This document discusses the philosophy, research, and criticisms of differentiated instruction. It begins by outlining the objectives of articulating the philosophy behind differentiation, citing research demonstrating its success, and explaining criticisms and challenges. It then discusses the philosophy that differentiation is based on meeting students' varying learning needs. Research cited includes John Hattie's meta-analyses finding that differentiation has significant positive effects on achievement. Criticisms include concerns about learning styles and claims of "observed chaos" when differentiating. The document stresses adhering to principles of differentiation and differentiating instruction when it makes sense to address criticisms.

1. Why Differentiate?
A Look at the Pros, the Cons, & the Philosophy Behind

2. Objectives:
Articulate the philosophy behind
differentiation
State the arguments for differentiating
instruction in the classroom
Citeresearch demonstrating the
success of differentiation
Explain the criticisms of and
challenges of differentiating instruction

3. Things to Note about this
Session:
 This session was created in direct
response to survey comments
received in October…
◦ Responses requested more information
about the philosophy behind DI
◦ Responses questioned what research
supports DI
◦ Responses questioned whether cons had
been considered

4. Things to Note about this
Session:
 This is not a differentiated session.
◦ We will not be modeling differentiated
instruction in this session.
◦ Differentiated Instruction should be used
when it makes sense .
 It does not make sense all of the time.
 To achieve our objectives, direct instruction (a
more formal presentation) makes more sense
for communicating general information.

5. Things to Note about this
Session:
 Pair/Group work that occurs in this
session is based on intentional
pairings.
◦ The purpose of these pairings is to
expose participants to:
 People outside of their department/division
 It is our hope that these pairing will lead to
exposure to new perspectives and ideas

6. PHILOSOPHY OF
DIFFRENTIATED
INSTRUCTION

7. Differentiated Instruction is…
“A systematic approach to
planning curriculum and It is not
instruction for academically WHAT we
diverse learners” that teach,
provides students of it is
different abilities, interests, HOW
or learning needs equally we teach.
appropriate ways to learn
(Tomlinson & Strickland, 2005).

8. Howard Gardner states…
“ The biggest mistake of past
centuries in teaching has been
to treat all children as if they
were variants of the same
individual and thus feel justified
in teaching them all the same
way.”

9. Differentiated Instruction is…
 “Good Teaching”
◦ “It’s whatever conscientious teachers
do to increase students’ learning
over that which could otherwise be
achieved by a one-size-fits-all
approach.”

10. ACTIVITY 1 With your partner:
 Please examine 1) Read each situation.
the following 2) Consider the
examples taken instructional choice
from Rick made by the teacher
in each example of
Wormeli’s
Differentiated
article, Teaching in Instruction.
the Middle. 3) Determine if the
Differentiated choice made by the
Instruction: Setting teacher in each
the Pedagogy example was
Straight (2011). reasonable.
4) Share your opinion

11. Were the Instructional Choices
made in each scenario
appropriate/reasonable?

12. Differentiated Instruction is…
 Responsive Teaching
◦ “We respond to what we perceive
students need in order to learn, and
if that differs from child to child, we
adjust instruction accordingly rather
than leaving them floundering.”
( Wormeli, 2011.)

13. Differentiated Instruction is…
 A Mindset
◦ Based on the belief that students
can and will grow
◦ Growth will occur if lessons are
structured to “meet each student’s
learning needs and maximize each
student’s learning capacity.”( Tomlinson
& Strickland, 2005.)

14. Differentiated Instruction…
 “relates more to addressing
students’ different phasesof
learning from novice to capable to
proficient rather than merely providing
different activities to different groups
or students”(Hattie, 2012)
 Lessons should be structured so “all
students are working at or “+1” from
where they start” (Strickland, 2012)

15. Differentiated Instruction is
based upon 5 Principles
Quality Curriculum
Quality Tasks
Respectful Community
Continual Assessment
Flexible Grouping
( Tomlinson & Strickland, 2005.)

16. RESEARCH

17. Research
Differentiated Since it is a system
Instruction is a comprised of many
“systematic parts, the research
approach to must be examined in
planning light of its parts…
curriculum and
-Differentiation is not
instruction for a strategy by itself or
academically a program
diverse learners” …
(Strickland, 2012)

18. John Hattie (2009)
 Published Visible Learning in 2009
◦ A synthesis of 800 meta-analyses
(relating to 50,000 studies and 200+
million students)
 Meta-analysis = “effects in each study are
converted to a common measure (an effect
size), such that the overall effects could be
quantified, interpreted, and compared”
◦ Aimed at determining what influences
achievement
(Miller, 2010; Strickland, 2012)

19. John Hattie (2009)
 Examines 138  Effect size of 1.0
influences on =approx. 3 years of
advancing achievement or
student 45% improvement
achievement
 Effect size of .4 or higher
= desirable
 Puts results of
EFFECT IMPACT
thousands of SIZE
research studies
on a continuum of -.3 - 0.0 Negative
effect sizes .1 - .3 Low
◦ Range of effect .3 - .6 Medium
sizes= -.34 to 1.44 .7 – 1.4 High
(Miller, 2010;
Strickland, 2012)

20. John Hattie (2009)
Let’s Have Them Exciting Among the The Winners
Winners
Effective classroom Challenging goals Not labeling Formative
management (.52) (.56) students (.60) assessment
feedback (.90)
Small Group Peer tutoring (.55) Using varied Teacher clarity
Learning w/ teaching strategies (.75)
appropriate (.60)
materials and tasks
(.49)
Student Cooperative vs. Collaborative vs. Reciprocal
engagement (.49) competitive individualistic Teaching (.74)
learning (.54) learning (.59)
Motivation (student Classroom Effective Feedback
has appropriate cohesion (.53) (.73)
skills/feels in
charge of learning)
(.50)
Reducing anxiety Models of quality Teacher-student
(.40) student work (.57) (Hattie, 2009; Strickland,
relationships (.72)

21. Carol Dweck (2000)
 Carol Dweck found that many students see
their intelligence as fixed
◦ Hattie found students’ self-reporting grades to
have an effect size of 1.44
 Evidence that students predict their performance
(accurately & low) on their past achievement
◦ Hattie found that there is a strong correlation
between self-efficacy & achievement
 Achievement is likely to increase when students:
 Invoke learning
 Accept feedback
 Set challenging goals
 Compare themselves to subject specific criteria (not other
kids)
 Self-regulate and exert control over their own learning
(Hattie, 2009; Miller, 2010)

22. Fixed vs. Growth Mindset
FIXED MINDSET GROWTH MINDSET
•“Success comes from •“Success comes from
being smart effort
•Genetics& environment •With hard work, and
determine what we can appropriate support, most
do in life students can do most
things
•Some kids are smart and
some aren’t •Intelligence can be
cultivated
•Teachers cannot override
student profiles- You can’t •Teachers can override
change someone’s student profiles by setting
intelligence” high goals, providing high
support, ensuring student
focus- finding what makes
(Strickland, 2012)
school work for a student”

23. Fixed vs. Growth Mindset
TEACHERS WITH A TEACHERS WITH A
FIXED MINDSET GROWTH MINDSET
•Determines student ability & •Focuses on providing
teaches accordingly feedback that describes
•Makes quick judgments on student growth & is aimed at
ability w/ little evidence correcting errors
•Stresses normative •Withholds judgments & waits
evaluation over growth for improvements
•Less likely to plan concrete •Focuses on ensuring the
strategies for student task outcome can be
improvement improved by practice & hard
work
•May comfort a student for
their lack of ability •Communicates “start where
you are, but don’t stay there.”
•Tends not to provide enough Taken from Cindy Strickland’s presentation given at
LTHS.
time for practice and
Strickland, C.A. (2012, November 15). Research
improvement supporting
differentiation. [Presentation at LTHS]. ASCD:

24. ACTIVITY 2 With your partner:
 Directions: Please  Determine how a teacher
with a fixed mindset would
consider the respond and record your
following scenarios opinion in the relevant
from the box.
perspective of a  Determine how a teacher
teacher with a fixed with a growth mindset
would respond and record
mindset, growth your opinion in the
mindset, and your relevant box.
own perspective.  Determine how you would
Read each situation respond (in your own
with your partner classroom) and record
your opinion in the
and:

25. Growth Mindset is at the heart of
Differentiation
 “John Hattie suggests that teachers
would have mores success if they
addressed students’ low self-efficacy
before trying to raise their
achievement.”
 Carol Dweck believes this can be
done “by promoting a growth mindset
in the classroom.”
◦ Teachers acting as a change-agent
(Miller, 2010)

26. CRITICISMS
I. Learning Style
II. “Observed Chaos”
III. Catering too much to students
IV. Implementation Challenges

27. Learner Profile
 One of the three  Learner Profile =
types of observations about a
differentiation is student that affects
differentiation by his/her learning
LEARNER PROFILE including …
Family dynamics
 Can include, but not Health (physical &
emotional)
limited to,
information Technological skills
concerning learning Personal interests
styles Gender
Learning Styles
(Wormeli, 2011.)

28. Critics of Learning Styles
 Schmoker, Willingham, Hattie, and other
psychologists, neuroscientists, and sociologists
have questioned research on learning styles
 They are concerned because they believe:
◦ No agreement on what constitutes a learning style
◦ Few studies about the various learning style models
 Many studies rely on students self-reporting their style
 Little validity & reliability amongst most of the learning style
instruments
 Many items on these instruments can be biased
◦ No evidence from neuroscience to validate the concept of
a learning style
◦ Use of learning styles to label a student can be limiting
(self-fulfilling prophecy)
(Tomlinson, 2011)

29. Critics of Learning Styles
 “Learning styles are neither the definition
nor the primary component of
differentiated instruction.
 Carol Ann Tomlinson wrote in 2010, the
goal of differentiation is to “provide
options for learning and to help students
become aware of what supports their
learning at a given time.”
(Wormeli, 2011.)

30. Critics of Learning Styles
Caution…
 They caution:
◦ We should not use invalid and unreliable
instruments to permanently categorize a student
as having a specific learning style
◦ We should not teach students in only their
preferred style
◦ We should expose students to multiple styles
and grow their ability to learn in a variety of ways
(Wormeli, 2011.)

31. Considering the criticisms of learning
styles,
we should…
 Understand and explain the term “learning
profile”
 Acknowledge the concerns about learning
style & heed the cautions of the critics
◦ Offer a variety of ways to express learning
◦ Teach in a variety of ways
◦ Accept “individuals learn differently in different
contexts”
◦ Avoid permanently labeling/categorizing a
student by learning style
(Tomlinson, 2011)

32. A Critic of Observed Chaos
 In 2010, Mike Schmoker criticized
Differentiated Instruction ,
“I saw frustrated teachers trying to
provide materials that matched each
student‟s or group‟s presumed ability
level, interest, preferred „modality‟ and
learning style. The attempt often
devolved into a frantically assemble
collection of worksheets, coloring
exercises, and specious „kinesthetic‟

33. Good Instruction
Schmoker believes the Tomlinson argues there
following must be present are 4 non-negotiable to
for good instruction: DI:
1) Content-rich
1) Challenging and
guaranteed
curriculum supportive learning
2) Reading, writing, and environment
discussion in 2) Quality curriculum
analytical and (KUD)
argumentative modes
in all disciplines 3) Formative
3) Curriculum-based assessment
objective and 4) Adaption of
assessment w/ guided
practice, check for instruction to the
understanding, and formative assessment
ongoing adjustment to data so the success
instruction of each learner is (

34. In light of the criticism of
“observed chaos,” we should…
 Adhere to the 5 Principles of
Differentiation
◦ Teach a Quality Curriculum
◦ Design Quality Tasks
 aligned to the same KUD
◦ Cultivate a Respectful Community
◦ Continually Assess Students
 design activities to propel students ahead from
where they are currently
◦ Employ Flexible Grouping
 Differentiate when it makes sense

35. Criticism:
Catering too Much to Students
 A concern raised  DI is responsive
after October’s teaching
Institute Day was a  DI offers students
fear that students options so students
would not be can:
prepared to succeed ◦ Advocate for
on their own (in themselves
college) if they were ◦ Learn what works for
constantly receiving them
differentiated ◦ Build their own learner
instruction dexterity
◦ Options ◦ Handle that which is
◦ Their “needs catered not differentiated
to” (Wormeli, 2011.)

36. Implementation Challenges…
 To differentiate THINGS TO KEEP IN MIND:
well,
It takes time to learn how to
we must continuously differentiate well
adjust to what the Differentiated Instruction can
students are and are be as simple as asking 3
not learning…this questions as opposed to 1
involves constant It does not have to and should
adjustment to not always be a long and
involved multi-day project
instructional plans
If it is an involved project,
but share your plans with your
PLC…be prepared to work as a
PLC and meet your agreed upon
common curriculum dates
assessments
are to be given on

37. Implementation Challenges…
 Other members THINGS TO KEEP IN MIND:
PLC teachers teach the same
of my PLC do not Enduring Understanding, Essential
wish to Outcomes, and administer the same
differentiate common assessments
Individual teachers have choices
over the instructional methods used
to teach these Enduring
 Other members Understandings & Essential
Outcomes
of my PLC are
not implementing Differentiated Instruction is a best
practice- Forge Ahead
differentiation as
Differentiated Instruction can be
I understand it… implemented incorrectly
Engage in conversations
concerning best practice &
implementation
Or ask questions to seek clarity
and share the answers

38. Implementation Challenges…
 Students will be THINGS TO KEEP IN MIND:
completing different •With differentiated instruction,
activities the teacher is grading mastery
of the KUD
… •One rubric assessing learning
of the KUD can be used
 how do you regardless of activity
grade
•The objective for all students
them equitably if
is to grow them from where
the
they are to a further point on
activities are the learning continuum
different? •Explain the goal to create a
respectful community
 do you explain •Set appropriately challenging
goals for each student
the differences to
students?

39. Implementation Challenges…
THINGS TO KEEP IN MIND:
 Parents could
have difficulty Communicate that
Differentiated Instruction will
understanding
occur
why their
children are Explain the goal of
differentiated instruction
not doing the To maximize each student’s
same task as learning capacity by
another providing appropriately
student challenging and engaging
tasks
Keep in mind that the School
Climate Survey revealed that
parents desire “more
personalized instruction” for their

40. IN CONCLUSION…

41. IN CONCLUSION…
Essential
Outcome
Summative Instruction
Assessment
Differentiation &
Data Collection the PLC Cycle Formative
& Analysis Assessment
Differentiated Instr.:
Intervention & Data Collection
Enrichment & Analysis
SMART
Goals

42. EXIT TICKET
 On your way
out, please let us
know:
1) What questions you
have concerning
Differentiated
Instruction that were
not answered today?
2) What support you
would like as you
differentiate?
3) Other comments

43. References
 Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning.
New York: Routledge, p. 97.
 Miller, G. (2010, April 21). Summary (Summary of the book Visible Learning).
Retrieved from
http://www.google.com/#hl=en&sugexp=les%3B&gs_rn=1&gs_ri=hp&gs_mss
=Sumam
ry%20Visible%20Learning&cp=11&gs_id=2u&xhr=t&q=summary+of+visible+l
earning +by+john+hattie&pf=p&safe=active&tbo=d&sclient=psy-
ab&oq=Sumamry+of+Visible+Learning&gs_l=&pbx=1&bav=on.2,or.r_gc.r_pw.
r_qf.&b
vm=bv.1355534169,d.aWc&fp=a4c147812de756a9&bpcl=40096503&biw=16
00&bih= 719
 Strickland, C.A. (2012, November 15.). Research supporting differentiation.
[Presentation at LTHS]. ASCD: Alexandria:, Virginia.
 Tomlinson, C.A. & Strickland, C. A. (2005). Differentiation in practice: A resource
guide for differentiating curriculum – Grades 9-12. ASCD: Alexandria,
Virginia.
 Tomlinson, C.A. (2011). Learning Profile: What we Know, What we Don’t Know, What
we Need to Know- What we Should Do. University of Virginia.
 Wormeli, Rick. (2011). Teaching in the middle. Differentiated instruction: setting the
pedagogy straight. Middle Ground, October 2011, p.39-40.