The topic addresses the importance and challenges of differentiated instruction from the point of view of a 21st Century teacher. It prescribes techniques that can be employed to integrate differentiated instruction, not as a failed concept, but a tool to enhance student learning, improve content delivery, meet learners needs and promote great teaching and learning experience .

1. INTEGRATIVE
DIFFERENTIATION IN A
21ST CENTURY CLASSROOM
By
Adebanjo Adegbohun

2. Objectives of this workshop
…gain insight into what
differentiated instruction is.
…understand the needs of
learners in the classroom
and design lessons to
meet their needs.
…identify the challenges of
differentiation in the
classroom setup
…adopt ways of
integrating differentiation.

5. What differentiation is not Carol Tomlinson
It is not individualized teaching.
It is not another way to provide homogeneous grouping.
It is not just giving complex activities to some students and
easier activities to others.
It does not create chaotic classroom.

6. What differentiation is Carol Tomlinson
It is giving qualitative teaching.
It is proactive: teacher assumes that learners have different needs.
It is rooted in assessment for learning.
It provides multiple approaches to learning.
It is student centered.
It is a blend of whole class, group and individual instruction.
It is evolutionary.

7. The idea of
differentiation is to
ensure that every
child gets the
chance to shine and
reach his or her full
potential.

8. Principles that guide differentiation
Teacher understands and
focuses on students’
differences.
Assessment and instructions are
inseparable.
Teacher continues to refashion
contents, process and products.
All students participate in and
contributes to respectful
activities.
There is continuous
collaboration between teacher
and students.
Teacher and students work
together flexibly.

10. 21ST CENTURY
CLASSROOM
APPROACH TO
DIFFERENTIATION?

11. Technology integration Inquiry based approach
Opportunities for creative
expression
Reflective practices
Collaboration Problem-solving approach
Hands-on learning Justification for answers
Teacher as facilitator Assessment for learning

13. Teachers in
differentiated
classrooms are
diagnosticians,
prescribing the best
possible instructions
for their students.

14. DIFFERENTIATION
CHALLENGES

15. The ‘Man Overboard’ Effect

16. • Turning the ship around for one lost soul
disrupts the cruise for the many.
• It means acknowledging that mistakes have
been made and old ways of doing things might
no longer work.
• It means the man overboard might be suffering
from his or her own errors or the errors of
others.
The ‘Man Overboard’ Effect

17. • Turning the ship around means more work, a
willingness to try new things, and degree of
discomfort amongst all stakeholders.
• It means differentiating instructions according
to the diagnostic needs of others.
The ‘Man Overboard’ Effect

18. Differentiation challenges in schools
We tend to teach the way we were taught –
If it works for me, then it will work for many others
We tend to stick to texts and materials that
are prescribed by school or ministry

19. Differentiation challenges in schools
Newton’ first law of motion– Every object in a
uniform state of motion tends to remain in that state
unless an external force is applied
Teachers are usually conformists – Being
part of a team already means accepting
compromise. I don’t need to be different.

20. Differentiation challenges in schools
Lack of preparation time– Differentiation
requires planning
The influence of administrators and
education ministry on curriculum, time-
table, subject allocation, etc.

21. Differentiation challenges in schools
The emphases on standardized test– WAEC,
NECO, IGCSE, etc.
The drive to cover contents and materials
within the standard allotted time

22. How we can integrate differentiation
Differentiation by task – Give all
options to all group and
suggesting a starting point for
each individual.
Differentiate through group work –
work collaboratively in peers;
assign role, scaffold, question
prompts, sentence starters
Differentiate by outcome – Give
children different options and
opportunities to show what they
know
Differentiate by resources – direct
students to resources that they
may need to ensure success
Targeted teaching – select a group
of students to work with based on
need
Assessment for Learning –
continuous assessment and
feedback will help to dragonize
student needs

24. Creating healthy classroom environment
See and understand every student as an individual who can learn.
Continue to develop experience; don’t do the same thing over and over.
You must enjoy learning from your students.
Offer high expectations and provide lots of support.
Help students make sense of their own ideas.
Share your teaching with your students.
Continue to work on making each child an independent learner.
Be cheerful and always use positive humour.
Set clear guidelines and rules, teach and mentor discipline.

25. Redesigning our classroom experiences
Think about the last experience
you had with your
class/students. Reflect on
everything from lesson
preparation to delivery; those
who performed very well and
those who performed very
badly. Think about how
satisfied or dissatisfied you
were.

26. Redesign your partner’s classroom experience; help him or
her find a better way to have a fantastic classroom
experience and meet his or her students’ needs.

30. References
• Carol Ann Tomlinson (1998). The Differentiated Classroom – Responding
to the Needs of All Learners.
• Carol Ann Tomlinson (2001). How to Differentiated Instruction in Mixed
Ability Classrooms.
• blog.pennington.com (2017). 12 Reasons Why Teachers Resist
Differentiates Instruction
• www.edweek.org (2017). Differentiation Doesn’t Work
• www.cdl.org (2010). Differentiating Instruction and Practice: Practical
Steps for Implementation