1. ... One Size Doesn't Fit All

2.  It is a method in which lesson planning and
instructions are offered to students with a vast range
of techniques to increase their study skills.
 Wikipedia establishes that differentiated learning
involves providing students with different avenues to
acquire content; to process, construct, or make sense
of ideas; and to develop teaching materials so that all
students within a classroom can learn effectively,
regardless of differences in ability.

3.  All students are different./ Multiple Intelligences
 The teacher has to keep in mind each student
interests, preferences, readiness, and needs.
 Teachers can structure learning environments that
address the variety of learning styles, interests,
and abilities found within a classroom.
 Students learn best when they make connections
between the curriculum and their diverse interests
and experiences

4.  Differentiated instruction is a teaching theory
based on the premise that instructional
approaches should vary and be adapted in
relation to individual and diverse students in
classrooms (Tomlinson, 2001)
 The intent of differentiating instruction is to
maximize each student's growth and individual
success by meeting each student where he or she
is and assisting in the learning process.
 Students learn best when they make connections
between the curriculum and their diverse interests
and experiences.

5.  Teachers DO:
 Provide several learning options, or different paths
to learning, which help students take in
information and make sense of concepts and
skills.
 Provide appropriate levels of challenge for all
students, including those who lag behind, those
who are advanced, and those right in the middle

6.  Students who are working below grade level and
for those who are gifted in a given area.
 Teachers using differentiated instruction match
tasks, activities, and assessments with their
students' interests, abilities, and learning
preferences.

7.  Get to know your students:
◦ Administer a learning style inventory to determine how
your students best learn
◦ Ask students to identify topics that interest them and
activities that occupy their non-school time.
 Identify areas of your curriculum that could be
adapted to differentiated instruction.
◦ Study the instructional goals and objectives for your
subject established by your state's department of
education
◦ Brainstorm ideas for activities, tasks, and assessments
that address a specific concept or skill

8.  Examine your role as teacher in the differentiated
classroom.
◦ Brainstorm ways to vary your instructional delivery
methods. Target auditory, visual, and kinesthetic learners
in your approaches.
◦ Identify alternative methods of assessing student
performance and understanding.
 With differentiated instruction, classroom teachers
plan what the students will need to learn, how they
will learn it and how they will demonstrate what
they have learned.

9.  Flexible grouping is consistently used.
◦ As one of the foundations of differentiated instruction,
grouping and regrouping must be a dynamic process,
changing with the content, project, and on-going
evaluations.
 Classroom management benefits students and
teachers.
◦ teachers carefully select organization and instructional
delivery strategies

10.  Provide a balance between teacher-assigned and
student-selected tasks.
 Build on what students know.
 Teach skills for success
◦ Reinforce learning skills that will help all students be
successful learners, such as note taking, summarizing,
research strategies, and collaboration.
 Engage multiple learning styles.

11.  Differentiation can be accomplished in a number
of ways:
◦ Content -What the students learn
◦ Process -Activities used to assist the learning
◦ Products- Demonstration of learning
 The methods you use should be based on the
student's needs:
◦ Readiness -Student’s academic standing
◦ Learning profile-How student learns
◦ Student’s interest

12. You may use a variety of techniques to pre-assess
such as:
 KWL graphic organizer
 Thumb It
 Yes/No Cards
 Graffiti Fact

13. Choices give students a feeling of independence
and ownership. Allow students to choose:
 Journal topics/writing topics- A great resource for
journal prompts is 5-Minute Daily Practice
Writing by Marc Tyler Nobleman (Scholastic)
 Reading books
 Varied graphic organizers
 Working alone or together
 Provide students with anchor activities

14.  Based on Content:
◦ Utilize pre-tests to assess where individual students
need to begin study of a given topic or unit.
◦ Encourage thinking at various levels of Bloom's
taxonomy.
◦ Use a variety of instructional delivery methods to address
different learning styles.
◦ Break assignments into smaller, more manageable parts
that include structured directions for each part.
◦ Choose broad instructional concepts and skills that lend
themselves to understanding at various levels of
complexity.

15.  Based on Process:
◦ Provide access to a variety of materials which target
different learning preferences and reading abilities.
◦ Develop activities that target auditory, visual, and
kinesthetic learners.
◦ Establish stations for inquiry-based, independent learning
activities.
◦ Create activities that vary in level of complexity and
degree of abstract thinking required.
◦ Use flexible grouping to group and regroup students
based on factors including content, ability, and
assessment results.

16.  Based on Product:
◦ Use a variety of assessment strategies, including
performance-based and open-ended assessment.
◦ Balance teacher-assigned and student-selected projects.
◦ Offer students a choice of projects that reflect a variety of
learning styles and interests.
◦ Make assessment an ongoing, interactive process.

17.  Group investigation: Cooperative work
 WebQuests: teacher designed Internet lesson
developed with specific goals in mind. Teacher
gives individual or small groups of learners the
opportunity to use research, problem solving, and
basic skills. WebQuest: http://questgarden.com/
 Jigsaw: Cooperative strategy where students work
in pairs to study one facet of a topic
 Literature Circles: Allow students to read on topics
of interest and share readings with others who
read the same material.

18.  http://www.youtube.com/watch?
v=2qDjADmeQao&feature=related / Differentiated
Instruction
 http://surfaquarium.com/MI/inventory.htm/ Multiple
Intelligence Survey
 http://www.spannj.org/BasicRights/appendix_b.htm
/ Multiple Intelligence Strategies in the Classroom
 http://people.usd.edu/~bwjames/tut/learning-
style/styleres.html / Learning Styles