level
and the level of potential development. The zone of proximal development (ZPD)
links that which is known to that which is unknown (Subban, 2006, p.3)
•Teachers acknowledge what
students already know and
scaffold accordingly.
•Teachers guide students to
areas of independent
learning to reach the next
level of ZPD.
•Teachers set goals just above
the student’s current level so
that they are always being
challenged.
•Teachers engage students
based on their interests
while adapting activities to
suit ability levels.
(Tomlinson, 2012)

11. (Subban, 2006, p.5)
An instructional technique or program that is heavily
reliant on one of the intelligences, minimizes
opportunities for students who may not possess a
propensity to learn in this way. Students who may
not achieve in the traditional way, may become lost
to both the school and the community at large.
Creating opportunities for all students, by enriching
the classroom through multiple techniques and
assessment forms, develops students and brings out
their strengths (Campbell et al., 1999; Gardner,
1999; Green, 1999).

12. Brain research suggests 3 broad concepts that necessitate a
differentiated approach.
• First, the learning environment should be safe and non-threatening
to encourage learning.
•Second, students must be appropriately challenged, the learner
should be comfortable enough to accept the challenge that new
learning offers, the content being neither too difficult nor too easy.
• Third, the student must be able to make meaning of the ideas and
skills through significant association.
(King-Friedrichs, 2001;
Tomlinson and Kalbfleisch,
1998 as cited by Subban,
2006, p.5)

13. •A K-12 study of differentiated instructions application in Alberta consistently
yielded positive results, especially for students with mild to severe learning
disabilities. These students showed the highest growth over three years.
•Tieso (2005) studied 31 math teachers and 645 students and found that
differentiated instruction was effective for keeping high-ability students challenged
in heterogeneous classrooms. Students who were taught using a differentiated
curriculum that supplemented the textbook curriculum and were placed in various
groups according to their performance level demonstrated significantly higher
achievement on the post-test than did high-performing students who were taught
using the textbook curriculum and whole-class instruction.
(Huebner, 2010)

14. Baumgartner, Lipowski, and Rush (2003) studied a program to improve
reading achievement among elementary and middle school students using
differentiated instructional strategies, including flexible grouping, student
choice of learning tasks, self-selected reading time, and access to a variety of
texts. In all three of the classrooms in the study, the targeted students
improved their decoding, phonemic, and comprehension skills. Student
attitudes about reading and their own abilities also improved.
(Huebner, 2010)

15. The use of the one-size-fits-all curriculum no longer meets the needs of the
majority of learners. The use of single-paced lessons delivered through a singular
instructional approach disregards the different learning styles and interests present
in all classrooms. Addressing student differences and interest appears to enhance
their motivation to learn while encouraging them to remain committed and stay
positive. Ignoring these fundamental differences may result in some students
falling behind, losing motivation, and failing to succeed.
(Subban, 2006, p.4)

16. “Personalization refers to instruction that is paced to learning
needs [i.e. individualized], tailored to learning preferences [i.e.
differentiated], and tailored to the specific interests of different
learners. In an environment that is fully personalized, the
learning objectives and content as well as the method and pace
may all vary.”
—Transforming American Education: Learning Powered by Technology
U.S. Department of Education, 2010
(K-12 Blueprint, 2014)

17. Curriculum and Instruction:
2. Strong Instructional Leadership and Effective Instruction-
District and school leaders address instructional needs and strengths
that are identified through active monitoring of instruction and ongoing
use of formative and summative student assessment data. The district
ensures that instructional practices are based on evidence of high quality
research and on high expectations for ALL students. It also ensures that
instruction focuses on clear objectives, uses appropriate educational
materials, and includes a) a range of strategies, technologies, and
supplemental materials aligned with students’
developmental levels and learning needs; b) Instructional
practices and activities that build a respectful climate and enable
students to assume increasing responsibility for their own
learning; and c) use of class time that maximizes student
learning. (Common Core State Standards
Initiative, 2016)

18. Curriculum and Instruction:
3. Sufficient Instructional Time- The district allocates sufficient instructional
time for all students in core content areas. The allocation of time is based on
analyses of student achievement data and focused on improving proficiency.
Student Support:
1. Academic Support- For students not yet on track to proficiency in English
language arts or mathematics, the district ensures that each school provides
additional time and support for individualized instruction through tiered
instruction, a data ‐ driven approach to prevention, early detection, and
support for students who experience learning or behavioral challenges.
(Common Core State
Standards Initiative, 2016)

19. “ The Standards set grade-specific standards but do not define the
intervention methods or materials necessary to support students who
are well below or well above grade-level expectations. No set of grade-
specific standards can fully reflect the great variety in abilities, needs,
learning rates, and achievement levels of students in any given
classroom. However, the Standards do provide clear signposts along the
way to the goal of college and career readiness for all students. At the
same time, all students must have the opportunity to learn and meet
the same high standards if they are to access the knowledge and skills
necessary in their post-high school lives. Students require a wide-
ranging, rigorous academic preparation and, particularly in the early
grades, attention to such matters as social, emotional, and physical
development and approaches to learning.”
(MDESE, 2011)

20. (Hope, 2010, as cited by Tomlinson and Parrish, 2013)

21. 1600s- Differentiated
Instruction (D.I.)
began in one room
school houses
Late 1800s- Grading
Schools developed as
the nation outgrew one
room schools, all
students were taught at
the same pace, based on
chronological age
1889- Preston
Search in a
Colorado grading
school began
teaching to
different ability
level children at
different paces
and encouraging
other teachers to
do so
1912- Standardized
test were created,
showing a much
larger achievement
gap than expected
1912 cont.- Frederic
Burke and Mary
Ward begin
movement to make
textbooks self-
instructive so
children could learn
at their own pace
(Gundlach, 2012)

22. 1919- a superintendent in a
Chicago suburb started the
“Winnetka Plan,”- teachers work
to find an educational fit for
students based on maturity and
readiness, which spread like
wildfire into the mid 1920s
William H. Kilpatrick's Project
Method stopped the
Winnetka Plan, reporting it did
not motivate students socially,
instruction stopped
individualizing
1975- Individuals with Disabilities
Education Act (IDEA) was enacted
by Congress in 1975 to ensure
that children with disabilities
have equal access to a free and
appropriate public education
2004-2006- Congress makes revisions
to IDEA, giving guidelines for schools
to provide Individual Educational
Program (IEP) for students requiring
special education services. These plans
guide teachers as they differentiate
instruction for these students in the
general education classroom and in
the special education classroom. (Gundlach, 2012)

24. Content ProductProcess
•What subject areas
are students
involved in and how
is it delivered?
•Is it appropriate,
motivating,
engaging, and
relevant? Etc.
•What activities are
occurring that allow
practice and
application of
content?
•Are they
appropriate, meet
student needs, and
give opportunity for
growth? Etc.
•How are students
demonstrating
learning?
•Are assessments,
assignments,
homework, and
projects aligned with
student needs? Etc.
(Tomlinson, 2001, p. 4)

25. •Begin by understanding where students are in terms of readiness
and proximity to grade level goals of competency and meet students
at this level through assessment.
•Be sure to give students authentic assessments, that are telling to
what exactly you want to know about the students’ level. Assess
students in a way that provides several opportunities for students to
demonstrate competency –differentiated assessment.
•Assessment is a jumping off point, but it should remain on-going
as students’ levels can change and vary over time. Assessment
should be used in conjunction with anything pertinent you learn
about the student via observation, conversation, and
documentation. Assessments can be informal or formal and
include both formative and summative types.

26. •All levels of learners need goals that are just out of reach, with a scaffolded
instruction plan to reach these goals. Once a goal is met, new goals are made.
Learning is on-going with a balance of challenges and successes. Students should
be striving to reach their full potential with encouragement from educators.
•Don’t dilute goals
for struggling
learners, assist them
in reaching grade
level goals.
•Focus on
students gaining
key ideas and
governing
principles
•Teach to prior
knowledge and
teach to relevance
•Use several
avenues for
students to
understand a
concept with varied
activities, practices,
and applications
•Continually raise the
ceiling of expectations
•Balance rigor
and joy
•Play to student’s strengths, but also promote positivity in times of
weakness, so students do not become fearful of failure or taking risks
(Tomlinson, 2001, p. 10-14)

27. Advanced Learners
•Needs instruction
that provides
challenges beyond
grade level
competencies,
applying more
complex critical
thinking
Grade-level Learners
•Needs instruction to
remain proficient in
grade level skills and
competencies while
scaffolding to reach
goals beyond this
level
Struggling Learners
•Needs instruction
that scaffolds from
what students
know to goals of
grade-level
competencies
Whole Group Small Group Individual
Assessment allows educators to produce small groups, based on needs, that are
more practical for an educator to instruct to rather than 30 individual lesson plans.
Meanwhile, dependent on academic situation, educators can still offer
varied learning experiences in the below grouping types.

28. Whole
Group
Small
Group
Individual
•incorporate different level questioning so all levels can answer
•scaffolded introduction to a learning topic.
•incorporate multi-learning styles such as auditory and visual elements.
•Include classroom interest and relevancies
•Teach to the needs of advanced, grade-level, and struggling
learners as each level will need different scaffolding.
•Create goals specific for these groups and a plan of attack
•Incorporate leveled questioning, group interests, and learning
styles
•Tailor to specific needs, motivations, interests, learning
styles, etc.
•Create goals specific for individuals with selected
assessments that allow for individual demonstration of
learning

29. Individual Seat Work
Center Work
Small Group & 1:1 Work
Teacher
Student

30. •Incorporate time
differentiated tasks-
some take longer to
do the same task or a
shorter amount of
time. Plan for easy
stopping points for
children who need
more time or areas
for quick finishers to
expand upon.
•Have “anchor
activities” available
when students finish
early- activities they
can always do in the
classroom that they
know they can turn
to, like read silently,
a computerized
math program, etc.
•Give clear
directions and
something or
someone that can
clarify instructions
later on if the
teacher is busy like
typed instructions
or another student
chosen as a
teacher-helper.
•Minimize noise and stray movement by choosing
group or seating arrangements, promoting on-
task behavior, have a designated spot for turning
in work, and having a plan for early finishers.
•Give several
avenues for
learning that
can be
explained and
understood by
students,
parents, and
staff alike.
(Tomlinson, 2001, p. 32-38)

31. Allow students opportunities to demonstrate
responsibility for their own learning.
Learning should be cooperative between the
student and the teacher- give them self-
reflective skills, cue them in on where they
are in terms of readiness and level, allow
them to monitor their own progress, etc.
Explicitly instruct and model appropriate
whole and small group, and individual
behaviors so students understand the
responsibility they have in acting like a student
who is also responsible for their learning.

32. •Make everyone feel welcomed, needed, and able to contribute to
others feeling welcomed and needed
•Mutual Respect is nonnegotiable
•Students feel safe not only physically, but emotionally in sharing
their thoughts, ideas, and questions without risk of judgment,
embarrassment, failure, etc.
•Each student is treated fairly in that they each receive what they
need to grow
•There are high expectations for growth
•Students are coached to contribute to classroom activities
meaningfully
(Tomlinson, 2001, p.21-26)

33. Students work on
learning goals
Teachers assist
students in achieving
learning goals
Students exert
reasonable effort
academically
Students attain
success after
reasonable effort
Students are treated
fairly in receiving
instruction that is right
for them
Students act
responsibly in all
learning environments
(Tomlinson, 2001)

34. -Facilitator
-Coach
-Mentor
The role of the teacher is to assist in learning, not dominate it.
Give students the tools they need to succeed, with
encouragement, a devised plan, and a back up plan.
Differentiated Classroom Teachers are “organizers of learning
opportunities” in a student-centered structure. The learning
stems from students, not vice versa.
Think of the teacher as a coach-
He/she has goals for the team,
must understand what
motivates the players, gives
practice for skill improvement,
challenges and even makes
them sweat, calls time-outs for
strategy huddles, but the
students are the real players in
the game.
(Tomlinson, 2001, p. 19)

35. Three main areas in which students guide differentiation are “readiness,
interest, and learning profile.”
“A good readiness match pushes the student a little beyond his or her
comfort zone and then provides support in bridging the gap.”
Teachers should “have a comprehensive guide for planning and monitoring
the effectiveness of differentiated curriculum.”
Think about what has made a lesson differentiated. Consider the following
areas in which differentiation can take place as shown in Tomlinson’s
“equalizer” on the following slide. (Tomlinson, 2001, p.47)
(Tomlinson, 2001, p. 45)
(Tomlinson, 2001, p. 45-46)
(Tomlinson, 2001, p.45)

36. (Tomlinson, 2001 as cited by Tangient LLC. 2016)

37. Student interest and student
choice are two of the most
powerful strategies for fostering
academic motivation
Planning Lessons by student
interest gives teachers a “hook”
for engaging students in the topic.
4 Steps for Building Lessons
Based on Student Interests
1.) Help students understand the
relationship between school and their
own desires the learn
2.) Teach connectedness between all
learning
3.) Bridge unfamiliar concepts with
familiar skills and ideas
4.) Incorporate research proven
motivational strategies
(Tomlinson, 2001, p.52)
(Tomlinson, 2001, p.53)

38. Interest Areas Interest Areas
Fine Arts
 Photography
 Painting
 Sculpture
Literature
 Poetry
 Prose
 Fiction
 Nonfiction
Technology
Athletics
Sciences
 Life
 Physical
Sports/ Recreation
Crafts
Mathematics
History
Social Sciences
Politics/Government
Business
Music
 Song
 Dance
 Composition
 Performance
Theatre/ Film/ TV
Travel/ Culture
People
 Heroes
 Villains
 Young People
Modes of Expression Modes of Expression
Oral
 Speech
 Seminar
 Drama
 Symposium
Written
 Creative
 Expository
Design/ Built
 Display
 Model
Artistic
 Graphics
 Painting
 Photography
 Illustration
Abstract
 Ideas
 Plans
 Theories
Service in Community
Modes of
Expression
Modes of
Expression
Oral
 Speech
 Seminar
 Drama
 Symposium
Written
 Creative
 Expository
Design/ Built
 Display
 Model
Artistic
 Graphics
 Painting
 Photography
 Illustration
Abstract
 Ideas
 Plans
 Theories
Service in
Community
Interest Areas Interest Areas
Fine Arts
 Photography
 Painting
 Sculpture
Literature
 Poetry
 Prose
 Fiction
 Nonfiction
Technology
Athletics
Sciences
 Life
 Physical
Sports/ Recreation
Crafts
Mathematics
History
Social Sciences
Politics/Government
Business
Music
 Song
 Dance
 Composition
 Performance
Theatre/ Film/ TV
Travel/ Culture
People
 Heroes
 Villains
 Young People
(Taken directly from Tomlinson, 2001, p. 56)

39. Will use research to
produce a Civil War
reenactment with
biographies of major
historical figures
Will use research to
create costumes and a
realistic fiction story to
read aloud and present
on the role of women
during the Civil War
Will use research on
topography to create
an accurate map of a
historic area of the
Civil War
Interested in
using
technology to
create online
simulation
Interested in
geography and
connecting to a
previous map
study
Group 1 Group 3Group 2
Interested in
archived diary
entries of women
and crafts
TEACHCER

40. Learning profile describes the ways in which individuals learn best. “A
student’s learning style, intelligence preference, gender, and culture can
influence learning profile” (Tomlinson, 2001, p. 60). It is an educators job
to assist students in finding which modes create the most effective
learning experience for each student and to offer those options.
“Common sense, experience, and research suggest to us that when
teachers tap into routes that promote efficient and effective learning for
students, results are better” (Tomlinson, 2001, p. 60).

41. Group Orientation- independent/self-orientation
group/peer orientation
adult orientation
combination
Cognitive Style- creative/conforming
essence/facts
whole-to-part/part-to-whole
expressive/controlled
nonlinear/linear
inductive/deductive
people-oriented/task or object-oriented
concrete/abstract
collaboration/competition
interpersonal/introspective
easily distracted/long attention span
group achievement/personal achievement
oral/visual/kinesthetic
reflective/action-oriented
Learning Environment -quiet/noise
warm/cool
still/mobile
flexible/fixed
“busy”/“spare”
Intelligence Preference- analytic
practical
creative
verbal/linguistic
logical/mathematical
spatial/visual
bodily/kinesthetic
musical/rhythmic
interpersonal
intrapersonal
naturalist
existential
Learning Profile
Factors
(Tomlinson, 2001a)

42. Traditional Teacher Differentiated Instruction Teacher
 Teaches in a one-size fits all style – all students
receive the same assignments during each
assignment in each subject area
 Teaches students from the point of which grade-
level classroom they are in- if in 3rd grade all
students start with a 3rd grade curriculum.
 Classroom is teacher-centered- teacher has full
control over the classroom and its activities
 Teacher monitors student learning and makes
executive decisions about their learning
 Assigns standardized assessments regularly that
ask students to demonstrate learning in one way.
 Teacher scaffolds learning to meet grade-level
standards, before moving on
 Students view their work indifferently- just
another day of mandatory work!
 Teaches to different modalities, interests, and
preferences
 Teaches students from the level in which they are
at
 Classroom is student-centered- students
collaborate and communicate with the teacher to
find activities that work towards their individual
learning goals.
 Students are responsible for monitoring their own
progress and being involved in the growth process
 Assigns differentiated assessments regularly, so
students have more than one, maybe 3,4,or 5
ways to demonstrate learning
 Teacher scaffolds learning to assist students in
reaching higher and higher goals of skill level
attainment
 Students develop their interests in topics and
view learning in a positive manner

46. Implementation of
Differentiated
Instruction is about
proactive planning- but
begin at your own pace.
Its implementation
doesn’t have to be in full
once you’ve decided to
incorporate it in your
classroom. Here are
some tips….

47. •You can start by practicing managing groups
•You can go further by then creating small-group
tasks tailored to interest, readiness, or talents
•Try beginning in the subject area you like the most,
you may find that to be the easiest starting point
•Once you begin in one area, master doing so until
it feels natural, then try adding another area
•Create a timeline for yourself that is doable,
approachable, and realistic for you.

48. Spend 1 marking period
observing students and
documenting areas
change can take place
Pre-assess before 2-4
units to gain
understanding in a
general sense of what
students do and do not
know
Start small , it can lead to
a big difference. Try to
gather small groups of 5-
6 students every day or
two to pick their brains,
reteach in a new way, or
extend a topic
Familiarize yourself with
different low prep and
high prep differentiated
instruction strategies
(Tomlinson, 2012)

49. (Pinterest.com, n.d.)

50. Year 1: Choose 3-4 low prep strategies to implement regularly until they
become second nature. Each marking period chose 1 high prep strategy to
implement regularly until it becomes second nature. By the end of the year
you will have 3-4 low prep strategies and 4 high prep strategies mastered.
Year 2: Choose another 3-4 low prep strategies to implement. During each
marking period polish your high prep strategy and add 1 more. By the end
of this year you will have mastered 8 low prep and 8 high prep strategies.
Year 3-5: Continue adding low and high prep strategies as described above
until they become second nature to you. Remember Rome wasn’t built in a
day.
(Tomlinson, 2012)

51. Though this is not a misconception, it
is a possible complaint. Differentiation
is hard because it takes time and
energy to master. However, there are
many areas of instruction that are hard
work. As we encourage effort in our
students we must also encourage and
foster it in ourselves. It is a teaching
strategy that makes sense and is worth
the while in terms of student
achievement and student engagement
in their learning. If we give up we will
never grow as teachers.

52. Solutions:
Give each child 2 grades: One traditional, one differentiated
•2 letter grades
•1 traditional letter, one number grade 1-3 representing working
above, on, or below grade level
Give portfolios or additional information with traditional report card
•Folder of student work showing progress
•Running Record
•Combination of observational notes, assignments, work samples,
goal lists, etc.
Traditional grading reflects student performance compared to others in the same
grade. Differentiated grading would reflect performance of students “against
themselves” (Tomlinson, 2001, p.93). The grade shows progress in an individual goal
setting system rather than how one rates among peers (Tomlinson, 2001, p. 93).
(Tomlinson, 2001, p. 93-95)

54. “Differentiated Assessment is an ongoing process through which teachers gather
data before, during, and after instruction using multiple formative and
summative tools” (Chapman and King, 2012, loc. 235).
To differentiate assessment, the teacher must evaluate the learning
situation and provide an assessment tool that is right for the individual
student based on information gathered with student interest and
learning profile in mind. Not every student will respond to traditional
assessment methods such as standardized testing. Therefore, providing
a multitude of assessment options for students to demonstrate what
they know and what they need work on will more accurately inform the
teacher which students have reached mastery and which have not in
order to continue curriculum planning.
“It takes more than one assessment tool to accurately gauge
individual learning” (Chapman and King, 2012, loc. 227).

55. Examples of Different Assessment
dependent on student interest
•Create a PowerPoint presentation
•Design a webpage
•Create a game
•Make a movie/ video
•Write a song
•Write a story
Strategies that include
different planned
assessments within
•Assessment Choice
Boards
•Cubing
•Assessment Agendas
•Stations, Centers,
Learning Zones
•Partners- quizzing each other, partner quizzes, think-pair-share
•Group- creating a group project through cooperative learning
strategies
•Individual assessment- self or teacher assessed
Students can either be
•Self-assessed or
•Teacher assessed
(Chapman and King, 2012
loc. 2188- 2454)

56. Tiered Model or Adjustable Assignment Model- Assignments designed to fit
particular identified groups who need different learning experiences. The
group members are fluid depending on mastery and which group they fit best
in considering learning needs.
•Level I- Curriculum Rewinding
•Level II- Grade-Level
•Level III- Curriculum Fast Forwarding
Curriculum Compacting Model- customized instructional plan designed to
extend learning during portions of the general curriculum that they are
permitted to skip due to mastery before instruction. During this time the
compacted student might begin an accelerated program, open-ended project,
collaborate with other field experts, and so on. The student will create a
contract with the teacher of challenging tasks.
(Chapman and King, 2012,
loc. 2553-2654)
(Chapman and King, 2012,
loc. 2662-2704)

57. Academic Contract Model- a written work agreement between teacher and
student that identifies specific objectives and activities to be acted upon
during a certain period of time that is differentiated for student interest and
modalities while aligning with current standards. The contract must be
assessed for value in student learning and is independent to student needs.
Project- Based Model- a teacher approved project that allows students to
demonstrate understanding through a creative outlet that is challenging yet
the student is capable of independently. The project could be anything that
extends and enriches learning such as making a movie or building a working
model of whatever the topic of study may be as well as many more options.
Problem- Based Model- differentiated by giving students opportunities to
select an investigative problem to explore, investigate, and research within
the topic of study. Chapman and King, 2012, loc. 2704- 2793

58. Compacted
Student- In or
Out of the
Classroom
Whole Group Instruction
Followed by Independent/
Small Work
Teacher
Instruction &
Consulting
Compacted Student works independently or with a support teacher (while
consulting on and off with the classroom teacher) to create a how-to
presentation on dividing fractions using mathematics computer software
Whole class is
presented with
a multiplying
fractions
lesson
followed by an
investigative
practice

59. “Selecting the most productive tool provides the essential information for strategic
planning” (Chapman and King, 2012, loc. 2801).
Preassessment: differentiate to draw out attitudes and feelings about a unit to come,
students’ level of interest, and their prior knowledge, while using this opportunity to
illicit excitement about the topic.
Formative Assessment: differentiate to ensure that all students are given fair and
effective ways to show what they know and what they need to work on in a particular
lesson out of a unit of a skill set.
Summative Assessment: differentiate in
multiple ways so that students can present a
cumulative understanding of a unit, while
evaluating the levels met in Bloom’s
taxonomy. Have they been given proper
opportunities to demonstrate mastery?
(Chapman and King, 2012 and Trainers Warehouse Blog, 2011)

60. •Information presented as
nonthreatening or insignificant
will be discarded.
•Information will enter working
memory when deemed important
or valuable by the student, not
the teacher.
•When students have
opportunities to process
information in ways that are
meaningful to them, they can
enter the information in working
memory which can make retrieval
easier and automatic. Therefore,
careful planning in how
information is presented to
individuals is key!

61. Traditional Classroom Assessment EffectiveDifferentiatedClassroom Assessment
•Students view assessment as another mandatorypart of their day.
•Assessment is viewed by the majority (in my experience) negativelyor indifferently, “oh no, another test!”
•The teacher models positive assessment climatethrough voice tone, high expectations, enthusiasm, interest, etc. (loc. 663)
•Students know that it is an expectation for all members of the class to participatein assessment taking.
•Teachers let upset, frustrated students take a break or reinforce that it is an expectationto finish to the best of their ability.
•Teachers praise those who clearly demonstrate good effort.
•Teachers instruct students in assessment vocabulary and to build upon prior knowledge and making connections to sort
through an assessment task or question (loc. 705).
•Assessments are primarilystandardized and every student in the class will receive the same assessment unless specifically
required not to via I.E.P. information.They are all aimed to be challengingyet goal attainableto students that fall in the “at
grade-level” category.
•Teachers reinforce behavior expectations (loc. 779).
•Teachers celebrate after a large assessment such as MCAS or PARCC.
•On occasion students have an opportunity to go over their results.
•Teachers identify physical areas not conducive to assessment- taking throughout the room, however all students are expected
to take assessments from their desks, the majority of the time.
•The teacher makes plans for the assessment climate, sometimes ahead of time, sometimes on the fly.
•Students view assessment activities as opportunities to demonstrate what they know and celebrate it (loc. 656).
•Assessment is viewed positively by students (loc. 656).
•The teacher models positive assessment climatethrough voice tone, high expectations, enthusiasm, interest, etc. (loc. 663).
•Students feel a part of the learning community(loc. 663).
•Teachers monitors for individual feelings (loc. 670).
•Teachers models risk-takingstrategies and promote emotional bravery in academic situations as well as effort (loc. 694).
•Teachers instruct students in assessment vocabulary and to build upon prior knowledge and making connections to sort
through an assessment task or question (loc. 705).
•Assessments are designed tasks at the student’s success level (loc. 714).
•Instruction and assessment is based on real-worldrelevance (loc. 724).
•Teachers incorporate student interests into assessments (loc. 771).
•Teachers reinforce behavior expectations (loc. 779).
•Teachers generate anticipationand excitementbefore, during, and after assessment and celebrate after a large assessment
(loc. 795).
•Students have opportunities to view and go over results.
•Teacher and students identifyphysical areas that are not conducive to assessment-taking (loc. 835).
•Teachers and students make goals to improve assessment climate(loc. 852).
Traditional Classroom Assessment Effective Differentiated Classroom Assessment
•Students view assessment as another mandatory
part of their day.
•Assessment is viewed by the majority (in my
experience) negatively or indifferently, “oh no,
another test!”
•The teacher models positive assessment climate
through voice tone, high expectations, enthusiasm,
interest, etc. (loc. 663)
•Students know that it is an expectation for all
members of the class to participate in assessment
taking.
•Teachers let upset, frustrated students take a break
or reinforce that it is an expectation to finish to the
best of their ability.
•Teachers praise those who clearly demonstrate good
effort.
•Students view assessment activities as opportunities
to demonstrate what they know and celebrate it (loc.
656).
•Assessment is viewed positively by students (loc.
656).
•The teacher models positive assessment climate
through voice tone, high expectations, enthusiasm,
interest, etc. (loc. 663).
•Students feel a part of the learning community (loc.
663).
•Teachers monitors for individual feelings (loc. 670).
•Teachers models risk-taking strategies and promote
emotional bravery in academic situations as well as
effort (loc. 694).
(Chapman and King, 2012)

62. Traditional Classroom Assessment Effective Differentiated Classroom Assessment
•Assessments are primarily standardized and
every student in the class will receive the same
assessment unless specifically required not to via
I.E.P. information. They are all aimed to be
challenging yet goal attainable to students that fall
in the “at grade-level” category.
•Teachers reinforce behavior expectations (loc.
779).
•Teachers celebrate after a large assessment such
as MCAS or PARCC.
•On occasion students have an opportunity to go
over their results.
•Teachers identify physical areas not conducive to
assessment- taking throughout the room,
however all students are expected to take
assessments from their desks, the majority of the
time.
•The teacher makes plans for the assessment
climate, sometimes ahead of time, sometimes on
the fly.
•Teachers instruct students in assessment
vocabulary and to build upon prior knowledge and
making connections to sort through an
assessment task or question (loc. 705).
•Assessments are designed tasks at the student’s
success level (loc. 714).
•Instruction and assessment is based on real-
world relevance (loc. 724).
•Teachers incorporate student interests into
assessments (loc. 771).
•Teachers reinforce behavior expectations (loc.
779).
•Teachers generate anticipation and excitement
before, during, and after assessment and
celebrate after a large assessment (loc. 795).
•Students have opportunities to view and go over
results.
•Teacher and students identify physical areas that
are not conducive to assessment-taking (loc. 835).
•Teachers and students make goals to improve
assessment climate (loc. 852).
(Chapman and King, 2012)

63. Differentiated Assessment!
(Tangient LLC. (20161).

64. Traditional Classroom Assessment Effective Differentiated Classroom Assessment
 Students view assessment as another mandatory part of their day.
 Assessment is viewed by the majority (in my experience)
negatively or indifferently, “oh no, another test!”
 The teacher models positive assessment climate through voice
tone, high expectations, enthusiasm, interest, etc. (loc. 663)
 Students know that it is an expectation for all members of the
class to participate in assessment taking.
 Teachers let upset, frustrated students take a break or reinforce
that it is an expectation to finish to the best of their ability.
 Teachers praise those who clearly demonstrate good effort.
 Teachers instruct students in assessment vocabulary and to build
upon prior knowledge and making connections to sort through an
assessment task or question (loc. 705).
 Assessments are primarily standardized and every student in the
class will receive the same assessment unless specifically
required not to via I.E.P. information. They are all aimed to be
challenging yet goal attainable to students that fall in the “at
grade-level” category.
 Teachers reinforce behavior expectations (loc. 779).
 Teachers celebrate after a large assessment such as MCAS or
PARCC.
 On occasion students have an opportunity to go over their results.
 Teachers identify physical areas not conducive to assessment-
taking throughout the room, however all students are expected to
take assessments from their desks, the majority of the time.
 The teacher makes plans for the assessment climate, sometimes
ahead of time, sometimes on the fly.
 Students view assessment activities as opportunities to
demonstrate what they know and celebrate it (loc. 656).
 Assessment is viewed positively by students (loc. 656).
 The teacher models positive assessment climate through voice
tone, high expectations, enthusiasm, interest, etc. (loc. 663).
 Students feel a part of the learning community (loc. 663).
 Teachers monitors for individual feelings (loc. 670).
 Teachers models risk-taking strategies and promote emotional
bravery in academic situations as well as effort (loc. 694).
 Teachers instruct students in assessment vocabulary and to build
upon prior knowledge and making connections to sort through an
assessment task or question (loc. 705).
 Assessments are designed tasks at the student’s success level
(loc. 714).
 Instruction and assessment is based on real-world relevance (loc.
724).
 Teachers incorporate student interests into assessments (loc.
771).
 Teachers reinforce behavior expectations (loc. 779).
 Teachers generate anticipation and excitement before, during,
and after assessment and celebrate after a large assessment (loc.
795).
 Students have opportunities to view and go over results.
 Teacher and students identify physical areas that are not
conducive to assessment-taking (loc. 835).
 Teachers and students make goals to improve assessment climate
(loc. 852).
Traditional Classroom Assessment Differentiated Assessment
•Teachers collect data to identify student
understanding, intervention needs, and learning
styles (loc. 881).
•Information is gathered before, during and after a
unit of study (loc. 901).
•Assessments are standardized, they include some
variance in learning styles, but overall is designed
in a one-size fits all model.
•One assessment tool is used in a particular
assessment, or occasionally two or three may be
used that are standardized.
•Teachers tend to students who are obviously
upset, frustrated, or crying during an assessment,
otherwise urges students to push forward to meet
expectations.
•Teachers ask for students’ input and discuss
learning styles, strengths, and modality
preferences (loc. 950).
•Teachers collect data to identify student
understanding, intervention needs, and learning
styles (loc. 881).
•Information is gathered before, during and after a
unit of study (loc. 901).
•Assessments incorporate interests and have
learning style and modality preferences at the
forefront (loc. 928).
•Several assessment tools are available for each
assessment based on learning styles.
•Teachers pay attention to emotional intelligences
and foster metacognitive skills in Stemberg’s
Triarchical Theory (loc. 978).
•Teachers ask for students’ input and discuss
learning styles, strengths, modality preferences
(loc. 950).
(Chapman and King, 2012)

65. Traditional Classroom
Assessment
Differentiated Assessment
•Teachers collect data to
identify student
understanding, intervention
needs, and learning styles (loc.
881).
•Information is gathered
before, during and after a unit
of study (loc. 901).
•Assessments are
standardized, they include
some variance in learning
styles, but overall is designed
in a one-size fits all model.
•One assessment tool is used
in a particular assessment, or
occasionally two or three may
be used that are standardized.
•Teachers tend to students
who are obviously upset,
frustrated, or crying during an
assessment, otherwise urges
students to push forward to
meet expectations.
•Teachers ask for students’
input and discuss learning
styles, strengths, and modality
preferences (loc. 950).
•Teachers provide journal
writing and opinion
assignments that give
students opportunities to
write about their interests and
demonstrate learning styles.
•Teachers ask open-ended
questions and give specific
praise and feedback (loc.
1039).
•Teachers scaffold in effort to
achieve more sophisticated
assessment responses (loc.
1053).
•Teachers go over results
based on scoring rubrics,
expectations, and so on so
students can see where and
why they have made an error
and what they can do to
correct this.
•Teachers collect data to
identify student
understanding, intervention
needs, and learning styles (loc.
881).
•Information is gathered
before, during and after a unit
of study (loc. 901).
•Assessments incorporate
interests and have learning
style and modality preferences
at the forefront (loc. 928).
•Several assessment tools are
available for each assessment
based on learning styles.
•Teachers pay attention to
emotional intelligences and
foster metacognitive skills in
Stemberg’s Triarchical Theory
(loc. 978).
•Teachers ask for students’
input and discuss learning
styles, strengths, modality
preferences (loc. 950).
•Teachers provide extensive
learning style inventories, or
give assignment opportunities
that express these styles such
as journal writing or surveying
(loc. 1024).
•Teachers ask open-ended
questions and give specific
praise and feedback (loc.
1039).
•Teachers scaffold in effort to
achieve more sophisticated
assessment responses (loc.
1053).
•Teachers collaborate with
students to understand where
gaps in learning are,
encourage self- reflection, and
allow students to take
ownership of their learning
(loc 1053).
Traditional Classroom Assessment Differentiated Assessment
•Teachers collect data to identify student
understanding, Teachers provide journal writing
and opinion assignments that give students
opportunities to write about their interests and
demonstrate learning styles.
•Teachers ask open-ended questions and give
specific praise and feedback (loc. 1039).
•Teachers scaffold in effort to achieve more
sophisticated assessment responses (loc. 1053).
•Teachers go over results based on scoring rubrics,
expectations, and so on so students can see where
and why they have made an error and what they
can do to correct this.
•Teachers provide extensive learning style
inventories, or give assignment opportunities that
express these styles such as journal writing or
surveying (loc. 1024).
•Teachers ask open-ended questions and give
specific praise and feedback (loc. 1039).
•Teachers scaffold in effort to achieve more
sophisticated assessment responses (loc. 1053).
•Teachers collaborate with students to understand
where gaps in learning are, encourage self-
reflection, and allow students to take ownership of
their learning (loc 1053).
(Chapman and King, 2012)

66. Carolyn Chapman
•International educational consultant,
author, and teacher
•Written many books about
differentiated instruction, multiple
intelligences, and multiple assessments
Rita King
• 20 year principal and director of
Middle Tennessee State University's
teacher training program
•Adjunct professor in the
Department of Educational
Leadership at the university and an
international education consultant.(Amazon.com, Inc., 2016)
(Amazon.com, Inc., 2016a)

68. Professional Learning Communities and Differentiated Instruction Educators have the
same objective: an ongoing focus to improve and stretch student learning and potential
through best practices with short and long-term goals in mind.
PLCs support the idea that there is no one-size-fits-all model of instruction. “There is
no uniform or consistent strategy for responding to students who do not learn”
(Dufour, Dufour, and Eaker, 2008, p. 243). Dufour, Dufour, and Eaker (2008) state PLCs
are in place to ensure extra time, added support, and various learning opportunities
are given to students to succeed (p.255). Also, student activity should be fluid
“depending on their level of demonstrated proficiency,” while ensuring it is done in a
“timely, directive, and systematic way” (Dufour, Dufour, and Eaker, 2008, p.254-255).
Through PLCs staff members are able to share differentiation strategies and facilitate
problem-solving discussions, gather data on differentiations effectiveness, and have a
support system that is consistent and driven by this best practice.
(Dufour, Dufour,
and Eaker, 2008)

69. •Differentiation
builds intrinsic
motivation as
students engage in
tasks that are
personally
meaningful to them
•Foster autonomy
through choice and
giving students a
level of control over
their own learning
•Differentiation
supports self-
efficacy when
students are given
activities they can
do at their skill &
pace level
•Skill specific self-
worth can be raised
when learning is
scaffolded properly
by student need
(Anderman and Anderman, 2012)

70. Self-Determination
Theorist list 3 Basic Needs
of Humans:
•Autonomy:
•Competence:
•Relatedness:
As Connected to Differentiation…
•Autonomy: Students are able to develop
learning through self-directed outlets, expanding
or focusing on a topic, completing assignments in
ways that match their learning profiles, and
participating in assessments that are
individualized to show what they know
•Competence: Students’ level & pace is used in
planning, their growth and level is recognized as
fluid, and learning is scaffolded regardless of
starting point so all students are held at a high
expectation for learning
•Relatedness: Assignments build on prior
knowledge and educators connect past learning
experience to new and unfamiliar topics with
familiar. (Anderman and Anderman, 2012, p. 5)

71. •Parents hold valuable information on student’s likes and dislikes, strengths
and weaknesses, and areas they and their child wish to improve on or
learn more about, etc.
•Parents can inform teachers when assignments are a good fit for their
child
•Parents can add interest and relatedness by connecting school content to
activities outside of school.
•Parents can keep consistent academic expectations in the student’s home
When educators open the lines of
communication with parents about the
benefits of differentiation both parties
can work together to see a student
succeed.

74. References
Amazon.com, Inc. (2016). Carolyn Chapman. Retrieved from http://www.amazon.com/Carolyn-Chapman/e/B001IOFI2W
Amazon.com, Inc. (2016a). Differentiated Instructional Strategies: One Tool Doesn’t Fit All, 2nd Edition. Retrieved from
https://www.amazon.com/Differentiated-Assessment-Strategies-Tool-
Doesnt/dp/1412996643?ie=UTF8&ref_=asap_bc
Anderman, Eric M., Anderman, Lynley Hicks. (2014). Classroom Motivation. Second Edition. Pearson Education, Inc.
United States of America. Print, ISBN-13: 978-0-13-301788-5
Bing. (2016). Yahoo! Search Web Images. Retrieved from https://search.yahoo.com/web?fr=yfp-t
Buchanan County Historical Society. (2007). Links of Interest: One–room School. Buchanan County, Iowa Historical
Society. Retrieved from http://buchanancountyhistory.com/oneroomschool.php
Chapman, Carolyn, King, Rita. (2012). Differentiated Assessment Strategies: One Tool Doesn’t Fit All. 2nd Edition.
Thousand Oaks, CA: Corwin Press. (ISBN-13: 978-1412996648). Kindle version.
Common Core State Standards Initiative. (2016). CCR and Grade specific Standards. Common Core State Standards
Initiative: Preparing America’s Students for College and Career. Retrieved from
http://www.corestandards.org/ELA-Literacy/introduction/key-design-consideration/
Dufour, Richard, Dufour, Rebecca, Eaker, Robert. (2008) Revisiting Professional Learning Communities. Institute Edition.
United States of America. Solution Tree Press. ISBN: 978-1-934009-32-1
Gundlach, Mary. (2012). The Roots of Differentiated Instruction in Teaching. Bright Hub Education. Retrieved from
http://www.brighthubeducation.com/teaching-methods-tips/106939-history-of-differentiated-instruction/

75. References Continued
Huebner, Tracy A. (2010). What Research Says About Differentiated Instruction. Educational Leadership. V. 67, N. 5, P.
79-81. Retrieved from http://www.ascd.org/publications/educational-
leadership/feb10/vol67/num05/Differentiated-Learning.aspx
K-12 Blueprint. (2014). Common Core Standards and Differentiated Instruction. K-12 Blueprint: A Planning Resource
for Personalizing Learning. Retrieved from https://www.k12blueprint.com/sites/default/files/CC-Differentiated-
Instruction.pdf
Massachusetts Department of Elementary and Secondary Education [MDESE]. (2011). District Standards and
Indicators. Retrieved from http://www.mass.gov/edu/docs/ese/accountability/district-standards-indicators.pdf
Pinterest.com. (n.d.). Differentiated Instruction. Retrieved from https://www.pinterest.com/pin/83246293086802080/
Subban, Pearl. (2006). Differentiated Instruction: A Research basis. International Education Journal. P. 935-947.
Retrieved from http://files.eric.ed.gov/fulltext/EJ854351.pdf
Tangient LLC. (2016). Differentiating by Readiness. DiPLN.Wikispaces.com Retrieved from
http://dipln.wikispaces.com/ch.+3+differentiating+by+readiness
Tangient LLC. (2016a). Classroom Assessment Theory into Practice- Assessment in Differentiated Learning. Retrieved
from http://classroom-assessment-theory-into-
practice.wikispaces.com/Assessment+Strategies+in+Differential+Learning
Tomlinson, Carol Ann. (2001). How to Differentiate Instruction in Mixed- Ability Classrooms. 2nd Edition. Alexandria,
Virginia. ASCD. ISBN: 0-87120-512-2.

76. References Continued
Tomlinson, Carol Ann. (2001a). How to Differentiate Instruction in Mixed- Ability Classrooms, 2nd Edition: Chapter 10.
The How To’s of Planning Lessons Differentiated by Learning Profile. Retrieved from
http://www.ascd.org/publications/books/101043/chapters/The-How-To's-of-Planning-Lessons-Differentiated-
by-Learning-Profile.aspx
Tomlinson, Carol Ann. (2012). Getting Started on Differentiated Instruction. [Video]. Youtube.com, Retrieved from
https://www.youtube.com/watch?v=LGYa6ZacUTM&feature=youtu.be&list=PLOXUrDMSVPHnDeKVZTOfi2pjW
MegTcRCD
Tomlinson, Carol Ann, Parrish, William Clay. (2013). Instructional Strategies that Invite Differentiation. MAIS
Conference PowerPoint Presentation. Retrieved from
http://caroltomlinson.com/handouts/Strategies%20for%20Differentiation.pdf
Trainers Warehouse Blog. (2011). Energize Learning! Blog: Bloom’s Taxonomy- One step at a Time. Retrieved from
http://blog.trainerswarehouse.com/blooms-taxonomy-one-step-at-a-time/