differentiated instruction n.
Skip this Video
Loading SlideShow in 5 Seconds..
Differentiated Instruction PowerPoint Presentation
Download Presentation
Differentiated Instruction

Loading in 2 Seconds...

play fullscreen
1 / 25

Differentiated Instruction - PowerPoint PPT Presentation

  • Uploaded on

Differentiated Instruction. The Basic Steps Towards Differentiating. Super Sleuth. Directions: Walk around the room and find someone to respond to the questions on your Super Sleuth paper. After a verbal answer the person will initial the square. Rules:

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'Differentiated Instruction' - tyrone

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
differentiated instruction

Differentiated Instruction

The Basic Steps Towards


super sleuth
Super Sleuth

Directions: Walk around the room and find someone to respond to the questions on your Super Sleuth paper. After a verbal answer the person will initial the square.


  • A person can only answer and initial one square.
  • The goals are to activate prior knowledge and to meet new people with new ideas.
let s define differentiated instruction
Let’s Define Differentiated Instruction

Differentiating instruction is doing what’s fair for students. It means creating multiple paths so that students of different abilities, interests, or learning needs experience equally appropriate ways to learn.

the rationale for differentiated instruction
The Rationale for Differentiated Instruction

Different levels

of readiness

Different Interests

the rationale for differentiated instruction1
The Rationale for Differentiated Instruction

Different Ability Levels

Different Cognitive Needs

teachers can differentiate according to
Teachers can differentiate according to ….

The content

The process

The product

differentiating content
Differentiating Content
  • Resource materials at varying readability levels
  • Audio and video recordings
  • Highlighted vocabulary
  • Charts and models
  • Interest centers
  • Varied manipulatives and resources
  • Peer and adult mentors
differentiating process making sense and meaning of content
Differentiating Process (making sense and meaning of content)
  • Use leveled or tiered activities
  • Interest centers
  • Hands-on materials
  • Vary pacing according to readiness
  • Allow for working alone, in partners, triads, and small groups
  • Allow choice in strategies for processing and for expressing results of processing
differentiating products showing what is know and able to be done
Differentiating Products(showing what is know and able to be done)
  • Tiered product choices
  • Model, use and encourage student use of technology within products and presentations
  • Provide product choices that range in choices from all multiple intelligences, options for gender, culture, and race
  • Use related arts teachers to help with student products
strategies to make differentiation work
Strategies to Make Differentiation Work
  • Tiered Instruction

Changing the level of complexity or required readiness of a task or unit of study in order to meet the developmental needs of the students involved.

what can be tiered
Processes, content and products



Learning stations


Writing prompts

Anchor activities


What Can Be Tiered?
what can we adjust
What Can We Adjust?
  • Level of complexity
  • Amount of structure
  • Pacing
  • Materials
  • Concrete to abstract
  • Options based on student interests
  • Options based on learning styles
tiering instruction
Tiering Instruction
  • Identify the standards, concepts, or generalizations you want the students to learn.
  • Decide if students have the background necessary to be successful with the lesson.
  • Assess the students’ readiness, interests, and learning profiles.
tiering instructions
Tiering Instructions
  • Create an activity or project that is clearly focused on the standard, concept or generalization of the lesson.
  • Adjust the activity to provide different levels or tiers of difficulty that will lead all students to an understanding.
  • Develop an assessment component for the lesson. Remember, it is on-going!
strategies to make differentiation work1
Strategies to Make Differentiation Work
  • Anchoring Activities

These are activities that a student may do at any time when they have completed their present assignment or when the teacher is busy with other students. They may relate to specific needs or enrichment opportunities, including problems to solve or journals to write. They could also be part of a long term project.

strategies to make differentiation work2
Strategies to Make Differentiation Work
  • Flexible Grouping

This allows students to be appropriately challenged and avoids labeling a student’s readiness as a static state. It is important to permit movement between groups because interest changes as we move from one subject to another

ebb and flow of experiences tomlinson
Ebb and Flow of Experiences(Tomlinson)

Back and forth over time or course of unit

Individual Small Group Whole Group Small Group Individual

flexible grouping

-Clusters students of similar abilities, level, learning style, or interest.

-Usually based on some type of pre-assessment

Heterogeneous Groups

-Different abilities, levels or interest

- Good for promoting creative thinking.

Individualized or

Independent Study

-Self paced learning

-Teaches time management and responsibility

-Good for remediation or extensions

Whole Class

-Efficient way to present new content

-Use for initial instruction

Flexible Grouping
strategies to make differentiation work3
Strategies to Make Differentiation Work
  • Compacting Curriculum

Compacting the curriculum means assessing a student’s knowledge and skills, and providing alternative activities for the student who has already mastered curriculum content. This can be achieved by pre-testing basic concepts or using performance assessment methods. Students demonstrating they do not require instruction move on to tiered problem solving activities while others receive instruction.

what differentiation is
Student Centered

Best practices

Different approaches

3 or 4 different activities

Multiple approaches to content, process, and product

A way of thinking and planning

Flexible grouping

What Differentiation Is …
what differentiation isn t
One Thing

A Program

The Goal

Hard questions for some and easy for others

35 different plans for one classroom

A chaotic classroom

Just homogenous grouping

What Differentiation Isn’t
in summary
In Summary…..

What is fair isn’t always equal…


Differentiation gets us away from “one size fits all” approach to curriculum and instruction that doesn’t fit anyone


Campbell, Bruce. The Multiple Intelligences Handbook: Lesson Plans and More. Stanwood, WA. 1996.

Daniels, Harvey and Bizar. (2005). Teaching The Best Practice Way:

Methods that Matter, K-12. Portland, Maine: Stenhouse Publishers.

Gregory, Gayle. Differentiated Instructional Strategies in Practice. Thousand Oaks, CA. 2003.

Tomlinson, Carol Ann. The Differentiated Classroom. Alexandria, VA: ASCD. 1995.

Wormeli, Rick. Fair Isn’t Always Equal: Assessment and Grading in the Differentiated Classroom, Stenhouse Publishers, 2006.