DIFFERENTIATED INSTRUCTION

D I V E R S I T Y I N T H E C L A S S R O O M

"Differentiated instruction is an approach to teaching and

learning for students with different abilities in the same

classroom. The theory behind differentiated instruction is that

teachers should vary and adapt their approaches to fit the

vast diversity of students in the classroom. Teachers who

differentiate instruction recognize that students differ in many

ways including prior knowledge and experiences, readiness,

language, culture, learning preferences, and interests. They

realize they must change the way they teach in order to reach

all students. Through differentiated instruction, students will

get to the same place, but take different paths."

Metropolitan Center for Urban Education. (2008). Culturally Responsive Differentiated Instructional

Strategies. New York University. Retrieved from http://steinhardt.nyu.edu/scmsAdmin/uploads

/005/120/Culturally%20Responsive%20Differientiated%20Instruction.pdf

D I F F E R E N T A I T E D I N S T R U C T I O N F O R G E N D E R

GENDER

Watch " How Gender Affects Learning at Woodbridge MS"

https://youtu.be/6jiE8dMw5xA

"Much research has been conducted on male and female differences. Recently much of

that research has focused on male and female brains but more specific research has also

focused on male and female learning style differences. In 2003 research by Andrea

Honingsfeld and Rita Dunn was published in The Journal of Educational Research which

concluded that there are "observable gender-based patterns of differences in learning

styles” between males and females (p.195). This kind of research has implications for

teachers because it is important that teachers choose teaching strategies that consider

differences in learning styles in order to maximize instructional outcomes."

Hansen, Marianne. Teaching Strategies and Gender Differences. Retrieved on October 20, 2017

from https://teachingstrategiesforintermediate.weebly.com/gender-differences.html

*80% of high school dropouts are boys

*80% of all classroom discipline problems

are boys

*70% of students with learning

disabilities are boys

*80% of students who are behaviorally

disordered are boys

*80% of students on medication for

ADHD and AD are boys

*44% of college students are boy

-Boys tend to be physical

-Boys need more space to learn

-Boys are often not as good at reading

and writing as girls

-Boys tend to excel in math earlier on

Male Student Trends

Female Student Trends

-Girls tend to excel in language early on

-Girls tend to multitask better

-Girls will write with more detail

Gender Trends in School

Coniglio, Ron. (2017). Why Gender Matters in Differentiating Instruction. Retrieved from

http://www.teachhub.com/why-gender-matters-differentiating-instruction

Teaching Strategies

Some schools have adopted gender specific classrooms, but if in a co-ed

classroom, when doing group work, you can split up into gender specific groups

and tailor the work to best serve each gender. For example. boys may need

more physical activity and space to learn. You can make their activities involve

movement and competition. Girls may enjoy doing work in groups or pairs and

having it involve a social aspect. You may need to spend more time developing

language skills with boys and more time on math skills with girls. However, it is

important to remember that while studies do show that in general, specific

genders have certain similarities, there will also always be many individual

differences between each person and you cannot just assume that one learns a

certain way based on gender. This is why it is so important for teachers to try to

understand each individual student and help meet their individual needs.

ENGLISH LANGUAGE LEARNERSDifferentiated instruction for non-native

English speakers

The difference between native English speakers and

English Language Learners is easy to see in a classroom

setting. Studies show that it takes between 5 to 7 years to learn to read and write a new language. How can we make

curriculum accessible for English Language Learners?

Below are 9 strategies to help.

1) Use curriculum focused on content to allow students to learn the essentials,

without getting confused and frustrated with the “ fluff”. Remove unnecessary

material, words, etc., that can distract from the content. 

2) Deliver the contents in chunks, so ELL students can digest a little at a time,

and then continue to build their knowledge and understanding of the material.

3) Provide background knowledge, sometimes with native language support, to

allow ELLs to tie new information to something familiar. This helps students as

they decode information;  first trying to understand in their native language,

and then transferring that understanding into English.

4) Define key vocabulary, multiple-meaning words, and  figurative language.

Edmentum. (2015). 9 Strategies to Differentiate Instruction for ELL Students. Retrieved from

www.edmentum.com/node/1786/attachment

5) Use audio and visual supports.

6) Provide multiple learning opportunities to reinforce key concepts and

vocabulary.

7)Provide cross-content application of concepts, to help tie learning together,

making it more comprehensible.

8) Provide curriculum that addresses all four language processes.

9) Incorporate technology with effective online programs that provide

individualized instruction, opportunities to practice in various contexts, the

ability to work at their own pace, and effective data for educators to

determine areas of strengths and weakness.

GIFTED STUDENTS

It is estimated that students who are gifted and highly talented encompass 5 to 15% of the school age

population. These advances students can have increased capabilities in academics, creativity,

music, dance, art, and/or leadership. Below are some inclusive teaching strategies:

1) Compact the curriculum and provide enrichment activities.

2) Implement a multi-level and multi-dimensional curriculum.

3) Be flexible with the curriculum.

4) Make the curriculum student-centered.

5) Allow students to pursue independent projects based on their own

individual interests.

6) Allow gifted children to assume ownership of their own learning through

Curriculum acceleration.

7) Try to maximize your students’ potential by expecting them to do their

best.

8) Teach interactively.

9) Explore many points of view about contemporary topics and allow

opportunity to analyze and evaluate material.

10) Consider team teaching, collaboration, and consultation with other

teachers.

11) Provide opportunities for gifted children to interact with other gifted

children across grade levels and schools through competitions or

collaborative projects.

Resources

Callahan, C. (1997). Giftedness. In G.G. Bear & K.M. Minke (Eds.)

Children’s needs II: Development, problems, and alternatives. Bethesda, MD: National Association

Of School Psychologists.

Designing & developing programs for gifted students. (2003). Thousand Oaks, CA: Corwin Press.

Handbook of gifted education. (2003). Boston, MA: Allyn & Bacon.Henage, D. (1990). The Gifted

Intervention ManualColumbia, MO: Hawthorne.

CULTURALLY DIVERSE STUDENTS

1) Use a variety of instructional strategies and

learning activities.

2) Consider students' cultures and language

skills when developing learning objectives and

instructional activities.

3) Incorporate objectives for effective and

personal development.

4) Communicate expectations.

5) Provide rationales.

6) Use advance and post organizers.

7) Provide frequent reviews of the content

learned.

8) Facilitate independence in thinking and

action.

9) Promote student on-task behavior.

10) Monitor students' academic progress during

lessons and independent work.

ERIC EC Digest #E584, Author: Jane

Burnette, 1999

Low Socioeconomic Status Students

1. Know and respect your students. Understand LSES students are time poor; communicate with them, embrace

and integrate their diversity and enable contributions of their knowledge to

everyone’s learning.

2. Offer your students flexibility, variety and choice. While upholding academic standards, offer LSES students flexibility, choice

in assessment and variety in teaching and learning strategies.

3. Make expectations clear, using accessible language.

Speak and write in plain language to ensure students understand the

concepts being taught, your expectations of them and what is required to be

a successful student.

4. Scaffold your students’ learning. Take a step-by-step approach to teaching to ensure students build on

what they bring to higher education and are taught the particular

discourses necessary to succeed.

5. Be available and approachable to guide student learning. In addition to being available, be approachable so that students may

make use of your expertise and guidance to improve their learning and

performance.

6. Be a reflective practitioner. Reflect and seek to act on your own reflections, those from peers and

feedback from students, to continuously improve your teaching practice

and your students’ learning.

Resources

Benson, R., Hewitt, L., Devos, A., Crosling, G. and M. Heagney. 2009. Experiences of

students from diverse backgrounds: The role of academic support. The Student

ExperienceProceedings of the 32nd HERDSA Annual Conference, Darwin, 6-9 July

2009, 545-550.

James, R., Krause, K. and C. Jenkins. 2010. The First Year Experience in Australian

Universities: Findings from 1994 to 2009. Department of Education, Employment

and Workplace Relations, Canberra, Australia.

PROJECT PROPOSAL

We believe that by getting to know individual students and implementing differentiated learning, we will be setting our classroom up with a positive

climate that respects diversity. Below are further ideas to implement.

1) When picking classroom decor or posters be sure to represent diversity

2) If you have a classroom library, be sure that diversity is represented in the books.

3) Include labels and directions in other languages if needed.

4) Include ethnic diversity in play such as diverse cooking utensils, dolls, etc.

5) Use inclusive language in the classroom