Scribd
Upload
119 views2 pages

Principles of Differentiated Curriculum

Differentiated instruction is a cyclical process that involves continually assessing students' learning needs and abilities and adapting instruction accordingly. Teachers get to know each learner by understanding their readiness, interests, and preferences, then differentiate the content, process, product, and learning environment based on that knowledge. This involves using flexible grouping strategies, providing student choice, creating respectful tasks, and fostering shared responsibility for learning.

Uploaded by

Joycie Garcia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
119 views2 pages

Principles of Differentiated Curriculum

Differentiated instruction is a cyclical process that involves continually assessing students' learning needs and abilities and adapting instruction accordingly. Teachers get to know each learner by understanding their readiness, interests, and preferences, then differentiate the content, process, product, and learning environment based on that knowledge. This involves using flexible grouping strategies, providing student choice, creating respectful tasks, and fostering shared responsibility for learning.

Uploaded by

Joycie Garcia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 2

Principles of Differentiated Instruction

Differentiated instruction is a cyclical process of finding out about the learner and responding
by differentiating.

Responding
by Differentiating
Knowing the Learner
Use a broad repertoire of
Continually build awareness of effective instructional and
students’ learning strengths and assessment strategies to
needs by observing and assessing differentiate how students learn
their readiness, interests and and how they demonstrate their
learning preferences learning (content, process,
product, and learning
environment)

When we know the learner’s strengths and needs (readiness, interests and learner
preferences), we can respond by differentiating:

What students learn about and where they begin learning (e.g., topic, entry point) CONTENT

The ways we help students learn—through instruction and assessment (e.g., researching a
PROCESS
topic at a learning centre, participating in a jigsaw, identifying similarities and differences)

The ways students demonstrate their learning—through assessment and evaluation


PRODUCT
(e.g., creating a product from a choice board, oral or written presentation)

LEARNING
Conditions for learning (e.g., quiet or busy, alone or with others)
ENVIRONMENT

Responding by Differentiating involves:

Using appropriate, evidence-based strategies for instruction, assessment and evaluation;

Using structures or ways of organizing that facilitate student learning; and

Providing choice, respectful tasks, a shared responsibility for learning and flexible learning groups
(key features of differentiated instruction).

SIDE A
Key Features of Differentiated Instruction

1. Flexible Learning Groups 2. Choice

Sample Indicators: Sample Indicators:


 Choices provided are based on prior assessment
 Groupings are based on prior assessment of of student learning, interests and/or learning
student learning, interests and/or learning preferences
preferences  Students are taught how to make choices
(e.g., assignment, learning centre task, resources)
 Groupings are sometimes determined by the based on their readiness, interests, and learning
preferences
students, sometimes by the teacher and
sometimes randomly  Students have opportunities to make choices
(e.g., assignments, learning centre tasks, resources)
based on their readiness, interests, and learning
 Students are comfortable working in groups
preferences
and follow collaborative group norms
 Students have opportunities to select preferred
conditions for learning (e.g., individually, in a quiet
 Students are grouped and regrouped, frequently
location away from others, in an active area of the
and flexibly, based on their: room, as part of a group)
• Readiness to learn a concept
 All choices address the same curriculum
• Interest in a concept expectations (Some tasks, designed for students
• Learning preferences in working with on an IEP, may address modified curriculum
or thinking about a concept expectations)
 All choices are designed to take approximately the
same amount of time
 The amount of choice being offered is reasonable,
not overwhelming

3. Respectful Tasks 4. Shared Responsibility for Learning

Sample Indicators: Sample Indicators:

 All choices/tasks are interesting and engaging  Students have opportunities to think/talk about/
identify the ways they learn best
 All choices/tasks require the students to work
at the edge of their current readiness  Students have opportunities to think/talk about/
identify their interests
 All choices/tasks are based on the same
learning goal  Students can articulate the learning goal

 All choices/tasks can be assessed using the same  Students co-construct the criteria for assessment
success criteria, which have been identified, shared with the teacher
with, and understood by students
 Students are taught how to self-assess
 Students having difficulty with a concept are
engaged in learning opportunities that are just  Students are provided with opportunities to
as interesting and appealling as those of other self-assess
students
 Students advocate for conditions that support
their learning

 Students seek feedback and respond to suggestions

SIDE B

You might also like