DIFFERENTIATED

INSTRUCTION
AN OVERVIEW

Students are different

regarding..

Prior
knowledgeExperiences

Personality

Readiness

Cultural
Background

Gender

Preferences

Interests

Differentiation

Ensures equal access to learning

content

Why is it important?

Fosters strong connections between

teacher, learner and content

Relieves conflict in the learning

environment
Fosters independent, life-long

learning
Builds on students skills, strengths

and interests.
Increases motivation and

participation.

Boosts self-confidence and feelings

of self-worth.
Promotes flexibility through choices

http://www.diffcentral
.com/what-is-different
iated-instruction.html
http://bcove.me/0r9e
oeua
https://www.teachingch
annel.org/videos/diffe
rentiating-instruction
http://bcove.me/7qgzg
87l
http://www.edutopia.or
g/stw-differentiated-i
nstruction-learning-st
yles-video
http://www.youtube.
com/watch?v=PTWXt1S

Content-what to teach (skills,

knowledge) and the means
used to achieve learning goals

Framework-Basic Components to address

Clear, well-defined (goals and objectives shared
and assessed)
curricul Learner-centered (student needs, readiness,
learning profile)
um
Consistent with National/regional standards
curricul Goal-oriented (short-term, long-term goals)

um

Knowledgeable master the content before preassessing/planning/implementing

Teacher Effective Decision-maker What to teach,
when, how to do/ assess/reflect upon

Process - How to teach

Framework-Basic Components to address

activities

Teachinglearning
strategie
s

ProcessMaking
choices
on:

Learning
environme
nt

Assessme
nt

materials

Activities and Strategies

Activities

Tiered using various

levels of difficulty to
address the same
content
Scaffold working a
step further of what a
learner can do alone
(Zone of Proximal
Development)
Varied (Multi-sensory,
Task-based, Motivating)

Strategies

Flexible grouping ( readiness, interests,

learning preference, randomly)

Cooperative learning strategies

Setting classroom routines and

classroom contracts
Multi-leveled activities (texts, questions)

Choice Boards

Web quests

Direct Instruction

Modified Assessment Methods

Re-teaching, Reviewing, Paraphrasing,
Rephrasing, Retelling key concept ideas.

Chunking instruction into shorter

segments or Expanding assignments over
longer periods (Variable pacing)

Extending wait time for written/oral

responses

Flexible grouping varied and flexible grouping

arrangement

Plen
ary,
sma
ll
grou
p,
dya
ds,
inde
pen
dent
wor
k

Students work with a variety of peers

either as instructed by the teacher or by
their own choice.
The teacher can adopt different roles in
the process (guide, monitor, supervisor,
facilitator, mediator).
Groups can be formed by standards of
Readiness, Interests, Learning
preference or randomly.
Different techniques can be applied to group
students and manage the process.
http://www.learner.org/workshops/readingk2/s
ession6/byw1.html

List of Activities to make key content

accessible and meaningful

Visual Representations ( Graphs, Charts, Mind maps)

Role plays
Participating in Group Discussions
Drawing
Reading or creating Comic strips
Participating in Drama activities
Producing Journal entries
Pointing to pictures, objects
Describing characters, scenes, objects
Summarizing
Providing Examples
Engaging in Hands-on Activities (use of manipulatives)
Making Speeches
Engaging in Peer Interviews
Filling in Questionnaires
Conducting Brainstorming activities
Previewing (text, video)
Video viewing activities (video casts )
Engaging in Individual reading/ Team reading Sessions
Responding to Open, multiple choice, True/False, Yes/ no Questions
Writing Learning logs
Making Use of word banks
Doing Follow-up activities
( Enrichment and reflection)
Reviewing
Expressing emotions and feelings
Sharing opinions, products, information, materials
Thinkdots
Tic-tac-toes
Cubing

List of materials to engage students and

illustrate content
Different types of Dictionaries (Picture Dictionaries, Bilingual,
Monolingual, Thesaurus et al)
Videos with or without subtitles, transcripts
Picture files
Flashcards
Realia (Newspapers, magazines, objects)
Works of Art/ Graffiti
Encyclopedias
Screen projectors
Video Games
Crossword puzzles
Listening material
An infinite number of digital products like infographs and word clouds.
Audio Recordings
Poems
Fiction
Songs
Rhymes
Plays
Fairy tales
Comic Strips
Story Books

M
A
T
E
R
I
A
L
s

Student Product-what students Know,

Understand, are able to Do

Learning
Preferenc
es

Readiness
levels

Interests

Student
Productvaried,
multimo
dal

Assessment On-going, tightly linked to

instruction
Formative Assessment : A
roadmap to effective instruction

Continual, accurate
Varied
Explorative
Precious feedback
provider to all
stakeholders
Guide to next steps or
actions to be taken
Encourages reflection
and dialogue
http://youtu.be/gFXbuE-21I4

Summative Assessment

Formal

Standardized
Focused on outcomes
and end products
Takes place at the
end of a unit, term or
school year
Certifies and rates
according to
achievement
outcomes

Types of Assessment
Preassessmen
t and
Formative/
Summativ
e
Assessmen
t types to
learn
about
student
mastery of
content,
readiness
level,
backgroun
d and
interests.

Initial skills assessment

End-of- year exams
Mid-term exams
Informal Tests
Diagnostic tests/Placement tests
Individual student performance notebooks
Portfolios
Questionnaires
Student surveys
Writing samples
Oral participation in various activities ( e.g. Classroom
Discussion)
Responses to various types of input information
Learning style inventories
Teacher/ peer Observation
Checklists
Self-assessment/ Group Assessment docs
Student created products
Student reflection (learning journal entries, Exit slips
Technology tools to assess levels of retention and foster
engagement and expansion of content

Learning Environment in a Differentiating

Class

T
S

Physical arrangement of the classroom

Learning stations
Materials/tools available
Level of noise
Atmosphere, Classroom climate
Associations with community or state bodies,
educational institutions, experts, agents.
Mentor support
Classroom Aides
Student Services
Peer Support Systems
Available Resources
Use of technology to enhance enrichment of
information, creativity and collaboration (social media,
professional networks, technology co-coordinators)
TEACHER-STUDENTS

Affect- the key to effective learning

HOW
STUDENTS
PERCEIVE
THEMSELVE
S, THEIR
PERFORMA
NCE, THEIR
CLASSROO
M, THEIR
LEARNING
AS A
WHOLE

Engagement of senses and

emotions in the learning process.
The Learning environment is a
crucial factor either in hindering
or promoting learning.
Provides all interested parts with a
sense of community and selfworth.
Changes in value systems (beliefs,
ideas, attitudes) pace with
changes in the cognitive domain.

The teacher in the differentiating

process

Asks crucial questions before setting off with the

process
1.
Who am I teaching? Who are my students?
2.
What do they need to learn and be able to do? What is
the key content about? How much is there to know about
the main concept/s of the lesson?
3.
How are they going to achieve these goals?
4.
What resources and tools shall I need to facilitate and
expand learning?
5.
How will I know the choices made have worked?
Believes that all children can learn.

Learning outcomes
Any knowledge, skill or attitude the
student exhibits at the end of a learning
experience
Assessment

Conclusi
ons

Change
Action

Conclusion

Differentiating instruction alone will not

automatically improve student performance.
Tomlinson (2000) points out that efforts to
differentiate are most successful when they
are combined with the use of a high-quality
curriculum, research-based
instructional strategies, well-designed
activities that address the needs and
interests of students, active learning, and
student satisfaction with the lesson.
http://www.education.com/reference/article
/Ref_Teacher_s_Guide/?page=3
Retrieved on 28/8/13

Quotes to think about

"If a doctor, lawyer, or dentist had 40 people in his
office at one time, all of whom had different needs,
and some of whom didn't want to be there and were
causing trouble, and the doctor, lawyer, or dentist,
without assistance, had to treat them all with
professional excellence for nine months, then he
might have some conception of the classroom
teacher's job."
Tell me
and IQuinn
forget, (commercial
teach me and
I may
Donald
artist
and
remember, involve me and I learn.
cartoonist)
Benjamin Franklin

Resources and Credits

http://minnetesol.org/journal/vol25_html_pages/17_Dahlman.htm Classroom strategies and tools for
Differentiating Instruction in the ESL Classroom
http://www.eduplace.com/science/profdev/articles/valentino.html Flexible Grouping
http://irvington.k12.nj.us/depts/sdv/post_sub/12-13_Diff_Instr_Handbook.pdf
Differentiated
Instruction - How to Ensure Success for All Students
http://www.ericdigests.org/2001-2/elementary.html Differentiation of Instruction in the
Elementary Grades-Carol Ann Tomlinson
http://www.edutopia.org/stw-differentiated-instruction-replication-tips Professinal
development tools
http://www.google.gr/url?sa=t&rct=j&q=&esrc=s&source=web&cd=9&ved=0CH0QFjAI&url=ht
tp%3A%2F%2Feducation.alberta.ca%2Fapps%2Faisi%2Fliterature%2Fpdfs%2FFinal_Differen
tiated_Instruction.pdf&ei=XV8kUr7dAqjR7Abt2oDADw&usg=AFQjCNF0ixuedDVIF3ItUSC0KgBWD
oQyUw&sig2
Differentiated Instruction: A Research Brief for Practitioners
http://en.wikipedia.org/wiki/Differentiated_instruction Article on Wikipedia
http://daretodifferentiate.wikispaces.com/Professional+Development+Tools Professional
Development Tools on Differentiation including valuable videos.
http://daretodifferentiate.wikispaces.com/Choice+Boards Choice boards
http://daretodifferentiate.wikispaces.com/Flexible+Grouping Flexible Grouping
http://www.montgomeryschoolsmd.org/info/baldrige/staff/qualitytools.shtmQuality tools for building a
positive classroom climate
http://www.scholastic.com/teachers/article/8-lessons-learned-differentiating-instruction 8
Lessons Learned on Differentiating Instruction
http://cainc.com/professional-development/topics/DiffInstruction/index.htm Differentiated
instruction: success for every student
http://daretodifferentiate.wikispaces.com/Planning+for+and+Managing+Differentiation
Planning for and managing Differentiation
http://www.nldontario.org/articles/DifferentiatedClassroom.html
Key Principles of a

Resources and Credits

(cont)

http://www.bsu.edu/gate/Instruction/criticalquestions.htm Critical Questions about Tiered

Lessons

http://challengebychoice.wordpress.com/tiered-instruction-and-assessment/
Tiered Instruction andAssessment Tiered Instruction andAssessment

http://sped.lausd.net/sepg2s/pd/schwideintegration/diffinstruction/toolboxes/toolboxmod2.pdf
Steps to provide differentiated instruction

http://irvington.k12.nj.us/depts/sdv/post_sub/12-13_Diff_Instr_Handbook.pdf

Differentiated Instruction - How to Ensure Success for All Students

http://www.teachingenglish.org.uk/sites/teacheng/files/C607%20Information%20and%20Communication
_WEB%20ONLY_FINAL.pdf

Innovations in learning technologies for English language teaching

http://conservancy.umn.edu/bitstream/109954/1/A_Dahlman_P_Hoffman_S_Brauhn.pdf
Classroom strategies and tools for differentiated instruction in the Esl classroom
http://www.wida.us/ World class instructional design and assessment

http://www.eqa.edu.au/site/framingthought.html Framing thought. Literacy and Thinking

http://www.scholastic.com/teachers/classroom-solutions/2010/11/using-context-clues-create-i
ndependent-readers
Predictograms Improve Reading Comprehension

http://www.learner.org/workshops/readingk2/session6/byw1.html Differentiating Instruction:

Before You Watch

http://www.diffcentral.com/ Ann Tomlinsons website

http://www.diffcentral.com/what-is-differentiated-instruction.html video illustrating the

meaning of differentiation.

http://www.education.com/reference/article/Ref_Teacher_s_Guide/ A Teacher's Guide to

Differentiating Instruction