Running Head: DIFFERENTIATED INSTRUCTION PAPER

Differentiated Instruction Paper

Loredana Perrone
MAT 674: Differentiated Instruction
Professor Connie Wallace
National University
August 6, 2015

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Abstract
This paper will focus on the six principles of differentiation
located on page 4 of Best Practices Differentiated Instruction by Linda
D. Ventriglia, Ph. D. I will reflect on these 6 principals then rank them
with explanation. Finally, I will take the principle that I ranked as
number one and explain how I will use it in a standards-based content
lesson in my Spanish class.

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Differentiated instruction is defined by Diane Ravitch as a form

of instruction that seeks to maximize each students growth by
recognizing that students have different ways of learning, different
interests, and different ways of responding to instruction. In practice it
involves offering several different learning experiences in response to
students varied needs. (ASCD). Carol Ann Tomlinson goes a bit
further and explains that In differentiated classrooms, teachers begin
where students are, not the front of a curriculum guide. They accept
and build upon premise that learners differ in important ways[and
that] teachers must be ready to engage students in instruction through
different learning modalities, by appealing to differing interests, and by
using varied rates of instruction along with varied degrees of
complexity (1999, p. 2).
Differentiated instruction has six main principles, which it is
based on. 1: Differentiated instruction is a blend of whole group small
flexible groups and individualized instruction, 2: Differentiated
instruction gives all students access to the core curriculum and to
grade level content standards, 3: Differentiated instruction
acknowledges students diverse learning styles and provides multiple
modality learning opportunities, 4: Differentiated instruction focuses
on the quality of instruction, rather than the quantity of assignments,
5: Differentiated instruction addresses the three curricular elements of
Teach, Practice, and Apply, 6: Differentiated instruction is tied to

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assessment and target teaching (Ventriglia, 2013, p. 4). With each

teachers personal teaching philosophy, and beliefs about education,
these 6 principles can and will be ranked differently. The following
paragraphs will tell and explain my ranking of these principles from the
most important (1st) to the least important (6th).
The principle that I would rank as 6th is Differentiated
instruction is tied to assessment and target teaching. Although I belief
that assessments are an important part of differentiation, as a teacher
I must be able to teach my students. If I am unable to teach my
students then the assessments will not do me any good except tell me
that I am not doing my job. The other principles must first be met and
understood in order for assessments to have actual meaning not only
to me as a teacher, but to my students, their parents/guardians, the
school, the district, and even the state. The only time that assessments
would be ranked higher on my list is when they are pre-assessments at
the beginning of the year, when I would need to know how my
students learn, and what level they are at, however if I cannot use that
information correctly and effectively to differentiate, it is still a tool
gone without good use.
The principle that ranked 5th is Differentiated instruction
focuses on the quality of instruction, rather than the quantity or
assignments. While I believe quality is always superior to quantity
when it comes to assignments, the main focus for me in regards to

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differentiation is how the material is taught and not so much focus on

assignments. Although assignments are a way of students showing
how much they have learned, part of differentiation is knowing that not
all students do good on homework, and we must know that there are
other methods, besides assignments, that students can show what
they have learned. Keeping this in mind, I know that on assignments I
will be looking for quantity. It is better for me as a teacher to go into
depth on a smaller amount of topics, than just giving my students a
shallow understanding of a plethora of topics. I feel like the more in
depth I teach, the more knowledgeable my students will be and have a
deeper understanding, compared to only knowing a little bit about
everything.
The 4th principle for me Differentiated instruction is a blend of
whole group, small flexible groups and individualized instruction.
Ventriglia states that they key is that groups need ot be flexible.
Students are continually grouped and regrouped to target their
readiness levels (2013, p. 5). Being able to group students will work
magic in anyones classroom, and will allow students to learn and
preform at their maximum potential. However, while grouping students
is an important part of differentiation, before students are grouped I
believe there are other essentials, therefore this principle ranked 4th on
my list.

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The top 3rd principle is that Differentiated instruction addresses
the three curricular elements of Teach, Practice, and Apply. This
concept is separated into: Teach [the content]what students learn
through direct instruction, Practice [as the process]how students
master skills and concepts through practice opportunities, and Apply
[as the end product]how students demonstrate and apply what they
have learned by recreating and transforming knowledge (Ventriglia,
2013, p. 12). This element, to me, encompasses all aspects of
differentiated instruction, however, before all of these points are
adequately met, there are other steps to do. This is why it ranked on
my top 3.
The second most important principle is that Differentiated
instruction gives all students access to the core curriculum and to
grade level content standards. This to me is an important aspect of
education in general. All students have the right to equal access to
education and materials, even if it is through various methods and
learning opportunities. This right of students allows them to be
exposed to what they should and need to know. As teachers, if any of
this is missing in a students life then it is our duty to make sure they
achieve these goals in order to be successful. Just because students
are different, whether it be because of learning disabilities, socioeconomic status, location of school, etc. they all must be given access
to what they should be learning.

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The principle that ranked first on my list is Differentiated

instruction acknowledges students diverse learning styles and
provides multiple modality learning opportunities. This to me is the
very first step in differentiating. We must know that not all students are
the same. Education is no longer one size fits all. Differentiated
classroom instruction adheres to the premise that not all students learn
in the same way (Ventriglia, 2013, p. 10). Multiple studies and science
has proved that just as all students are individuals, they have their own
way of learning as well. We must not only understand this, but
understand how our students learn. The teacher in the differentiated
classroom understand that students process information and use their
creativity in different ways. She or he is aware that students learning
is affected by the match between their learning styles and how
standard-based content is presented (Ventriglia, 2013, p. 10).
Differentiated instruction in itself is a science that as teachers, we
must master for each individual student in order for us to be the best
teachers we can be, which in the end will make our students work to
the best of their abilities and be successful in their education.
One way I would use my first ranked principle would be in a
standards-based content lesson that addressed Content standard 1.1a:
students address discrete elements of daily life, including: Greetings
and introduction (California Department of Education, 2010, p. 1).
Once I taught my students what introductions are, how and when to

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use them, and basic introduction language in Spanish, I would have my

students introduce themselves to the class. The first ranked principle
on my list is based on a premise that, in my opinion, is based on the
fact that each student is an individual with distinct needs. Having
students introduce themselves allows me to get to know them, which
in turn allows me to understand what their strengths and weaknesses
are, and what they need additional support it. It will also allow me to
know what kind of learner they are and how to have them better learn
the content. Additionally this will also expose my students to the
diversity in my classroom, and they too will learn that each person is
individual and has strengths and weaknesses. This will contribute to
my students supporting each other and will prevent there to be
discrimination in my class because one student is struggling with
something or another.

References:

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ASCD. Differentiated Instruction. Retrieved on August 6, 2015 from

http://www.ascd.org/research-a-topic/differentiated-instructionresources.aspx
California Department of Education. 2010. World Language Content
Standards for California Public School: Kindergarten Through
Grade Twelve. Retrieved on August 6, 2015 from
http://www.cde.ca.gov/be/st/ss/documents/worldlanguage2009.p
df. Sacramento, CA. California Department of Education.
Tomlinson, Carol A. 1999. The Differentiated Classroom: Responding to
the Needs of All Learners. Danvers, MA. ASCD.
Ventriglia, Linda D. 2013. Best Practices Differentiated Instruction: The
Rule of Foot Applying The Common Core State Standards. 8th Ed.
United States. Younglight Educate.