Ifferentiated Nstruction: Marife Valenzuela Arias CID - Education Program Supervisor

DIFFERENTIATED
INSTRUCTION
Marife Valenzuela Arias CID--Education Program Supervisor

Effective Instructional Strategies

Effective Instructional Strategies

Paradigm Shift in Education:
CURRICULUM
TRADITIONAL EVOLVING
• Major Focus on • Content and Process
Content balance
• Content Acquisition • Learning to learn
• Lock Step Progress • Continuous progress

CURRICULUM
• Teacher-centered • Child-centered
• Single textbook • Resource-based
• Single Instructional learning
approach • Multiple approaches
• Passive learning to instruction
• Active learning
CURRICULUM
• Competitive • Cooperative
• System level • School-based
management management
• Supervision of • Empowerment of
learners learners
Super Sleuth
Directions: Walk around the room and find someone
to respond to the questions on your Super Sleuth
paper. After a verbal answer the person will initial
the square.
Rules:
- A person can only answer and initial one square.
- The goals are to activate prior knowledge and to
meet new people with new ideas.
Super Sleuth
What is your definition Give an example of What is something you
of differentiated when you have used DI? would like to learn
instruction? about DI?
When do you use small Differentiation means How do you discover

group instruction? as many lesson plans as how your students
you have students. learn?
Agree?
What is one way you What are some quick Are DI and assessment
can form groups in your on-going assessments related?
classroom? in your class?

WHY DIFFERENTIATED INSTRUCTION?
Classrooms are filled with students who:
have have different
different language
needs abilities
have different
come from cultural
different backgrounds
Have different
educational attention spans
background and interests
Differentiated Instruction Defined
“Differentiated instruction is a teaching philosophy based
on the premise that teachers should adapt instruction to
student differences.
Rather than marching students through the curriculum
lockstep, teachers should modify their instruction to meet
students’ varying readiness levels, learning preferences,
and interests.
Therefore, the teacher proactively plans a variety of ways
to get at’ and express learning.”
Carol Ann Tomlinson
What is differentiation?
Differentiation is
classroom practice
that looks eyeball
to eyeball with
the reality that
kids differ, and the most effective teachers do
whatever it takes to hook the whole range of kids on
learning.
-Tomlinson (2001)
Differentiating Differentiating instruction
Instruction may mean teaching the same
material to all students using
a variety of instructional
strategies, or it may require
the teacher to deliver lessons
at varying levels of difficulty
based on the ability of each
student.
Teachers who practice differentiation in the classroom
may:
Design lessons based on students’ learning
Design
styles.
Group students by shared interest, topic, or
Group
ability for assignments.
Assess students’ learning using formative
Assess
assessment.
Manage the classroom to create a safe and
Manage
supportive environment.
Assess and Continually assess and adjust lesson content to
adjust meet students’ needs.
Four Strategies for DI
1. Break down required skills.

2. Find out where the students are.
3. Plan small group lessons.
4. Embed voice and choice.

Differentiating Content
 Resource materials at varying readability levels
 Audio and video recordings
 Highlighted vocabulary
 Charts and models
 Interest centers
 Varied manipulatives and resources
 Peer and adult mentors
Differentiating Process
(making sense and meaning of content)
 Use leveled or tiered activities
 Interest centers
 Hands-on materials
 Vary pacing according to readiness
 Allow for working alone, in partners, triads, and
small groups
 Allow choice in strategies for processing and for
expressing results of processing
Differentiating Products
(showing what is known and able to be done)
 Tiered product choices
 Model, use and encourage student use of technology
within products and presentations
 Provide product choices that range in choices from
all multiple intelligences, options for gender,
culture, and race
 Use related arts teachers to help with student
products Marife Valenzuela Arias CID--Education Program Supervisor
Strategies to Make Differentiation Work
Tiered Instruction
Changing the level of complexity or required readiness
of a task or unit of study in order to meet the
developmental needs of the students involved.

Tiering/Leveling
Key Concept
Or
Understanding
Those who do Those with Those who

not know the some understand
concept understanding the concept
What Can Be Tiered/Leveled?
• Processes, content • Assessments

and products
• Writing prompts
• Assignments
• Anchor activities
• Homework
• Learning stations • Materials

What Can We Adjust?
 Level of complexity
 Amount of structure
 Pacing
 Materials
 Concrete to abstract
 Options based on student interests
 Options based on learning styles

Tiering/Leveling Instruction
1. Identify the standards, concepts, or generalizations

you want the students to learn.
2. Decide if students have the background necessary
to be successful with the lesson.
3. Assess the students’ readiness, interests, and
learning profiles.

4. Create an activity or project that is clearly focused
on the standard, concept or generalization of the
lesson.
5. Adjust the activity to provide different levels or
tiers of difficulty that will lead all students to an
understanding.
6. Develop an assessment component for the lesson.
Remember, it is on-going!
Strategies to Make Differentiation Work
Anchoring Activities
 These are activities that a student may do at
any time when they have completed their present
assignment or when the teacher is busy with other
students.
 They may relate to specific needs or
enrichment opportunities, including problems to
solve or journals to write.
 They could also be part of a long term project.
Flexible Grouping
Homogenous/Ability
- Clusters students of similar abilities, level, learning
style, or interest.
- Usually based on some type of pre-assessment
Heterogeneous Groups
- Different abilities, levels or interest
- Good for promoting creative thinking.
Flexible Grouping
Individualized or Independent Study

- Self paced learning
- Teaches time management and responsibility
- Good for remediation or extensions
Whole Class
- Efficient way to present new content
- Use for initial instruction
50 Strategies For Differentiated Instruction
1. Curriculum Mapping
2. Inquiry-Based Learning
3. Power Standards & Enduring Understandings
4. Project-Based Learning
5. Classroom Layout & Design
6. Learning Model Integration
7. Sentence & Discussion Stems
8. Tiered Learning Targets
9. Learning Through Play
10. Meaningful Student Voice & Choice
11. Learning Badges
12. Relationship-Building & Team-Building
13. Self-Directed Learning
14. Choice Boards
15. Bloom’s Twist
16. Debate (Also, 4-Corners and Agree/Disagree can be useful
here as well.)
17. Sync Teaching
18. Double-Entry Journal/Essay Writing
19. Analogies, Metaphors, And Visual Representations
20. Reciprocal Teaching
21. Mock Trial
22. The Hot Seat/Role-Play
23. Student Data Inventories
24. Mastery Learning
25. Goal-Setting & Learning Contracts
26. Game-Based Learning
27. RAFT Assignments
28. Grouping
29. Socratic Seminar
30. Problem-Based Learning/Place-Based Education
31. Learning Blends
32. Write-Around
33. Genius Hour
34. Rubrics
35. QFT Seminar
36. Learning Menus
37. Cubing
38. Layering (e.g., layered curriculum or assessment)
39. Jigsaws
40. Graphic Organizers
41. Learning Through Workstations
42. Concept Attainment
43. Flipped Classroom
44. Mentoring
45. Planning Through Learning Taxonomies
46. Assessment Design & Backwards Planning
47. Student Interest & Inventory Data
48. Learning Feedback
49. Mini-Lessons
50. Class Rules
Key Principles of a Differentiated Classroom
1. Teachers make the d_______.
2. Students d____ in learning preferences and need multiple
and varied avenues to learning.
3. All students can l___ what is important for them to be
learned.
4. Instruction must be m_______.
5. Curriculum, Instruction and A_____ are inseparable.
6. D______ should be valued and respected.
7. F_______ is the hallmark of a differentiated instruction.
Key Principles of a Differentiated Classroom
1. Teachers make the difference.
2. Students differ in learning preferences and need multiple
and varied avenues to learning.
3. All students can learn what is important for them to be
learned.
4. Instruction must be meaningful.
5. Curriculum, Instruction and Assessment are inseparable.
6. Diversity should be valued and respected.
7. Flexibility is the hallmark of a differentiated instruction.
Innovative Learning Strategies for Modern Pedagogy
1. Crossover Learning
2. Learning Through Argumentation
3. Incidental Learning
4. Context-Based Learning
5. Computational Thinking
6. Learning by Doing
7. Embodied Learning

Bibliography
Campbell, Bruce. The Multiple Intelligences Handbook: Lesson Plans and More.
Stanwood, WA. 1996.
Daniels, Harvey and Bizar. (2005). Teaching The Best Practice Way:
Methods that Matter, K-12. Portland, Maine: Stenhouse Publishers.
Gregory, Gayle. Differentiated Instructional Strategies in Practice. Thousand

Oaks, CA. 2003.
Tomlinson, Carol Ann. The Differentiated Classroom. Alexandria, VA: ASCD. 1995.
Wormeli, Rick. Fair Isn’t Always Equal: Assessment and Grading in the
Differentiated Classroom, Stenhouse Publishers, 2006.


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DIFFERENTIATED

Marife Valenzuela Arias CID--Education Program Supervisor

Marife Valenzuela Arias CID--Education Program Supervisor

Marife Valenzuela Arias CID--Education Program Supervisor

Marife Valenzuela Arias CID--Education Program Supervisor

When do you use small Differentiation means How do you discover

Marife Valenzuela Arias CID--Education Program Supervisor

1. Break down required skills.

Marife Valenzuela Arias CID--Education Program Supervisor

Marife Valenzuela Arias CID--Education Program Supervisor

Those who do Those with Those who

• Processes, content • Assessments

• Learning stations • Materials

Marife Valenzuela Arias CID--Education Program Supervisor

1. Identify the standards, concepts, or generalizations

Marife Valenzuela Arias CID--Education Program Supervisor

Individualized or Independent Study

Marife Valenzuela Arias CID--Education Program Supervisor

Gregory, Gayle. Differentiated Instructional Strategies in Practice. Thousand

Marife Valenzuela Arias CID--Education Program Supervisor

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