How to differentiate instruction
Noor AliEDU-610
University of New England
Why do we need to differentiate instruction?
All students learn differently, have diverse interests, and are on varying levels.
One size does NOT fit all.
Multiple Intelligences
The Guiding Principle
“Remembering that we cannot reach the mind we do not engage ought to be a daily compass for educational planning” (Tomlinson, 2001, p.9).
Individualized instruction
Chaotic
Based on homogeneous grouping
Common Misconceptions
Proactive
Qualitative (not quantitative)
Rooted in assessment
Multiple approaches to content, process, & product
Student centered
Blend of whole-class, group, and individual instruction
Organic
Clearing up Misconceptions
Differentiated instruction benefits students on the entire learning spectrum.
ADVANCED LEARNERSMay become mentally lazy.
May become “hooked” on success.
May become perfectionists.
May fail to develop coping skills.
May not develop self-efficacy.
STRUGGLING LEARNERS
Look for positives.
Go for powerful learning.
Teach up.
Be relevant.
Use many avenues for learning.
Use what works.
See with the eyes of love.
Differentiated instruction benefits students on the entire learning spectrum.
Creating a classroom that is conducive to learning.
An effective classroom is
Gathering students at the beginning of the year to build a classroom community that is ‘theirs’ is essential.
Welcoming
Respectful
Safe
Fair
Collaborative
Geared for growth
Knowing the Learner
GATHER INFORMATION ABOUT STUDENTS’
Learning preferences
Emotions
Knowledge base
Work preferences
Cultural background
Key Management Strategies
Begin at a comfortable pace
Establish routines and
procedures
Model groups and seating
options
Have a “home base”
Minimize noise
Minimize stray movement
Key Management Strategies
Promote on-task behavior
What does the early finisher do?
Teach working for quality
Engage students, parents, and
colleagues
Most importantly, JUST BEGIN
“In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process, and product in anticipation of and response to student differences in readiness, interest, and learning needs” (Tomlinson, 2001, p. 7).
Identifying Readiness
MOVING STUDENTS FROMConcrete to Abstract
Simple to Complex
Structured to Open-Ended
Dependence to Independence
Singular to Multi-faceted
Identifying InterestStudents that are interested and make a choice about what they want to learn are more engaged in learning.
Keep instruction interest-based
Real life application
Group investigations
Literature circles
Sidebar studies
I searches
Jigsaw
Identifying Learning Profile
Four factors to determine your students’ learning profile
Group Orientation
Cognitive Style
Learning Environment
Intelligence Preference
Content•Concept-Based Teaching•Varied Materials•Varied Support System•Minilessons
Process•Varied methods for instruction •Varied methods for learning•Varied methods to exploration
Product •Creating High-quality product assignments•Varied levels of expertise and learning
Differentiating Instruction means
Expanding our potential as teachers to reach out to all students, thereby providing them a range of possibilities with what they learn, how they learn, and what they produce at the end.
Consider using these instructional models.Curriculum Compacting Model- used when a student knows upcoming material
Contract Model- an agreement between teacher & student
Project-Based Model- allows for expanded exploration
Problem-Based Model- applicable to real life scenarios
Create a vibrant learning environment with all these instructional strategies
CubingChoice BoardsTic Tac ToeCenters LabsJigsawComputer Programs
Using Technology to enable students
Create WebQuestsLink students to appropriate software,
websites etc.Making use of Accelerated Math and
differentiating the math libraryDigital Editions to link to curriculumEnabling students to use technologyInteractive videosAudio Library
Differentiating Assessment
“Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” ― Albert Einstein
Revising AssessmentConduct diagnostics
Assessment is part of ongoing instruction
Teach students to self-assess and correct
Frequent conferencing
Differentiated level of assessment
ReferencesChapman, C., & King, R. (2005). Differentiated assessment
strategies: One tool doesn’t fit all. Thousand Oaks,
California: Corwin Press Inc.
Tomlinson, C.(1999). The differentiated classroom:
Responding to the needs of all learners. Alexandria, VA:
ASCD.
Tomlinson, C. (2001). How to differentiate instruction in
mixed-ability classrooms (2nd ed.). Alexandria, VA: ASCD.