Differentiated Instruction

in Content Areas

By: Tina Waddy

Abel L. Villarreal
 A Growing Tide of Failure
• From the 1990s to the present, schools have had to cope with an
epidemic of incoming 9th graders that are ill prepared for high school.

• On April 30, 2009, the Texas Education Agency reported that 21% of
317,830 students (about 66,744) failed the 8th grade Math TAKS
examination.

• Over 90% of these failures will be promoted to 9th grade anyway. How
will math teachers respond?
 What Is It?
• Differentiated instruction • Teachers use
is an instructional “differentiated instruction”
approach that to bridge the widening
encompasses several gap.
learning strategies
simultaneously. • Once a solid learning
• This technique matches connection is made,
student learning students are much more
characteristics to a engaged and successful
teaching modality (tactile, with the curriculum.
kinesthetic, or audio).
 Implementation
Teachers can differentiate…
– Content
– Process
– Student Products
 Differentiated Content

Change the material, Example

the order in which it is Objective: Solve 3-step
presented, the source, linear equations.
– Student A reviews 1-step,
and the quantity of 2-step equations and
information being then move on to learn
learned by a student. some 3-step equations.
– Student B will learn 3-step
equations and then work in
a small group to solve
TAKS level extensions of
3-step equations.
 Differentiated Process
• Change the way Example
students access the – Student A will access a 5
assigned information. minute PowerPoint
presentation and learn to
solve 3-step equations.
– Student B will access a
math website and do the
online tutorial to learn to
how solve 3-step linear
equations.
 Differentiated Products
Change the way Example
students demonstrate Objective – Students will solve 3-
step linear equations.
what they’ve learned.
– Student A will solve a set of
computer generated
problems.
– Student B will solve a teacher
created set of problems and
then solve a series of real
world linear equations with a
graphing calculator.
 Responding to Students Needs

• Teachers differentiate Student needs include:

responses to student – Reading Ability.
needs. – Confidence level.
– Competency level in
Mathematics.
– Extent of background
Knowledge.
– English language
proficiency.
– Learning disabilities.
 Differentiation Variables
Instructional Choice Variables

Complexity of the Content Students needs and abilities and effect of

past math experiences.

Processes and Techniques used to Students learning preferences and reading

Communicate Content comprehension level.

Student Products and Assessments that Student interest, ability, and experience.
Demonstrate Learning
Implementation
 Before you Teach…
• Use diagnostic instruments to assess skills level.
• Study previous student data (TAKS scores, report
cards, etc.) to determine learning patterns.
• Determine student interest.
• Identify student learning styles and environmental
preferences.
 Diagnostic Assessments
• Can be informal or Examples
formal. • Pre-tests.
• Determine student • Survey Background.
readiness level. Knowledge.
• K-W-L Charts.
• Student self assessments.
• TAKS scores.
• Report cards.
 Student Interest
• Discover what Examples:
students like and • Interest inventories.
don’t like. • Include students in the
planning process.
• Incorporate student
interests in key projects
and explorations.
 Learning Style
• Find out the type of Example:
learners your • Learning Style
students are (tactile,
kinesthetic, audio) Inventories (LSI)
• Observe student
activities and
behavior in school
– Look for environmental
factors that inhibit
student learning.
 Strategies

Learning Style Strategy

•Demonstrations
Auditory, Visual, and •On-site field studies
Kinesthetic Learners •Audio-visual Presentations

•Small-group discussion
Mix of Learning Styles •Problem solving activities
•Research, hands-on Experimentation
•Off Campus Field Trips
 What Does Differentiated
Instruction Look Like?
• Tiered Assignments.
• Compacting.
• Interest Centers or Interest Groups.
• Flexible Grouping.
• Learning Contracts.
• Choice Boards.
• Orbital Studies.
 Tiered Assignments

• Focus of Example: Math - Tier III

differentiation is on students start with prerequisite
skills and work up to target
student readiness. objective.
• Designed to instruct – Sample A - Students
learns to evaluate
students on essential expressions.
skills at different – Sample B – Students learn
levels of complexity to solve ratios and
proportions.
and abstractness. – Sample C – Students learn
to solve linear equations.
Sample “A” Math
Sample B
Sample C
 Tiered Assignments

• Focus of Example: Science -

differentiation is on Students study the
characteristics of living vs.
student readiness. non-living things.
• Designed to instruct – Tier III students are
students on essential guided in identifying
skills at different things from both groups.
– Tier I & II students work
levels of complexity
in groups to brainstorm
and abstractness. examples of non-living
and living things.
 Compacting
• Focus of differentiation is on student readiness.

• Adjust instruction to account for student mastery

of certain objectives.

• Compacting process includes assessment, and

planning.
 Examples
Math Science

Objective: Solve 3-step linear Objective: Understand the

equations. steps of photosynthesis.
– Students who have – Students who already
already mastered the
concept will solve 4 and know the process are
5-step equations. given a lab assignment.
– Students are given more – Students are given more
instruction on 1-step, 2- instruction on the
step, and 3-step concept.
equations.
 Interest Centers / Groups
• Focus of differentiation is Example:
on student readiness and • Interest Centers – Can
interest. focus on specific topics like
• Interest centers are used percents, fractions,
with younger students. proportions.
• Interest groups are used • Interest Groups – Can focus
with older students. on small groups that are
• Learning experience is planning and building scale
directed toward a specific models, or making
learner interest. predictions on voting
• Student choice can patterns.
impact motivation in a
positive way.
 Flexible Grouping
• Focus of differentiation is
on student readiness,
Example:
interest, and learning style.
Students take on a specific role
• Students work in different in groups to explore the layout of
groups. a landscaping project.
– A student who is a strong artist
• Group placement is can draw a sketch.
determined by either – A student who enjoys public
readiness, interest and/or speaking might present group’s
learning style. model.
– A student strong in computation
• Groups can be assigned can estimate the cost of
by teacher, or student materials.
choice can be given. – A student strong in organizing
skills can formulate a timetable
for the landscaping project
completion.
 Learning Contracts
• Focus of differentiation is Example:
on student readiness, and Student wants to improve grades
learning profile. to play sports.
– Teacher guides student
• Agreement between the through the process of
teacher and the student. developing a plan.
• Teacher determines the – Student decides method for
necessary skills to be completing the assignment.
learned, and the required – Teacher and students set
components of the goals.
assignment.
• Student identifies
methods for completing
the assignment.
 Choice Boards
• Focus of differentiation is on student readiness, interest,
and learning profile.

• Organizers contain a variety of activities.

• Students are allowed to choose an activity.

• Activities can be focused around several different skills.

 Examples
Math Science

Objective: Students must Objective: Students must complete

complete two of the following two of the following activities to
activities to learn about 3-step learn about density.
equations.
– Using a water table to explore
– Make a poster that has a
properties of various objects,
fraction, decimal, and integer
3-step equations. – Reading a chapter in their
– Produce a short video textbook about density,
outlining a procedure for – Watching a video about
solving any 3-step equation. density.
– Find 4 websites that
demonstrate how 3-step
equations are solved.
 Orbital Studies
• Focus of differentiation is on student
readiness, interest, and learning profile.

• Concept is based on theme.

• Students are given choices.

• Teacher provides guidance and coaching.

 Examples
Math Science

Objective: Students are learning Objective: Students are learning

about solving linear equations. about the solar system. They
They are allowed to choose are allowed to choose from the
from the following topics. following topics.
– Graph different equations
and compare slopes. – Satellites
– Convert data tables into – Habitable Planets
equations and graphs.
– Convert proportions into
linear equations.
 Materials
• Students should Resources:
explore concepts – Textbooks
using a variety of – Graphic Images
resources. – Audio-visual
Representations
– Internet searches
– Guest speakers
 Complex Instruction
• Create open-ended • Open-ended questions
questions and tasks push students to think
for instruction. outside the box.
• Teach students to think
all the way around a
topic.
• Provide scaffolding for
support.
 Role Play
• Create activities that • Students enjoy
stimulate learning and watching peers role
directly appeal to play, or debate about
student interest. a current science or
social studies topic.
• Have students create
computer simulations.
• More common in the
social sciences and
humanities.
 Take It Slow

• Teachers can’t • Be realistic. Start

differentiate 100% differentiating a little at
of the content. a time.
• Creativity comes in
waves, not steady
streams.
• Access information
and examples from the
Internet.
• Ask other teachers for
help and advice.
 Activity
Look over this PowerPoint and…

A. Carefully outline and summarize the

important points.

B. Look over the “DAM-IT” lesson plan

example and template. “Differentiate”
a lesson plan for any topic or lesson
you like.
 Resources

http://teachingtoday.glencoe.com/howtoarticles/differentiating-science-instruction

Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL
implementation. National Center on Accessing the General Curriculum.

Retrieved July 9, 2004 from: http://www.k8accesscenter.org/training_resources/udl/diffinstruction.asp

Tomlinson , C.A. (1999). How to differentiate instruction in mixed-ability classrooms.

Alexandria , VA : ASCD.

http://www.cast.org/ncac/index.cfm?i=2876 – This site contains an article by Tracy Hall at the National Center
for Accessing the General Curriculum. The article discusses differentiation as it applies to the general
education classroom.

http://members.shaw.ca/priscillatheroux/differentiatingstrategies.html - The Enhancing Learning with

Technology site provides explanations for various differentiation strategies.

http://www.mcps.k12.md.us/curriculum/science/instr/differstrategies.htm - A Web site that lists instructional

strategies and techniques that teachers can use to differentiate in the science classroom.