Professional Documents
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Differentiated Instruction
Differentiated Instruction
Instruction
A Special Note…
Motivators
Personal Readiness
Experiences Levels
Unfortunately, some classroom structures
do not address this student diversity. In
fact…
Most Effective
Effective Instructional Strategies
㻫㼒㼚 㻃㼇 㼒㻃㼜㼒㼘㻃㻃㼖㼘㼆㼆㼈㼖㼖㼉㼘㼏㼏㼜
㼐 㼈㼈㼗㻃㼗㼋㼈㻃㼑㼈㼈㼇 㼖㻃㼒㼉㻃㼗㼋㼈
㼇 㼌㼙㼈㼕㼖㼈㻃㼏㼈㼄㼕㼑㼈㼕㼖㻃㼌㼑㻃㼜㼒㼘㼕
㼆㼏㼄㼖㼖㼕㼒㼒㼐 㻢
㻧㼌㼉㼉㼈㼕㼈㼑㼗㼌㼄㼗㼌㼑㼊
㻬㼑㼖㼗㼕㼘㼆㼗㼌㼒㼑
Differentiated Instruction is…
㻤㻃㼖㼈㼗㻃㼒㼉㻃㼘㼑㼌㼔 㼘㼈㻃㼇 㼈㼆㼌㼖㼌㼒㼑㼖㻃㼗㼋㼄㼗㻃㼗㼋㼈
㼈㼇 㼘㼆㼄㼗㼒㼕㻃㼐 㼄㼎㼈㼖㻃㼗㼒㻃㼅 㼕㼌㼑㼊 㻃㼏㼈㼄㼕㼑㼌㼑㼊
㼚 㼌㼗㼋㼌㼑㻃㼗㼋㼈㻃㼊 㼕㼄㼖㼓 㻃㼒㼉㻃㼄㼏㼏㻃㼖㼗㼘㼇 㼈㼑㼗㼖㻑
㻵㼈㼐 㼈㼐 㼅 㼈㼕㻏 㻃㼗㼋㼌㼖㻃㼌㼑㼆㼏㼘㼇 㼈㼖㻃㼖㼗㼘㼇 㼈㼑㼗㼖
㼚 㼋㼒㻃㼄㼕㼈㻃㼚 㼒㼕㼎㼌㼑㼊 㻃㼒㼑㻃㼊 㼕㼄㼇 㼈㻃㼏㼈㼙㼈㼏㻏
㼅 㼈㼏㼒㼚 㻃㼊 㼕㼄㼇 㼈㻃㼏㼈㼙㼈㼏㻏 㻃㼄㼑㼇 㻃㼉㼒㼕㻃㼗㼋㼒㼖㼈
㼖㼗㼘㼇 㼈㼑㼗㼖㻃㼚 㼒㼕㼎㼌㼑㼊 㻃㼄㼅 㼒㼙㼈㻃㼊 㼕㼄㼇 㼈
㼏㼈㼙㼈㼏㻄
㻬㼗㻃㼌㼖㻃㼄㻃㼗㼋㼒㼘㼊 㼋㼗㼉㼘㼏
㻃㻃㻳㻵㻲㻦㻨㻶㻶㻄
Differentiation is…
㻳㼕㼒㼙㼌㼇 㼌㼑㼊 㻃㼄㼙㼈㼑㼘㼈㼖㻃㼗㼒㻃㼄㼆㼔 㼘㼌㼕㼈
㼆㼒㼑㼗㼈㼑㼗㻏 㻃㼓 㼕㼒㼆㼈㼖㼖㻃㼌㼇 㼈㼄㼖㻃㼄㼑㼇 㻃㼇 㼈㼙㼈㼏㼒㼓
㼓 㼕㼒㼇 㼘㼆㼗㼖
And…
ways to differentiate:
according to students’
Content:
㻺 㼋㼄㼗㻃㼌㼖㻃㼗㼄㼘㼊 㼋㼗
Process:
㻫㼒㼚 㻃㼌㼗㻃㼌㼖㻃㼗㼄㼘㼊 㼋㼗
Product:
㻫㼒㼚 㻃㼏㼈㼄㼕㼑㼌㼑㼊 㻃㼌㼖
㼄㼖㼖㼈㼖㼖㼈㼇
According to students’
Readiness-
㻵㼈㼉㼈㼕㼖㻃㼗㼒㻃㼕㼈㼄㼇 㼌㼑㼈㼖㼖㻃㼉㼒㼕㻃㼄㻃㼊 㼌㼙㼈㼑㻃㼖㼎㼌㼏㼏㻏
㻃㻃㻃㻃㻃㻃㻃㻃㻃㻃㻃㼆㼒㼑㼆㼈㼓 㼗㻏 㻃㼒㼕㻃㼚 㼄㼜㻃㼒㼉㻃㼗㼋㼌㼑㼎㼌㼑㼊 㻑
㻃㻃㻃㻃Interests and Attitudes-
㻫㼄㼙㼈㻃㼗㼒㻃㼇 㼒㻃㼚 㼌㼗㼋㻃㼗㼋㼒㼖㼈㻃㼗㼋㼌㼑㼊 㼖㻃㼗㼋㼄㼗㻃㼏㼈㼄㼕㼑㼈㼕㼖
㼉 㼌㼑 㼇 㻃㼕㼈㼏㼈㼙㼄㼑㼗㻏 㻃㼉㼄㼖㼆㼌㼑㼄㼗㼌㼑㼊 㻏 㻃㼒㼕㻃㼚 㼒㼕㼗㼋㼜㻃㼒㼉㻃㼗㼋㼈㼌㼕
㼗㼌㼐 㼈㻑
㻃㻃㻃㻃Learning Profile & Need-
㻵㼈㼉㼈㼕㻃㼗㼒㻃㼗㼋㼌㼑㼊 㼖㻃㼖㼘㼆㼋㻃㼄㼖㻃㼏㼈㼄㼕㼑㼌㼑㼊 㻃㼖㼗㼜㼏㼈㻏
㼌㼑㼗㼈㼏㼏㼌㼊 㼈㼑㼆㼈㻃㼓 㼕㼈㼉㼈㼕㼈㼑㼆㼈㼖㻏 㻃㼋㼒㼚 㻃㼗㼋㼈㻃㼖㼗㼘㼇 㼈㼑㼗㻃㼓 㼕㼒㼆㼈㼖㼖㼈㼖
㼌㼑㼉㼒㼕㼐 㼄㼗㼌㼒㼑㻏 㻃㼄㼑㼇 㻃㼋㼒㼚 㻃㼗㼋㼈㻃㼏㼈㼄㼕㼑㼈㼕㻃㼖㼈㼈㼖㻃㼋㼌㼐 㼖㼈㼏㼉㻃㼌㼑㻃
㼕㼈㼏㼄㼗㼌㼒㼑㻃㼗㼒㻃㼗㼋㼈㻃㼕㼈㼖㼗㻃㼒㼉㻃㼗㼋㼈㻃㼚 㼒㼕㼏㼇 㻑
Strategies for Differentiation
Confused? Let’s break it down. Differentiation can include
complex strategies, like writing tiered lesson plans, or it can
take a more simplistic form, such as using reading buddies or
think-pair-share strategies. Here is a condensed list of the
continuum of differentiated strategies.
Higher Prep Strategies Lower Prep Strategies
Tiered Lessons Reading & Study Buddies
Flexible Grouping Anchor Activities
Think-Tac-Toe Think-Pair-Share
Multiple Intelligence Choices of books
Options Interest Surveys
Graphic Organizers Multiple Levels of
Response/Exit Cards Questioning
Multiple Texts
A Closer Look
• ASSIGNMENTS
Content • ACTIVITIES
Process • HOMEWORK
Product • CENTERS
• EXPERIMENTS
• MATERIALS
• ASSESSMENTS
• WRITING PROMPTS
Planning Tiered Activities
A Four Step Method
Step 1. 㻬㼇 㼈㼑㼗㼌㼉㼜㻃㼎㼈㼜㻃㼆㼒㼑㼆㼈㼓 㼗㼖㻃㼒㼕㻃㼖㼎㼌㼏㼏㼖㻃㻋 㼌㻑 㼈㻑 㻏 㻃㻶㻶㻶㻌
㻃㻃㻺 㼋㼄㼗㻃㼖㼋㼒㼘㼏㼇 㻃㼖㼗㼘㼇 㼈㼑㼗㼖㻃㼎㼑㼒㼚 㻏
㻃㻃㼘㼑㼇 㼈㼕㼖㼗㼄㼑㼇 㻏 㻃㼒㼕㻃㼅 㼈㻃㼄㼅 㼏㼈㻃㼗㼒㻃㼇 㼒㻢
㻃㻃㻃㻤㼑㼆㼋㼒㼕㻃㼄㼆㼗㼌㼙㼌㼗㼌㼈㼖㻃㼄㼕㼈
㼒㼑㼊 㼒㼌㼑㼊 㻃㼄㼖㼖㼌㼊 㼑㼐 㼈㼑㼗㼖
㼗㼋㼄㼗㻃㼖㼗㼘㼇 㼈㼑㼗㼖㻃㼆㼄㼑㻃㼚 㼒㼕㼎
㼒㼑㻃㼌㼑㼇 㼈㼓 㼈㼑㼇 㼈㼑㼗㼏㼜
㼗㼋㼕㼒㼘㼊 㼋㼒㼘㼗㻃㼄㻃㼘㼑㼌㼗㻏㻃㼄
㼊 㼕㼄㼇 㼌㼑㼊 㻃㼓 㼈㼕㼌㼒㼇 㻏
㼒㼕㻃㼏㼒㼑㼊 㼈㼕㻑
Some Anchor Activities
㻃䇵㻥㼕㼄㼌㼑㻃㻥㼘㼖㼗㼈㼕㼖䇶
㻃㻯㼈㼄㼕㼑㼌㼑㼊 㻃㻳㼄㼆㼎㼈㼗㼖
㻃㻤㼆㼗㼌㼙㼌㼗㼜㻃㻥㼒 㼛
㻃㻯㼈㼄㼕㼑㼌㼑㼊 㻒㻬㼑㼗㼈㼕㼈㼖㼗㻃㻦㼈㼑㼗㼈㼕㼖
㻃㻹㼒 㼆㼄㼅 㼘㼏㼄㼕㼜㻃㻺 㼒 㼕㼎
㻃㻤 㼆㼆㼈㼏㼈㼕㼄㼗㼈㼇 㻃㻵㼈㼄㼇 㼈㼕
㻃㻬㼑㼙㼈㼖㼗㼌㼊 㼄㼗㼌㼒 㼑㼖
㻃㻩㻦㻤㻷㻃㻳㼕㼄㼆㼗㼌㼆㼈㻃㻤㼆㼗㼌㼙㼌㼗㼌㼈㼖
㻃㻰㼄㼊 㼄㼝㼌㼑㼈㻃㻤㼕㼗㼌㼆㼏㼈㼖㻃㼚 㼌㼗㼋㻃㻪㼈㼑㼈㼕㼌㼆㻃㻴㼘㼈㼖㼗㼌㼒 㼑㼖㻃㼒 㼕㻃㻤㼆㼗㼌㼙㼌㼗㼌㼈㼖
㻃㻯㼌㼖㼗㼈㼑㼌㼑㼊 㻃㻶㼗㼄㼗㼌㼒 㼑㼖
㻃㻵㼈㼖㼈㼄㼕㼆㼋㻃㻴㼘㼈㼖㼗㼌㼒 㼑㼖㻃㼒 㼕㻃㻳㼕㼒 㼍㼈㼆㼗㼖
㻃㻦㼒㼐 㼐 㼈㼕㼆㼌㼄㼏㻃㻮㼌㼗㼖㻃㼄㼑㼇 㻃㻰㼄㼗㼈㼕㼌㼄㼏㼖
㻃㻭㼒 㼘㼕㼑㼄㼏㼖㻃㼒 㼕㻃㻯㼈㼄㼕㼑㼌㼑㼊 㻃㻯㼒 㼊 㼖
㻃㻶㼌㼏㼈㼑㼗㻃㻵㼈㼄㼇 㼌㼑㼊
㻃㻺 㼈㼅 㼖㼌㼗㼈㼖
The Purpose of an Anchor Activity
Readiness Groups
㻨㼛 㼓 㼏 㼄 㼌
㼑 㻃㼗
㼅 㼈 㼗 㼚 㼈 㼋 㼈 㻃㼇 㼌㼉 㼉 㼈 㼕 㼈 㼑 䇵㻫 㼄 㼓 㼓
㼜 㻃㼄 㼖 㻃㼄
㼈㼑 㼆㼈 㻃㼆 㼏㼄 㼐 䇶㻃
㼐 㼈 㼗 㼄 㼓 㻃㼖 㼌㼐 㼌㼏㼈 㻃㼄 㼑 㼇 㼄 㼑 㻃㼈 㼛 㼄
㼐 㼓 㼏㼈 㻃 㼌㼖
㼋 㼒 㼕㻑 㻋 㼆 㼌㼕 㼆 㼏㼈 㼒 㼉 㻃㼄 㻝
㻃㼗 㼋 㼈 㻃㼆 㼒 㼕 㼕 㼈
㼕㼈 㼖㼓 㼒 㼆㼗
㻪㼌㼙 㼈 㻃㼖 㼑 㼖㼈 㻌
㼒 㼐 㼈 㻃㼈
㼈 㼄 㼆 㼋 㻃㼄 㼛㼄
㼖 㻃㼓 㼄 㼕 㼗 㼐 㼓 㼏㼈 㼖 㻃㼒 㼉 㻶㼌 㼐 㼌 㼏 㼈
㻃㻃㻃㻃㻃㻃㻃㻃
㼈 㼛 㼓 㼏㼄 㼑 㻃㼒
㼄 㼗 㼌㼒 㼑 㻑 㼉 㻃㼜 㼒 㼘 㼕 㻃㻃㻃㻃㻰 㼈
㼗㼄㼓 㼋㼒
㼕
. ?
TRUE FALSE
“ !
Think-Tac-Toe
Think-Tac-Toe boards give students a choice in how they
demonstrate their understanding of a given topic.
Complete a Complete a Name & draw a
character analysis character report person who is like
for the main card . one of the
character of your characters from
story. the book.
Build a miniature Draw a picture Make up a
stage setting for describing at least limerick or
your story. 3 settings from cinquain poem
the story. about the setting
of your story
Use a sequence Write a new Make a game
chart or timeline to beginning or board about your
describe at least 7 ending to the story. story. Include key
events. events
(in order)
Cubing
䇻 㻤㻃㼆㼘㼅 㼈㻃㼆㼒㼑㼖㼌㼖㼗㼖㻃㼒㼉㻃㻙 㻃㼆㼒㼐 㼐 㼄㼑㼇 㼖䇭 㼒㼑㼈㻃㼒㼑
㼈㼄㼆㼋㻃㼒㼉㻃㼌㼗㼖㻃㻙 㻃㼉㼄㼆㼈㼖䇭 㼉㼒㼏㼏㼒㼚 㼈㼇 㻃㼅 㼜㻃㼄㻃㼓 㼕㼒㼐 㼓 㼗
㼗㼋㼄㼗㻃㼇 㼈㼖㼆㼕㼌㼅 㼈㼖㻃㼗㼋㼈㻃㼗㼄㼖㼎㻃㼗㼋㼈㻃㼖㼗㼘㼇 㼈㼑㼗㻃㼖㼋㼒㼘㼏㼇
㼇 㼒㻑
䇻 㻦㼄㼑㻃㼅 㼈㻃㼘㼖㼈㼇 㻃㼗㼒㻃㼇 㼌㼉㼉㼈㼕㼈㼑㼗㼌㼄㼗㼈㻃㼄㼆㼗㼌㼙㼌㼗㼌㼈㼖㻃㼒㼑
㼗㼋㼈㻃㼅 㼄㼖㼌㼖㻃㼒㼉㻃㼖㼗㼘㼇 㼈㼑㼗㼖䇲㻃㼕㼈㼄㼇 㼌㼑㼈㼖㼖㻑 㻃㻃㻩㼒㼕
㼈㼛㼄㼐 㼓 㼏㼈㻏 㻃㼘㼖㼌㼑㼊 㻃㻕 㻃㼒㼕㻃㼐 㼒㼕㼈㻃㼆㼘㼅 㼈㼖㻃㼚 㼌㼗㼋㻃㼗㼋㼈
㼖㼄㼐 㼈㻃㼆㼒㼐 㼐 㼄㼑㼇 㼖㻏 㻃㼐 㼒㼇 㼌㼉㼜㻃㼗㼋㼈㻃㼓 㼕㼒㼐 㼓 㼗㼖㻃㼒㼕
㼗㼄㼖㼎㼖㻃㼖㼒㻃㼗㼋㼄㼗㻃㼗㼋㼈㼜㻃㼄㼕㼈㻃㼄㼗㻃㼇 㼌㼉㼉㼈㼕㼈㼑㼗㻃㼏㼈㼙㼈㼏㼖㻃㼒㼉
㼇 㼌㼉㼉 㼌㼆 㼘㼏㼗㼜㻑
䇻 㻦㼄㼑㻃㼅 㼈㻃㼘㼖㼈㼇 㻃㼗㼒㻃㼇 㼌㼉㼉㼈㼕㼈㼑㼗㼌㼄㼗㼈㻃㼄㼆㼗㼌㼙㼌㼗㼌㼈㼖
㼅 㼄㼖㼈㼇 㻃㼒㼑㻃㼖㼗㼘㼇 㼈㼑㼗㼖䇲㻃㼌㼑㼗㼈㼕㼈㼖㼗㼖㻃㼒㼕㻃㼏㼈㼄㼕㼑㼌㼑㼊
㼓 㼕㼒㼉 㼌㼏㼈㼖㻑
Cubing
Cause-Effect
Planning Organizer
Venn Diagram
Mind Mapping
Colorful Brain-Based
Arrows Fu
n
Key Co
Words nst i o na le
ruc Rat
ols tio
Symb n M Creative
In ulti
tel pl
lig e
en
ce
ion
c a t
p pli
St
A
ep
Teachers Students
s
Add Details
Teaching
Main Ideas
Planning Prewriting
Reviewing
Notes
Reflecting Central Image
Assessing
What else can I do?
Here are some more specific strategies you can do as a teacher
that will help meet the needs of ALL the students in your class.
Use cassette recorders as a means for students to receive
information or as a means for students to demonstrate knowledge
Use graphic organizers such as flowcharts, Venn diagrams,
semantic mapping, mind mapping, etc.
Have students underline or highlight key words or phrases
Use texts that are tailored to the students’ reading levels
Use questions that are tailored to the students’ comprehension
level (Bloom)
Collect topic related supplementary materials such as comic
books, newspaper articles, magazines, etc.
Continued…
• www.FloridaInclusionNetwork.com
• ideanet.doe.state.in.us/exceptional/gt/tiered_curriculum/
welcome.html
• www.mcps.k12.md.us/departments/eii/eiimanage
practicespage.html
• www.Help4teachers.com
• www.teachervision.com
• www.ascd.org
Websites
• www.quasar.ualberta.calddc/inc/difinst.htm
• http://pirate/shu.edu/~collinjo/edsites/difflearn.htm
• http://www.ascd.org/pdi/demo/diffinstr/tomlinson2.html
• www.KaganOnline.com
• www.weac.org/kids/1998-99/march99/differ.htm
Resources