Differentiated Instruction. Tracy Quattrone Hamilton County Educational Service Center January 2008. Differentiated Instruction. Responding to All Students’ Needs. Programming for Talent Development: “Levels of Service”.
Hamilton County Educational Service Center
Responding to All Students’ Needs
“Levels of Service”
I: Services for ALL students in the classroom, building, district – General Differentiation
(Ohio Content Standards, Thinking Skills, Learning Styles, Group Projects…)
II: Service for MANY students – General Differentiation
(projects and groupings based on interest and emerging talents, activities and groupings targeting readiness, advanced classes…)
III. SOME students-need alternative opportunities – Systematic Differentiation based on learner need
(ELO Resource Room and Math for a Grade options…)
IV: A FEW students- benefit from services that are highly individualized
(Activities planned through careful, detailed assessment of student’s unique characteristics, acceleration, self-contained classes)
(Grade and/or subject Acceleration…)
Adapted from Center for Creative Learning 1997
From works by
Carol Ann Tomlinson
Is a teacher’s response to learners’ needs
Guided by general principles of differentiation
Teachers can differentiate
According to Student’s
Through a range of instructional and management strategies
As a parent you may notice that thoughtful Differentiation can be delivered through instructional and management strategies such as:
Classroom Community and Environment
Justify which setting best furthers the plot or theme in a critical essay.
Devise alternative settings and describe how they might affect the plot or ending. (essay, drama, or chart)
Compare and contrast the impact of point of view on character development in first and in third person stories.
Share your findings in an essay or chart.Reading Assignment Tiered by ChallengeExamine the dimensions of setting, character, plot, mood/tone/point of view, theme.
Anchor can Activitiesare ongoing assignments that students can work on independently throughout a unit, a grading period or longer.
Technology Programs and Exploration
in the Classroom Community
“Not that everyone gets the same, rather,
everyone gets what he/she needs.”
“In order to be fair, we must
treat them differently.”
Understands that implementation is a multi-year approach and has many implementation facets.
Provides consistency of direction and sustainability of action over a long period of time.
Focuses on classroom practices that are responsive.
Connects to current initiatives and compliments professional learning.
Assesses, meets and trains teachers where they feel comfortable (zone of proximal development).
Sparks the interest and excitement of stakeholders.
(Leadership for Differentiating Schools and Classrooms)
Varied Instruction Based on Student Need
High Quality Curriculum
Teachers as leaders
On Going Assessment
Collaboration and Sharing of Ideas, Resources and Materials