Professional Documents
Culture Documents
Differentiated Instruction (DI) has developed a long list of definitions and ideas
for implementation over the many years that it has existed. The table below illustrates
some of the major differences between DI before and after the reauthorization of IDEA
or in educational environments where student abilities in foundational literacy and
numeracy are not preventing him/her from successfully engaging in learning.
THEN… NOW…
Initiated by individual teacher or small group of Initiated building/district-wide. Includes every
teacher colleagues. facet of educational environment. Fidelity of
implementation is guaranteed.
Objective of DI determined by individual teacher Objective of DI focuses on foundational skills of
ability, talent, or desire. reading, math and behavior as determined by
research and best practice.
Randomly assessed for success. Rate of learner Highly organized systems of formative
improvement a unique consideration. assessments to assure student growth is occurring
in a timely manner.
Formative assessment data indicating rate of
Work rewarded with smiley faces. student growth is collected, analyzed, shared with
home and used to guide further instruction.
All students expected to arrive in the classroom Good First Teaching districts now anticipate and
able and willing to successfully learn in a plan for the various learner needs that will walk
traditionally imagined classroom. Those who were through their doors. Lesson planning, classroom
not were sent to others, frequently non- schedules and Child Study team discussions are all
professionals, for help. based on evidence from formative assessment
data. Support staff frequently pushes in to assist
instead of pulling students out.
The Gift of Time theory was acceptable. “Don’t Time is of the essence. Research bears out a
worry, he/she will catch on next year.” strong correlation between reading on grade level
in Third Grade and future academic success.