DIFFERENTIATED

INSTRUCTION
AN OVERVIEW

Androniki Nistikaki
EFL Teacher at 1ST Senior High School of Vyronas
Ministry of Education and Religious Affairs, Culture and
Sports
Athens, Greece
Students are different
regarding..

Prior knowledge- Personality Cultural Preferences

Experiences Background

Readiness Gender Interests

 Differentiation

It concerns…
Exploring different ways to cater for
• It does not
students’ diverse needs in learning. concern
•Recognizing and supporting planning
individuality while creating learning individualize
opportunities for all (Combine grade d lesson
level expectations and individual plans for
learning needs).
every
•It’s about Equity and Respect in the student.
learning process.
http://www.diffcentral.com/what-is-differentiated-
instruction.html
 Why is it important?

Ensures equal access to learning content

•  http://www.diffcentral.co
m/what-is-differentiated-
Fosters strong connections between
• instruction.html
teacher, learner and content  http://bcove.me/0r9eoeua
 https://www.teachingchan
Relieves conflict in the learning
•
nel.org/videos/differentiat
environment ing-instruction
 http://bcove.me/7qgzg87l
Fosters independent, life-long learning
•
 http://www.edutopia.org/s
Builds on students’ skills, strengths and
• tw-differentiated-
instruction-learning-
interests. styles-video
Increases motivation and participation.
•  http://www.youtube.com/
watch?v=PTWXt1Sl3GU
Boosts self-confidence and feelings of
•
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self-worth. ed#at=91
Basic Components
http://www.diffcentral.com/model.html
 Framework-Basic Components to
address
• Clear, well-defined (goals and objectives shared and
assessed)
• Learner-centered (student needs, readiness, learning
curriculum profile)
(skills, knowledge) and the
Content-what to teach
means used to achieve

• Consistent with National/regional standards

• Goal-oriented (short-term, long-term goals)
curriculum
learning goals

• Knowledgeable ⇨ master the content before pre-

assessing/planning/implementing
• Effective Decision-maker ⇨ What to teach, when, how
Teacher to do/ assess/reflect upon
 Framework-Basic Components to
address

activities
Process - How to

Teaching- Assessme
learning Process- nt
strategies Making
choices on:
teach

Learning materials
environment
 Activities and Strategies

Activities Strategies

Flexible Modified
Tiered ⇨ using various
 
 grouping ( Assessment
readiness, Methods
levels of difficulty to interests,  Re-teaching,
learning Reviewing,
address the same preference, Paraphrasing,
randomly) Rephrasing,
content  Cooperative Retelling key
learning concept ideas.
 Scaffold ⇨ working a strategies  Chunking
Setting instruction into
step further of what a 
classroom shorter
routines and segments or
learner can do alone classroom Expanding
contracts assignments
(Zone of Proximal  Multi-leveled over longer
periods
Development) activities (texts,
questions) (Variable
pacing)
 Varied (Multi-  Choice Boards
 Extending wait
 Web quests time for
 Flexible grouping ⇨ varied and
flexible grouping arrangement
 Students work with a variety of peers either
as instructed by the teacher or by their own
group, dyads, independent

choice.
 The teacher can adopt different roles in the
Plenary, small

process
(guide, monitor, supervisor, facilitator, mediat
work

or).
 Groups can be formed by standards of
Readiness, Interests, Learning preference
or randomly.
 Different techniques can be applied to group
students and manage the process.
http://www.learner.org/workshops/readingk2/se
ssion6/byw1.html
 List of Activities to make key
content accessible and meaningful
 Visual ts Brainstorming  Doing Follow-
Representatio  Describing activities up activities
ns ( characters, sc  Previewing  ( Enrichment
Graphs, Chart enes, objects (text, video) and reflection)
s, Mind maps)
 Summarizing  Video viewing  Reviewing
 Role plays activities
 Providing  Expressing
 Participating Examples (video casts ) emotions and
in Group Engaging in feelings
Discussions  Engaging in
Hands-on Individual  Sharing
 Drawing Activities (use reading/ Team opinions, prod
 Reading or of reading ucts, informati
creating manipulatives) Sessions on, materials
Comic strips  Making  Responding to  Thinkdots
 Participating Speeches Open, multiple
choice, True/F  Tic-tac-toes
in Drama Engaging in
activities
 alse, Yes/ no  Cubing
Peer Questions
 Producing Interviews
Journal  Writing
 Filling in Learning logs
entries Questionnaire
 Pointing to s  Making Use of
pictures, objec word banks
Conducting
 List of materials to engage
students and illustrate content
 Different types of infographs and word
Dictionaries (Picture clouds.
Dictionaries, Bilingual, Mon  Audio Recordings
olingual, Thesaurus et al)
 Poems
 Videos with or without
subtitles, transcripts  Fiction
 Picture files  Songs
 Flashcards  Rhymes
 Realia  Plays
(Newspapers, magazines, o  Fairy tales
bjects)
 Comic Strips
 Works of Art/ Graffiti
 Story Books
 Encyclopedias
 Screen projectors
 Video Games
 Crossword puzzles
 Listening material
 An infinite number of
digital products like
 Student Product-what students
Know, Understand, are able to
Do

Student
Learning Preferences Readiness levels Interests Product-varied,
multimodal
 Assessment ⇨ On-going, tightly
linked to instruction
Formative Assessment : A
roadmap to effective Summative Assessment
instruction
 Continual, accurate  Formal
 Varied  Standardized
 Explorative
 Focused on outcomes
 Precious feedback
provider to all and end products
stakeholders  Takes place at the end
 Guide to next steps or of a unit, term or
actions to be taken school year
 Encourages reflection  Certifies and rates
and dialogue
according to
 http://youtu.be/gFXbuE- achievement
21I4
outcomes
 Types of Assessment
 Initial skills assessment inventories
Pre-
 End-of- year exams  Teacher/ peer
assessment Observation
 Mid-term exams
and  Checklists
 Informal Tests
Formative/S  Self-assessment/ Group
 Diagnostic
ummative tests/Placement tests Assessment docs
Assessment  Individual student  Student created products
types to performance notebooks  Student reflection
learn about  Portfolios (learning journal
entries, Exit slips
student  Questionnaires
 Technology tools to
mastery of  Student surveys assess levels of retention
content, read  Writing samples and foster engagement
and expansion of content
iness  Oral participation in
level, backgr various activities ( e.g.
Classroom Discussion)
ound and
 Responses to various
interests. types of input
information
Learning Environment in a
Differentiating Class
 Physical arrangement of the classroom
 Learning stations
 Materials/tools available
 Level of noise
 Atmosphere, Classroom climate
 Associations with community or state
bodies, educational institutions, experts, agents.
 Mentor support
 Classroom Aides
 Student Services
 Peer Support Systems
 Available Resources
 Use of technology to enhance enrichment of
information, creativity and collaboration (social
media, professional networks, technology co-
coordinators)
 TEACHER-STUDENTS
 Affect- the key to effective learning

 Engagement of senses and

CLASSROOM, THEIR LEARNING AS A

emotions in the learning process.

 The Learning environment is a
HOW STUDENTS PERCEIVE

crucial factor either in hindering or

PERFORMANCE, THEIR

promoting learning.
THEMSELVES, THEIR

 Provides all interested parts with a

sense of community and self-worth.
 Changes in value systems
WHOLE

(beliefs, ideas, attitudes) pace with

changes in the cognitive domain.
 The teacher in the differentiating
process

Asks crucial questions before setting off with the

process
1. Who am I teaching? Who are my students?
2. What do they need to learn and be able to do?
What is the key content about? How much is there
to know about the main concept/s of the lesson?
3. How are they going to achieve these goals?
4. What resources and tools shall I need to facilitate
and expand learning?
5. How will I know the choices made have worked?
Believes that all children can learn.
 Learning outcomes

Any knowledge, skill or attitude the student

exhibits at the end of a learning experience

Assessment

Change Conclusions

Action
 Learning modalities theory-
Perceptual model (V.A.K.)

• Visual
Learning
Styles • Auditory
• Kinesthetic

Despite being a popular, widely-accepted model in differentiating

instruction to cater for a variety of learner preferences, it should not
serve as set of criteria to categorize people. People learn through well-
designed learning programs using a variety of multi-modal
materials, instructional activities and assessment methods.
As quoted below: “..it is far more important to match the presentation
with the nature of the subject, such as providing correct learning
methods, strategies, and context; rather than matching individual
preferences” (Coffield, et. al., 2004).
Retrieved on 24/8/13 from:
http://www.nwlink.com/~donclark/hrd/styles.html
Auditory Learner-learns by Hearing
and Speaking
Suggested Activities Tips for Auditory learners

 Listening to lectures,  Use recordings of content

material instead of reading
audio scripts through.
 Participating in  Read-out loud
(notes, assignments, texts)
whole class/small .
group discussions  Say new information out
loud.
 Reciting information  Talk problems/new ideas
 Story-telling through with
teacher/peers/friends.
 Making speeches or  Use self-talk to process
presentations and memorize information.
 Visual learner-Learns by seeing
and visualizing information
Suggested activities and
materials
 Use various kinds of visual
organizers
(maps, graphs, charts, outline
s)
 Visual brainstorming activities
 Images, pictures, comic
strips, illustrations to illustrate
content and engage students
in the process
 Digital mind mapping
software to organize concepts
and ideas.
 Video clips and films with
subtitles
 Well organized hand outs
Tips for visual learners
 Take detailed notes
 Highlight key concept/main
ideas. Use color.
 Write down new information
repeatedly to memorize it.
 Observe speakers
closely, paying attention to
body language and facial
expressions.
 Use visual organizers
extensively.
(maps, graphs, charts, outline
s, timetables, schedules, age
ndas, planners)
 Use multimedia material to
enhance learning.
 Kinesthetic Learner - Learns by
doing and touching
PHYSICAL ACTIVITIES ARTS AND CRAFTS
Dancing  Image making and
Participating in Games (Action, Card, editing
floor games)
Writing on the Board  Drawing
Acting-out  Comic Creations
Role-playing
Making presentations
 Advertisements
Operating multimedia Resources  Book Cover Designs
EXPERIMENTS (Chemistry lab, physics  Video production
lab)
 Collages
EDUCATIONAL VISITS ( museums,  Graffiti
galleries, institutions)
 Building Structures
FIELD TRIPS (zoos, archaeological
sites, nature trails, theme parks,
castles)
 Kinesthetic learner tips for the
teacher
Use Avoid
1. Practice a lot of team 1. Prolonged
work (seat seating, writing, liste
changes, movement) ning or reading
2. Allow for frequent tasks
breaks while studying 2. Assigning Tasks
3. Encourage pacing or without prior
moving around while explanation/guidanc
learning new material e/ modeling
4. Provide opportunities 3. Abstractions
to handle physical 4. Unstructured
objects lessons or
 Small Tips for teachers
 Get to know your students well before planning or
implementing anything.
 Have a variety of tools in your “tool kit”.
 Observe closely and reflect on things you have
spotted. It’s an effective way to learn about your
students and adapt instruction respectively.
 Inform both students and parents of your
differentiated class. Share your ideas and
expectations.
 Allow some time for energy-saving and tension
relief.
 Build a support group of colleagues to learn from
and share with (physical school environment,
 Food for Thought…
 Mistakes are allowed, and ways to rectify things
are always there to trace and put into practice. In
fact, it’s a good way to learn.
 Good intentions and understanding of the human
nature are valuable tools in your “big bucket”.
 Learning is a dynamic process that changes the
world we live in. As it is, it leads to action and
progress. So, gather experience because….
 “Experience is the teacher of all things”.
Julius Caesar
 “Experience is not what happens to you; it's what
you do with what happens to you”.
Aldous Huxley
 Conclusion…
 “Differentiating instruction alone will not
automatically improve student performance.
Tomlinson (2000) points out that efforts to
differentiate are most successful when they
are combined with the use of a high-quality
curriculum, research-based instructional
strategies, well-designed activities that
address the needs and interests of
students, active learning, and student
satisfaction with the lesson.”
 http://www.education.com/reference/article/Ref
 Quotes to think about

"If a doctor, lawyer, or dentist had 40 people in his office at

one time, all of whom had different needs, and some of whom
didn't want to be there and were causing trouble, and the
doctor, lawyer, or dentist, without assistance, had to treat
them all with professional excellence for nine months, then he
might have some conception of the classroom teacher's job."
Donald Quinn (commercial artist and cartoonist)

“Tell me and I forget, teach me and I may

remember, involve me and I learn.”
― Benjamin Franklin
 Resources and Credits
 http://minnetesol.org/journal/vol25_html_pages/17_Dahlman.htm Classroom strategies and tools for
Differentiating Instruction in the ESL Classroom
 http://www.eduplace.com/science/profdev/articles/valentino.html Flexible Grouping
 http://irvington.k12.nj.us/depts/sdv/post_sub/12-13_Diff_Instr_Handbook.pdf Differentiated Instruction -
How to Ensure Success for All Students
 http://www.ericdigests.org/2001-2/elementary.html Differentiation of Instruction in the Elementary
Grades-Carol Ann Tomlinson
 http://www.edutopia.org/stw-differentiated-instruction-replication-tips Professinal development tools
 http://www.google.gr/url?sa=t&rct=j&q=&esrc=s&source=web&cd=9&ved=0CH0QFjAI&url=http%3A%2F%
2Feducation.alberta.ca%2Fapps%2Faisi%2Fliterature%2Fpdfs%2FFinal_Differentiated_Instruction.pdf&ei
=XV8kUr7dAqjR7Abt2oDADw&usg=AFQjCNF0ixuedDVIF3ItUSC0KgBWDoQyUw&sig2 Differentiated
Instruction: A Research Brief for Practitioners
 http://en.wikipedia.org/wiki/Differentiated_instruction Article on Wikipedia
 http://daretodifferentiate.wikispaces.com/Professional+Development+Tools Professional Development
Tools on Differentiation including valuable videos.
 http://daretodifferentiate.wikispaces.com/Choice+Boards Choice boards
 http://daretodifferentiate.wikispaces.com/Flexible+Grouping Flexible Grouping
 http://www.montgomeryschoolsmd.org/info/baldrige/staff/qualitytools.shtmQuality tools for building a positive
classroom climate
 http://www.scholastic.com/teachers/article/8-lessons-learned-differentiating-instruction 8 Lessons
Learned on Differentiating Instruction
 http://cainc.com/professional-development/topics/DiffInstruction/index.htm Differentiated instruction:
success for every student
 http://daretodifferentiate.wikispaces.com/Planning+for+and+Managing+Differentiation Planning for and
managing Differentiation
 http://www.nldontario.org/articles/DifferentiatedClassroom.html Key Principles of a Differentiated
Classroom
 Resources and Credits (con’t)
 http://www.bsu.edu/gate/Instruction/criticalquestions.htm Critical Questions about Tiered
Lessons
 http://challengebychoice.wordpress.com/tiered-instruction-and-assessment/ Tiered Instruction
and Assessment Tiered Instruction and Assessment
 http://sped.lausd.net/sepg2s/pd/schwideintegration/diffinstruction/toolboxes/toolboxmod2.pdf
Steps to provide differentiated instruction
 http://irvington.k12.nj.us/depts/sdv/post_sub/12-13_Diff_Instr_Handbook.pdf
 Differentiated Instruction - How to Ensure Success for All Students
 http://www.teachingenglish.org.uk/sites/teacheng/files/C607%20Information%20and%20Communication
_WEB%20ONLY_FINAL.pdf
 Innovations in learning technologies for English language teaching
 http://conservancy.umn.edu/bitstream/109954/1/A_Dahlman_P_Hoffman_S_Brauhn.pdf
Classroom strategies and tools for differentiated instruction in the Esl classroom
http://www.wida.us/ World class instructional design and assessment
 http://www.eqa.edu.au/site/framingthought.html Framing thought. Literacy and Thinking
 http://www.scholastic.com/teachers/classroom-solutions/2010/11/using-context-clues-create-
independent-readers Predictograms Improve Reading Comprehension
 http://www.learner.org/workshops/readingk2/session6/byw1.html Differentiating Instruction:
Before You Watch
 http://www.diffcentral.com/ Ann Tomlinson’s website
 http://www.diffcentral.com/what-is-differentiated-instruction.html video illustrating the meaning
of differentiation.
 http://www.education.com/reference/article/Ref_Teacher_s_Guide/ A Teacher's Guide to
Differentiating Instruction