Differentiation Models and Rationale

1. Running Head: DIFFERENTIATION MODELS
Differentiation Models & Rationale
Melissa Jacobs
University of Toledo

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Differentiation Models & Rationale
Differentiated instruction (DI) is, simply, high-quality instruction. It’s what good teachers do
on a daily basis. DI is a way to meet the needs of the students who make each class uniquely
diverse. A teacher who implements DI with fidelity pays attention to each student’s learner
profile. According to Lambert and Ennis, a learner profile should be composed of “learning
style, intelligence preference, gender, and culture” (2012). When a teacher is aware of these
qualities in their students, they are not only differentiating instruction, they are using best
practices.
Neuroscience deals with the structure and function of the nervous system and the brain. What
does this have to do with DI? Thanks to neuroscience, we know that “three primary brain
networks come into play” when learning is occurring: Recognition, Strategic, and Affective
Networks (2014). The Recognition Network (the “what” of learning) is “located in the back of
the brain...[enabling] us to identify and interpret patterns of [the five senses] and [enabling] us to
recognize voices, faces, letters, words, and more complex patterns” (2011). In other words,
Recognition Networks help us to not only identify patterns, ideas, concepts, and other
information, but also to understand them. In order to differentiate instruction to accommodate
different learners’ Recognition Networks, teachers need to “present information and content in
different ways” (CAST 2015).
Strategic Networks are located in the front of the brain. Also known as the “how” of learning,
this network allows learners to “plan, execute, and monitor [their] internally generated mental
and motor pattern-actions and skills” (2011). When differentiating to accommodate Strategic
Networks, teachers must “differentiate the ways that students can express what they know”

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(CAST 2015). More simply, teachers must allow students to take different solution pathways,
utilizing different problem-solving strategies to express their knowledge.
The “why” of learning is within the Affective Networks. “Affective Networks are specialized
to evaluate patterns and assign them emotional significance; they enable us to engage with tasks
and learning and with the world around us” (2011). Basically, students need to be motivated. In
DI, a teacher can accommodate the Affective Networks of their students by “stimulating interest
and [providing] motivation for learning” (CAST 2015).
Research in the field of cognitive psychology has lent itself to DI. Lev Vygotsky developed
the Zone of Proximal Development (ZPD) on the idea of scaffolding. Scaffolding is when a
teacher structures “interactions and developing instruction in small steps based on tasks the
learner is already capable performing independently” (Zeuli 1986). The teacher provides support
until the student can work independently: this is a student’s ZPD.
Jean Piaget’s research focused on child cognitive development. One area of Piaget’s
Cognitive Theory focuses on schema: how information is organized and interpreted in the brain.
Schemata allow us to form a mental representation of the world. Piaget called schemata the
basic building blocks of intelligent behavior. “When Piaget talked about the development of a
person’s mental processes, he was referring to increases in the number and complexity of the
schemata that a person had learned” (McLeod 2015). Teachers have to be aware of the best
ways to help students store and retrieve information so schemata can develop.
Jerome Bruner’s research showed “that, when interest is tapped, learning is more likely to be
rewarding and students become more autonomous learners” (Allan & Tomlinson 2000). Howard
Gardner developed the Theory of Multiple Intelligences (MI). MI Theory states that people have
different intelligences and learn in many different ways. “Having an understanding of different

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teaching approaches from which we all can learn, as well as a toolbox with a variety of ways to
present content to students, is valuable for increasing the accessibility of learning experiences for
all students” (2013).
Different models of DI exist, including Tomlinson’s Differentiated Instruction Model and
Universal Design for Learning (UDL). Tomlinson’s research-based model is framed by “high
quality curriculum, continual assessment, respectful tasks, building community, flexible
grouping, and teaching up” (2010). UDL, also research-based, is a model that utilizes learner
profiles to meet the needs of all students. These needs are met with three guiding principles.
The first principle, Multiple Means of Representation, allows students to “[acquire] information
and knowledge” in a variety of ways (CAST 2015). The second principle, Multiple Means of
Action and Expression, allows students access to “options for demonstrating what they know”
(2015). The final principle, Multiple Means of Engagement, states teachers need to “tap into
learners’ interests, offer appropriate challenges, and increase motivation” (2015).
Both Tomlinson’s DI Model and UDL are supported by research and allow teachers flexibility
in assessments. Formative assessment (FA) is appropriate for both models because it is ongoing
for the purpose of driving instruction. FA also allows teachers to focus on the learning processes
of students, which is at the core of DI. Moreover, it can be used as a pre-assessment for
readiness. Four examples of quality FA are “confidence scales, teacher observation, exit cards,
[and] student journals” (Dahlman, Hoffman, Brauhn 2012).
Confidence scales are a quick measure of student feelings about a task or assignment. A scale
can be done during an assignment or as a post-survey. Although some confidence scales include
a set of statements with a ranking system, a simple thumb survey will suffice: thumbs-up,

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thumbs-down, or thumbs-to-the-side in a quick flash can help a teacher quickly adapt the
direction of a task or assignment.
In teacher observation, teachers are looking for a variety of signals from students. Body
language and facial expressions signal interest-level. Student conversations inform of
comprehension, progress, misconceptions, and roadblocks, as does student work. Teacher
observations are a quick way to adjust the instructional timeline and approach smoothly.
Exit cards, also known as exit slips, can range from math problems and short responses to
statements or questions about a topic or lesson. Just like observation and confidence scales, exit
slips allow a teacher to adjust the instructional timeline and approach based on students’ needs.
The difference is that changes won’t be on-the-spot, yet student responses are confidential.
Often, much is revealed on exit cards because they are private and students are free from peer
critique.
Freedom from peer critique also exists in student journals. Although not an immediate means
of FA, journals give students time to be thoughtful and confident at the same time. Journals are a
place for students to free-write, solve problems, answer short or extended response questions, or
ask the teacher questions in a confidential manner. Teachers can gather much information from
journals, including progress, comprehension, struggles, and interest.
In traditional classrooms, teachers implement a myriad of FA strategies, yet they fail to adjust
instructional strategies and pace. In a differentiated classroom, the FAs are used to identify
learner needs and meet them. Another difference between traditional classrooms and
differentiated classrooms is the instructional strategies used by the teacher.
In a traditional classroom, the teacher usually spends the majority of the time instructing. An
assignment is given. This cycle is repeated daily yet, although it is a familiar routine for

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students, it doesn’t meet the diverse needs of a class. In a differentiated classroom, students have
access to options like group work, choice boards, and tiered assignments. They are
accommodated, interested, comfortable, and empowered. Success is made possible for each
unique individual.
In differentiated classrooms, teachers consider students’ learner profiles. A learner profile
might include knowledge of learning style, multiple intelligences, learning environment
preference, and family background. It’s all about providing students the learning environment
they prefer. In a traditional classroom, instruction and environment have a one-size-fits-all
approach, and the size is determined by the teacher.
Another way that differentiated classrooms are different than traditional classrooms is the
way in which grade-level standards are approached. In traditional classrooms, the standards
often become a teacher’s checklist for the material they’ve covered. In a differentiated
classroom, standards are merged with student readiness and learning is built on intuitive
knowledge. Common Core states have access to extended standards, which “ensure that students
with…cognitive disabilities are provided with multiple ways to learn and demonstrate
knowledge” (2015).
Differentiated instruction is high-quality instruction. Teachers who are differentiating
instruction are meeting students where they are when they walk into the room. Teachers are
affording these students equal opportunities for growth. Doing anything less is a disservice to
students.

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References
Academic content standards extended. (2016). Retrieved July 08, 2016, from
http://education.ohio.gov/Topics/Special-Education/Students-With-Disabilities-1
Dahlman, A., Hoffman, P., & Brauhn, S. (2012, February 14). Classroom strategies and tools for
differentiating instruction in the... Retrieved July 08, 2016, from
http://www.slideshare.net/DaniyarIbraev/classroom-strategies-and-tools-for-
differentiating-instruction-in-the-esl-
classroom?ref=https://blackboard.utdl.edu/webapps/blackboard/execute/displayLearning
Unit?course_id
Differentiation central: reach every learner every day through differentiated instruction. (2010).
Retrieved July 08, 2016, from http://www.diffcentral.com/DIis.html
McLeod, S. (2015). Jean piaget. Retrieved July 08, 2016, from
http://www.simplypsychology.org/piaget.html
Multiple intelligences: what does the research Say? (2013). Retrieved July 08, 2016, from
http://www.edutopia.org/multiple-intelligences-research
Recognition network/representation. (2011). Retrieved July 08, 2016, from
https://udlhcpss.wordpress.com/brain-networks/brain-networks
Research & development. (2015). Retrieved July 08, 2016, from http://www.cast.org/our-
work/research-development
Tomlinson, C. A., & Allan, S. D. (2000). Leadership for differentiating schools and classrooms.
Alexandria, VA: Association for Supervision and Curriculum Development.
UDL guidelines: theory & practice version | national center on universal design for learning.
(2014, November). Retrieved July 08, 2016, from

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http://www.udlcenter.org/aboutudl/udlguidelines_theorypractice
Zeuli, J. P. (1986, April). The use of the zone of proximal development in everyday and school
contexts: a vygotskian critique., 1986-Apr. Retrieved July 08, 2016, from
http://eric.ed.gov/?id=ED271509