This document provides an overview of differentiated instruction strategies for empowering student success through diversity. It discusses using flexible grouping, ongoing assessment, and respectful activities to meet student needs. Teachers are encouraged to differentiate instruction by content, process, product, learning environment, and assessment based on learning profiles, styles, and intelligences. Specific strategies presented include compacting the curriculum, tiered assignments, learning contracts, and pre-tests with extensions. The goal is to challenge all students at their own level and promote individual success.

1. Differentiated Instruction
and Student Success
Empowering Students Through
the Power of Diversity!
Presented by: Dr. Pamela Scott &
Dr. Ginger Christian
Differentiated Instruction

2. Our Deepest Fear
Our deepest fear is not that we are inadequate, but that we are powerful beyond
measure.
It is our light, not our darkness, that frightens us. We ask ourselves.
Who am I to be brilliant, gorgeous, handsome, talented and fabulous?
Actually, who are you not to be?
Your playing small does not serve the world.
There is nothing enlightened about shrinking
so that other people won't feel insecure around you.
As we let our own light shine, we consciously give
other people permission to do the same.
As we are liberated from our fear,
our presence automatically liberates others. ˜Marianne Williamson
Differentiated Instruction

3. Essential Questions
Why should we differentiate?
What are the differences in
designing instruction in a
traditional schedule and block?
How will this support student
learning?
Differentiated Instruction

4. National Board Professional
Teaching Standards
Standard 1: Teachers are committed
to students and their learning.
Standard 3: Teachers are
responsible for managing and
monitoring student learning.
Differentiated Instruction

5. Activating Strategy
Create a T Chart and answer the
following:
If I really understand differentiated
instruction then I will be able to
………….
If I really do not understand
differentiated instruction then I
can’t ……………..
Differentiated Instruction

6. Have You Considered?
Differentiated Instruction begins with a mindset.
A mindset that embraces the opportunity to change so
that a student can learn.
A mindset that empowers teachers, students, schools,
and communities to realize the potential of the individual
student and do the work to realize that potential.
A mindset that says I, the teacher, will do whatever it
takes to see every student I teach become successful.
Differentiated Instruction

7. Differentiation
“A teacher’s reacting responsively to a learner’s
need” (Tomlinson & Allan, 2000, p. 4).
“Is a philosophy that enables educators to plan
strategically in order to reach the needs of diverse
learners in the classrooms today to achieve targeted
standards” (Gregory & Chapman, 2007, p. 2).
The goal is to enable the student to reach his or her
maximum ability and promote individual success.
Differentiated Instruction

8. Principles that Govern Differentiation
 Flexible Classroom
 Flexible grouping - helps ensure students’ success for a
wide variety of learning opportunities
 Instruction stems from effective and ongoing
assessment – based on learners’ needs
 Respectful activities
 Students and teachers are collaborators in learning
Differentiated Instruction

9. Elements of Curriculum
Content - Teacher Plans/ Students Access
Process - How Students Assimilate
Knowledge
Products - Items that Demonstrate
Application of Knowledge
Differentiated Instruction

10. Elements of Curriculum
Challenged Average Gifted
CONTENT (What) Three crucial points
Three concepts
All aspects of the topic In-depth study
PROCESS (How) Direct instruction and
modeling of each step in
the research process
Modeling &Facilitating
Independent work
Review and practice
Minimal instruction with
probing questions for
independent study
PRODUCT
(Evaluation)
Group paper of one page
Assessment for Learning
Five page paper
Presentation
Demonstrate Mastery
through manipulatives
Assessment for Learning
and of Learning
Power point presentation
with computer generated
graphics and tables
Differentiated Instruction

11. Assessments for Learning Styles
Why is it important to understand the
instructional styles of students?
Teacher Instructional Styles
Teacher Learning Styles
Student Learning Styles
Differentiated Instruction

12. How Do I Deliver Instruction?
The Grasha-Riechmann Teaching Style
Survey
 Expert - transmits information
 Formal Authority - structured instruction
 Personal Model - teach by example
 Facilitator - consultant, guides students
 Delegator - assigns task, teacher as a resource
Differentiated Instruction

13. How Do I Learn? How Do My Students Learn?
Auditory Learners
 Benefit most from traditional teaching techniques such as lecture-style forum.
 Tend to present information by talking - voice tone, inflection, and body language
are important to theses learners to maintain their interest and attention.
 Ensuring success: read aloud, speeches are required, or information is presented
and requested verbally.
Visual Learners
 If I can see it, I can learn - Show me don’t tell me.
 Diagrams, charts, pictures, films, and written directions, to-do lists, assignment
logs, and written notes. *Many of these techniques also benefit kinesthetic
learners.
Kinesthetic Learners
 Let me build the knowledge through experiences with the concept/skill.
 Most of the school population excels through kinesthetic means: touching, feeling,
and experiencing the material at hand.
Differentiated Instruction

14. Gardner’s Multiple Intelligences
It is of the utmost importance that we
recognize and nurture all of the varied human
intelligences. We are all so different largely
because we all have different combinations of
intelligences. If we recognize this, I think we
will have at least a better chance of dealing
appropriately with the many problems that we
face in the world. (Gardner, 1983)
Differentiated Instruction

15. Multiple Intelligences
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Reading
Writing
Speaking
Listening
Work well with
numbers and
abstract patterns
Work well with
graphic images,
mind mapping,
graphic organizers
Learn best through
rhythm, melody,
patterned sounds,
song, rap, dance
Differentiated Instruction
Bodily
Kinesthetic
Interpersonal Intrapersonal Naturalist
Process info
through touch,
movement,
drama,
manipulatives
Sharing
Cooperating
Interviewing
Relating
Brainstorming
Work alone
Self-paced instruction
Individualization
Metacognitive thinking
Spend time outdoors
Sorting
Classifying
Notice patterns in the world

16. A Moment to Reflect
How can you improve your
current practices to ensure
the success of all the students
in your class?
Differentiated Instruction
http://www.raisingsmallsouls.com

17. References
Gregory, G.H, & Chapman, C.(2006). Differentiated instructional strategies: One size Doesn’t fit all
2nd edition. Thousand Oaks: Corwin Press.
Jack, M. (2008). Use of validated learning and teaching assessment tools to Improve resident
education. Retrieved from http://asps.confex.com/asps/2008am/techprogram/paper14729.htm
Tomlinson, C.A., & Allan, S. D. (2000). Leadership for differentiating schools and classrooms.
Alexandria, VA: ASCD.
Williamson, M. (2005). You can change the world. Retrieved from
http://cholmes.wordpress.com/2005/12/26/our-greatest-fear-is-not-that-we-are inadequate/
Differentiated Instruction

18. Five Elements of Differentiation
 Content - Content is differentiated when students spend in-class
time working on either accelerated or extended content that moves
them ahead in their own learning.
 Process - Process is differentiated by the methods students use to
make sense of what they are learning.
 Product - Products are differentiated when students are
encouraged and allowed to go beyond the written tasks to create
actual artifacts, exhibitions, or performances.
 Learning Environment - The learning environment is differentiated
as students interact with others within and outside the classroom,
as determined by the content being learned.
 Assessment - is differentiated when gifted students are allowed to
document their mastery of certain standards before that material is
taught to the class or when students are allowed to work more
quickly than their classmates.
Differentiated Instruction

19. Strategies
Compacting and Differentiating Curriculum
that Students have already Mastered
 Most Difficult First
 Pretests and extensions
 Learning contracts
Differentiated Instruction

20. Differentiating One Lesson at a
Time
 All students are required to pay attention to direct
instruction during the first instructional period—which
should be no more than 12-15 minutes.
 Allow 15-20 minutes for in-class practice
 Offer the “most difficult first” when you assign some practice
items. You indicate which are the most difficult items in the
whole assignment and any student who can complete the
“most difficult first,” neatly, legibly and accurately (4 out of 5)
in 15 minutes is considered finished with the regular work.
 “Bought” time is for “choice work” (differentiated extension
activities)
 Teachers should only help those students who did NOT
choose to do the “most difficult first.”
Differentiated Instruction

21. Pretests and Extensions
Compacting and Differentiating One Week at a Time
Offer a pre-test for volunteers at the beginning of
each unit - those who demonstrate mastery (90% or
higher) receive a mastery grade.
Those who demonstrate mastery do choice activities
(reading, writing, independent study, or extension menus)
Differentiated Instruction

22. Learning Contracts
Compacting and Differentiating One Chapter or Unit at a Time
 Before beginning to teach a new chapter, prepare a learning contract.
 On the first day of the new chapter, invite all students to survey the
standards by looking through the content, page by page. Ask students
to notice how much of the content they believe they already know.
 Show students the pre-assessment.
 Invite all students who think they could take the pretest today, finish it in
45 minutes, and get a specific number correct to sit in designated areas.
 Reassure students that it is o.k. to take the test or not and that their
grade for the pretest will not be formally counted.
 Students who already know the required number of concepts will be
able to use a Learning Contract throughout the chapter.
Differentiated Instruction

23. Tiered Assignments
Differentiated Instruction
Each tier interlocks

24. Assessment Strategies
 Ask questions that that generate a variety of solutions and
stimulate creative thinking
 Use performance-based tasks and/or activities (e.g., oral
presentations, role-playing, paraphrasing, summarizing,
retelling, problem-solving situations)
 Check for understanding by listening closely to what students
say
 Use a variety of informal, formal, and authentic assessments
Differentiated Instruction

25. Formative Assessment
“Formative assessment is a process used by
teachers and students during instruction that
provides feedback to adjust ongoing teaching
and learning to improve students’
achievement of intended instructional
outcomes.” (CCSSO FAST SCASS, 2006)
Differentiated Instruction

26. Formative Assessment
 Ongoing assessment
 Keeps learners on track
 Gives teachers data necessary to adjust instruction or
change any activities that are not challenging enough or
perhaps are too challenging
Differentiated Instruction

27. So in other words……
 Formative Assessment
Is a process of gathering evidence about students
Should guide instruction
Should not be done to students; rather, it should be done
for and with students, to guide and enhance their
learning and to inform the next steps (Partners for Mathematical
Learning)
Differentiated Instruction

28. Evaluating Student Work
Turn and talk
What are some things teachers
could learn from examining
student work?
Differentiated Instruction

29. Evaluating Student Work
All students need feedback on the quality of their work
Actionable Feedback
 Is specific to the learning objectives
 Describes learning
 Points students in a productive direction
 Makes students aware of errors or areas for more thought
 Provides next steps for specific action
(Guskey, T., 2009)
Differentiated Instruction

30. Teacher Leadership and Differentiated Instruction
 What are the key conditions required for the
successful initiation of your school and/or
district movement toward differentiation?
 How will you as a teacher leader help to bring
about that change?
Differentiated Instruction

31. An Action Plan
Establish a need to
articulate the vision
Establish common
definitions and terms
Build understanding and
support among
stakeholders
Link differentiation and
best practices
Focus district initiatives
Attend to competing
mandates
Plan for leadership and
support
Allocate financial
resources
Look ahead to assessing
programs
Plan for the long haul
(Tomlinson & Allan, 2000, p. 51)
Differentiated Instruction

32. Have you considered?
After a decade of reform, we have finally learned
in hindsight what should have been clear from
the start - Most schools and teachers cannot
produce the kind of learning demanded by the
new reforms - not because they do not want to,
but because they do not know how, and the
systems in which they work do not support them
in doing so
Darling - Hammond, 1997, p. 8
Differentiated Instruction

33. Building for Success
What part
will you
play in building
a successful school?
Differentiated Instruction

34. References
Darling-Hammond, L., (1997). Doing what matters most:
Investing in quality teaching. New York: National
Commission on Teaching and America’s Future.
Tomlinson, C.A., & Allan, S. D. (2000). Leadership for
differentiating schools and classrooms. Alexandria, VA:
ASCD.
Differentiated Instruction