This document provides an overview of differentiated instruction (DI) according to Carol Ann Tomlinson's theory. It discusses why DI is important, looking at individual learners' traits and needs. The basics of DI are explained using a jeans shop metaphor. Key elements of differentiation are content, process, product, affect and learning environment. An 8-step model for designing tiered assignments based on students' readiness, interests and learning profiles is also presented. The document concludes with challenges of implementing DI and references further resources on the topic.
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An Introduction to Differentiated InstructionMelinda Kolk
Differentiated instruction is not a single strategy or formula. It is a way of thinking about the diversity of learners in our classrooms and acting on this knowledge throughout the process of planning, implementing, and evaluating so that we can promote the deepest possible understanding for all students. This is the introductory presentation to a one-day workshop on Getting Started with Differentiated Instruction.
Read more at:
http://creativeeducator.tech4learning.com/2013/articles/Get-Started-with-Differentiated-Instruction
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An Introduction to Differentiated InstructionMelinda Kolk
Differentiated instruction is not a single strategy or formula. It is a way of thinking about the diversity of learners in our classrooms and acting on this knowledge throughout the process of planning, implementing, and evaluating so that we can promote the deepest possible understanding for all students. This is the introductory presentation to a one-day workshop on Getting Started with Differentiated Instruction.
Read more at:
http://creativeeducator.tech4learning.com/2013/articles/Get-Started-with-Differentiated-Instruction
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tools can enhance students learning. Hróbjartur Árnason is Assistant Professor for Adult & Continuing Education
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Differentiated instruction is a teaching approach that tailors instruction to meet the individual needs of all students. It recognizes that students learn at different paces, in different ways, and with different interests. Teachers who differentiate instruction provide students with a variety of options for how they learn, what they learn, and how they demonstrate their learning.
There are many different ways to differentiate instruction. Some common examples include:
Differentiating content: This involves providing students with different levels of difficulty or different types of content to learn. For example, a teacher might provide students with different reading passages at different reading levels, or give students different research topics to choose from.
Differentiating process: This involves providing students with different ways to learn the same material. For example, a teacher might provide students with visual, auditory, or kinesthetic learning activities, or give students the option to work independently or in small groups.
Differentiating product: This involves providing students with different ways to demonstrate their learning. For example, a teacher might allow students to write a report, create a presentation, or design a project to show what they have learned.
Differentiating the learning environment: This involves creating a learning environment that is supportive and welcoming for all students. For example, a teacher might provide students with quiet places to work, or give students the option to move around the classroom.
Differentiated instruction is important because it helps to ensure that all students have the opportunity to learn and succeed. When teachers differentiate instruction, students are more likely to be engaged in their learning and to reach their full potential.
Here are some examples of differentiated instruction in the classroom:
In a math class, the teacher might provide students with different levels of difficulty of math problems to solve. For example, some students might be working on multiplication problems, while other students are working on division problems.
In a science class, the teacher might give students different research topics to choose from. For example, some students might research different types of animals, while other students might research different types of plants.
In an English class, the teacher might allow students to choose between writing a report, creating a presentation, or designing a project to show what they have learned about a novel.
In a social studies class, the teacher might provide students with different ways to learn about a historical event. For example, some students might watch a video, while other students might read a primary source document.
Differentiated instruction is not a one-size-fits-all approach. Teachers need to get to know their students and their individual needs in order to differentiate instruction effectively. However, when done different
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1. Susanna Schwab
Walden University
Richard W. Riley School of Education and Leadership
EdD Student
EDUC 8101
2. Overview
1. Why DI
2. Brief History of DI
3. Basics
4. Starting out designing DI
3. Competencies/Learning Objectives
You are familiar with the characteristics
of Tomlinson‘s theory
You can explain the difference between
student‘s traits and classroom elements
You can start designing tiered
assignments with the help of the 8-step
model
4. Why DI?
Looking at learners individually
Gifted and talented education
Homogenous vs heterogenous classrooms
Gardner‘s MI theory
5. Brief History of Tomlinson‘s DI
Tomlinson = guru
Professor at Curry
13. How to Differentiate Instruction (DI)
Teachers can differentiate
Content Process
According to student‘s
- readiness - readiness - readiness
- interest - interest - interest
- learning profile - learning profile - learning profile
14. How to make it work
Develop routines and procedures for a
differentiated classroom in a systematic and
reflective way
Differentiation gradually will become a way of
life
15. How to make it work - in small steps
Step 1: Know your students
- determine the ability level of your students
- Survey student interests
- Is behaviour management a problem?
16. How to make it work - in small steps
Step 2: Have a repertoire of teaching
strategies
(one size does not fit all)
- direct instruction (frontal)
- Inquiry-based learning – discovery
- Cooperative learning (e.g. jigsaw)
- Strategies like graphic
organizing, scaffolding, webbing, etc.
17. How to make it work - in small steps
Step 3: Identify a variety of instructional
activities
In a differentiated classroom, activities are
suited to the needs of students according
to the mixed ability
levels, interests, learner profiles
18. How to make it work - in small steps
Step 4: Identify a way to assess student
progress
e.g. portfolios, rubrics, performance-based
assessment, etc.
19. Start small
1. Train your pupils to do anchor activities
(individual silent work)
2. Start lesson with anchor activity and give a
different task to one group = introduce idea
of not everybody doing the same
3. Try differentiated tasks during a small block
of time
4. Grow slowly but grow – moderately
challenged
20. Start small
5. Differentiate one product per term
6. Find multiple resources for some key parts of
the curriculum
7. Establish class criteria for success with
products, add individual criteria to each
learner‘s list
8. Give learners more choice
9. Envision – choreographed differentiation
10. Reflect (before taking next step)
21. Using the Strategy of Tiered Lesson Planning
Step 1: What is the subject area and grade level
for this lesson?
Step 2: What standard do I want the lesson to
focus on?
Step 3: What key concept and generalization do
all students need to understand?
Step 4: Do the students have all the necessary
background knowledge to successfully
complete this lesson?
22. Using the Strategy of Tiered Lesson Planning
Step 5: Which area do I want to tier?
Step 6: What type of tiering do I want to do? Do
I want to tier according to student
interest, learner profile or readiness?
Step 7: How many tiers should I develop? What
should be the components of the lesson?
Step 8: How will I assess whether my students
understood the concept?
23. Reflect
- Were all learners engaged, if not, why?
- Is there evidence of each student‘s
understanding – more evidence needed?
- Management issues – change, adapt?
- Interaction teacher-learner: effective?
- Data gathering: improvement needed?
24. Remember
To become an expert at differentiation is a
career-long goal.
One step at a time,
You can get there.
33. References
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Editor's Notes
Welcometomypresentation on Tomlinson‘sTheoryofDifferentiatingInstruction
Myobjectivesforthispresentationarethree-fold: first, I wantyoutobecomefamiliarwiththecharacteristicsofTomlinson‘stheory, thesecondobjectiveisthatatthe end ofthispresentationyoucanexplainthedifferencesbetweenstudent‘straits and classroomelements, and finally, youareabletostartdesigningyourowndifferentiatedactivities.
Carol Ann Tomlinson createdthatgraphherself – itprovidesyouwith a greatoverviewofthecomplexityofdifferentatinginstruction
