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Differentiation

Differentiated instruction is an approach to teaching that aims to meet the needs of all students by adjusting the content, process, and product based on students' readiness, interests, and learning profiles. It involves ongoing assessment of student needs, flexible grouping of students, and tasks that are equally engaging for all. Differentiation can be done intuitively in the moment or intentionally through advance lesson planning based on student data. The goal is for students to learn in a way that is matched to their current level of understanding through varied teaching techniques.

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255 views2 pages

Differentiation

Differentiated instruction is an approach to teaching that aims to meet the needs of all students by adjusting the content, process, and product based on students' readiness, interests, and learning profiles. It involves ongoing assessment of student needs, flexible grouping of students, and tasks that are equally engaging for all. Differentiation can be done intuitively in the moment or intentionally through advance lesson planning based on student data. The goal is for students to learn in a way that is matched to their current level of understanding through varied teaching techniques.

Uploaded by

api-395831257
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Differentiation

What is Differentiated Instruction?

“Differentiated instruction is the process of ensuring that what a student learns, how he or
she learns it, and how the student demonstrates what he or she has learned is a match is a
match for that student’s readiness level, interests, and preferred mode of learning”-Carol
Ann Tomlinson

Major Principles of Differentiation

Ongoing Assessment Flexible Respectful Tasks Principles


Principles Classroom/Grouping
Examples
 Student differences are  Purposeful and varied  Equally interesting to
expected, appreciated student groupings all students
and studied  Whole class  Equally engaging to all
 Instructional planning  Small Group students
is based on assessed  Individual exploration  Equal access to
differences  Like learning styles understanding and
 Teacher recognition of  Varied learning styles skills
where students are in  Like interests  Each student feels
relation to learning  Similar academic challenged
goals needs  Students and teachers
 Teacher awareness of  Student directed collaborate in learning
student needs and
interests

The Learner Relationship

What Teachers Prepare How Learners Engage


Content: The knowledge, concepts, and skills Readiness: Student ability to work with a
that students need to learn based on the particular skill or idea at a given time.
curriculum. Teachers can differentiate content Teachers can adjust for readiness by…
by…  Adjust the degree of difficulty to
 Giving different instructional delivery appropriate student level
formats  Adding or removing teacher or peer
 Video coaching
 Lecture  Varying direct instruction by small
 Readings group need
 Audio  Make the task more or less familiar
 Graphic organizers based on student proficiency, skills and
 Jigsaw groups experience
Process: How students make sense of the Interests: Aligning material for understanding
content. Teachers can differentiate the learning with topics that intrigue students. Teachers can
process by… gauge student interest by…
 Appropriate pacing  Using adults or peers with expertise to
 Allow students time to internalize serve as mentors in an area of shared
material interest
 Reflection strategies  Provide multiple avenues for student
 Think-Pair-Share exploration
 Journaling  Provide access to a wide range of
 Partner talk technologies and materials
 Allow student directed tasks and
options
 Encourage investigation of key
concepts within student areas of interest
Product: The items a student can use to Learning Profile: Addressing different student
demonstrate what he or she has come to know, learning styles, talent, and intelligence profiles.
understand, and be able to do as the result of an Teachers can differentiate in response to
extended period of study. Teachers can student learning profiles by…
differentiate product by…  Create flexible learning environment
 Allow students to help design products with multiple options
around learning goals  Auditory instruction
 Allow students to express what they  Visual instruction
have learned in varied ways  Kinesthetic instruction
 Allow varied types of resources in  Allow student options to work alone or
preparing products with peers
 Assignments at varied level of  Allow choice of competitive,
difficulty to match student readiness cooperative and independent learning
 Wide variety of student assessments experiences
 Allow students to participate in  Give varied perspectives
developing rubrics  Encourage student expression in areas
of talent and/or intelligence

Two Types of Differentiation

Intuitive (Mid Teaching) Intentional (Prior to Teaching)


 Respond to student needs in the  Lesson planning is based on the
moment ongoing student assessment data
 Recognizing daily student  Backwards design
frustrations/issues  Anticipate student needs
 Be flexible  Have appropriate resources available
 Empathy  Prepare Back up/contingency plans
 Utilize back up plans if necessary

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