Teachers who love to lecture do too much of it; teachers who resist it do too little.

Teachers who love ambiguity make discussions needlessly confusing. Teachers who are linear and task-oriented often intervene too much in a seminar and cut off fruitful inquiry. Teachers who love to coach sometimes do too many drills and overlook transfer. Teachers who love

the big picture often do a poor job of developing core

skills and competence.

DIFFERENTIATING INSTRUCTION MEANS CHANGING THE PACE, LEVEL OR KIND OF INSTRUCTION YOU PROVIDE IN RESPONSE TO INDIVIDUAL LEARNERS NEEDS, STYLES, OR INTEREST.

Rigorous

Flexible & Varied Complex

Relevant

THE TEACHERS ROLE

Provide differentiated learning opportunities Organize students for learning Use time flexibly

GARDNERS MULTIPLE INTELLIGENCES

Verbal/ Spatial

Intrapersonal

Logical / Mathematical
Naturalist

Interpersonal
Existential Bodily/ Kinesthetic

Musical

THE TEACHERS ROLE

Provide and prescribe differentiated learning opportunities Organize students for learning Use time flexibly

Preferences

Circle all that you would prefer to do

Highlight all that you would like to avoid

THE TEACHERS ROLE

Provide and prescribe differentiated learning opportunities Organize students for learning Use time flexibly

GROUPING
Flexible

Ability/ Aptitude
Cooperative

CHOICES

Project Menus
- label activities Evens ( analyze, evaluate, create) Odds ( recall, understand, apply)

Spin-offs - related to unit - student interest

DIFFERENTIATING INSTRUCTION MEANS CHANGING THE PACE, LEVEL OR KIND OF INSTRUCTION YOU PROVIDE IN RESPONSE TO INDIVIDUAL LEARNERS NEEDS, STYLES, OR INTEREST.

Rigorous

Flexible & Varied Complex

Relevant

Last pole about differentiation

REFERENCE
Differentiating Instruction in the Regular Classroom By Diane Heacox Differentiation By Rick Wormeli

Integrating Differentiated Instruction + Understanding by Design

By Carol Ann Tomlinson & Jay McTighe