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T(rue)or F(alse)?Why or Why not?HDYKT?1. Differentiation isindividualized instruction?FalseIn the articlesdiscussingDifferentiation, theexamples given arenot ONLY for individualizedinstruction if needed but for long termclassroominstruction andstrategies as well,meaning that it isnot solelyindividualized.By using the phrase “

All students use thepreviously…” Tomlinson, in his article Mappinga Route to DI, illustrates that Differentiation isnot a strategy for individualized instruction.

2. Differentiatedinstruction means havinghigh expectations for allstudents.TrueThis is true because the pointof differentiatedinstruction is toappeal to studentsof different skilllevels and differentways of learning inorder to be surethat each student is pushed to learn totheir full potential.I know this from reading Mapping a Route to DI byTomlinson. This is stated by the quote “

Theteacher’s goal is for each student to increasehis or her skill level in each area.”

And also from the Myths and Realities article, also byTomlinson which says “

Differentiation lowers expectations for students. It mollycoddles them and protectsthem from the realities of later life experiences.”

3. In differentiatedinstruction, students arealways groupedhomogenously (based onreadiness).FalseIt is not always beneficial for astruggling studentto be paired or grouped with other students who arestruggling. Also,Differentiatedinstruction can beused for an entireclass rather then breaking the classinto groups, so thisstatement is notvalid.There is a method of teaching where a student of ahigher ability level is paired with a student of lower ability level in Differentiated instruction activities,which I learned in EDU 250.

4. Differentiatedassignments should beoffered at all times.TrueDifferentiatedInstruction doesnot necessarilymean offeringmultiple ways of doing the sameassignment, butmultips lessons indifferentiatedmediums on thesame topic, for instance a withinthe same unit.There shouldalways be varietywithin a unit tokeep studentsattention.I know this because it is common knowledge thatdoing the same thing the same way becomes boring.In Tomlinson’s article she says “

Successfulteaching requires two elements: studentunderstanding and student engagement. Inotherwords, students must really understand, ormake sense of, what they have studied. Theyshould also feelengaged in or “hooked by” the ways that theyhave learned.”

5. Differentiation meansassigning more work tosome students and less toothers.FalseDifferentiation issupposed to eventhe academic fieldfor students, not put more work onsome and take theexpectations off of others.In all of the articles and examples provided for homework there is talk about adjusting lessons, butnot about adjusting amounts of work per individualstudents. It is still important that students hand inwork so they can be assessed.6. A differentiatedclassroom provides choice.TrueThe whole point of differentiatinginstruction is toconsider studentswho can not learnfrom conventionallecturing, sohaving choices tohelp studentschoose how theylearn best is ideal.In the article on DI from the Access center providedon Angel they state that through differentiatedinstruction, students can show their understanding of learning in different ways (ie: one student can exhibitunderstanding of something read in class with adiagram, another student could write a summary.)7. A learning contract isused with students whohave behavior problems.FalseLearning contractsare contractsconcerning studentwork andassessment.As stated on the learning contracts over view onAngel “

Learning contracts are

agreements

between a teacher (orteaching team) and a learner (or occasionally agroup of learners). They normally concern issues of assessment, andprovide a useful mechanism for reassuring bothparties aboutwhether a planned piece of work will meet the