Differentiated Learning

Prof. Jose A. Fadul, PhDDe La Salle-College of Saint Benilde

Differentiated instruction and assessment (also known as differentiated learning or simply, differentiation) is a framework or philosophy for effective teaching that involves providing different students with different avenues to learning (often in the same classroom) in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in ability.

--Carol Ann Tomlinson, (2001). How to Differentiate Instruction in Mixed-Ability Differentiated

Instructions provides access for all students to the general education curriculum. Classrooms (2 ed.).

Alexandria, VA: Association for Supervision and Curriculum Development. ISBN 0871205122.

Cited 27 times since 2001 (Google Scholar).

Differentiated instruction is not …

Differentiated Instruction is a teacher response to learner needs

Differentiated instruction will not reduce the work of the teacher.

The fact that students differ may be inconvenient, but it is inescapable. Adapting to that diversity is the inevitable price of productivity, high standards, and fairness to kids.

--Theodore Sizer, Brown University

Differentiated classrooms are responsive to student variety in readiness levels, interests and learning profiles. It is a classroom where all students are included and can be successful. To do this a teacher sets different expectations for task completion for students based upon their individual needs.

--Diana Lawrence-Brown (2004). “Differentiated Instruction: Inclusive Strategies For Standards- Based Learning That Benefit The Whole Class”. American Secondary Education 32 (3): 34–62.Cited 125 times since 2004 (Google Scholar).

Differentiated Learning exposes irony

“For a fair selection everybody has to take the same exam:Please climb that tree!” http://blog.4teachers.de/dm4di/files/2010/04/heterogenitaet_tierekletternaufdenbaum1-300x188.gif

Thomas Jefferson on Fairness & Equality:

http://www.goodreads.com/quotes/178043-there-is-nothing-more-unequal-than-the-equal-treatment-of

Differentiated Instruction versus inconsistent instructions

Students vary in culture, socioeconomic status, language, gender, motivation, abilities/disabilities, personal interests and more, and teachers need to be aware of these varieties as they are planning their curriculum. By considering varied learning needs, teachers can develop personalized instruction so that all children in the classroom can learn effectively.

--Carol Ann Tomlinson, (1999). “Mapping a Route Toward a Differentiated Instruction”. Educational

Leadership 57 (1): 12.Cited 141 times (Google Scholar).

A caveat: Differentiated Learning is closely related to other new ideas in education.

http://bitstrips.com/r/2P6

Differentiated Learning uses Tiered Instruction

Differentiated Learning is compatible with many other Learning theories

15

Comparison of Classrooms Traditional• Student differences are masked or acted upon when problematic• Assessment is at the end of learning to see “who got it”• A single definition of excellence exists• Whole-class instruction• Time inflexible• The teacher solves problems• Teacher provides whole-class standards for grading

Differentiated• Student differences are studied as a basis for planning• Ongoing and diagnostic assessments• Excellence is defined by individual growth from the starting point• Many various instructional strategies are used• Flexible time according to student needs• Students help one another to solve problems• Whole-class and individual goals

Source: Tomlinson C. (1999) The Differentiated Classroom; p. 16

How do teachers differentiate?

• Through: content, process, product • According to student’s: readiness, interest, learning profile, etc.

How should we differentiate in CSB? • Start slow, two to three new ideas at a time • Make use of student files, diagnostic test results• Be familiar with students abilities and interest • Know your resources, including social networking sites

and various apps • Organize your classroom • Make student prepare their portfolios • Have clear written directions for all activities• Post agendas for students every meeting • Provide for student interactions

Strategies used by teachers for Differentiated Instruction

• Varying organizers • Literature Circles • Tiered Lessons • Tiered Assignments • Tiered Centers • Interest Centers• Interest Groups• Learning Contracts • Independent Study • Varied Questioning Strategies• Reading Buddies• Varied Homework• Small Group Instruction • Tiered Student Products

Sources: The Differentiated Classroom, Tomlinson,1999; interview with selected CSB teachers

Although much has changed in schools in recent years, the power of differentiated instruction remains the same—and the need for it has only increased. Today’s classroom is more diverse, more inclusive, and more plugged into technology than ever before.

--Carol Ann Tomlinson, (2014). The Differentiated Classroom: responding to the

needs of all learners. 2nd edition. The Association for Supervision and Curriculum

Development (ASCD). ISBN 978-1-4166-1860-7.Cited 1,650 times (Google Scholar)

Thank you!