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Differentiated Instruction: The Basic Steps Towards Differentiating
Differentiated Instruction: The Basic Steps Towards Differentiating
What is your definition of Give an example of when you have What is something you would like
differentiated instruction? used DI? to learn about DI?
When do you use small group Differentiation means as many How do you discover how your
instruction? lesson plans as you have students. students learn?
Agree?
What is one way you can form What are some quick on-going Are DI and assessment related?
groups in your classroom? assessments
in your class?
Let’s Define Differentiated
Instruction
Different Interests
The Rationale for Differentiated
Instruction
Different Ability Levels
The content
The process
The product
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)
1. 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
Key Concept
Or
Understanding
• Anchor activities
• Homework
• Materials
• Learning stations
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 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.
Tiering Instructions
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
2. 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.
Strategies to Make
Differentiation Work
3. Flexible Grouping
• A way of thinking
• Different approaches
and planning
• 3 or 4 different
activities • Flexible grouping
What Differentiation Isn’t
• One Thing • 35 different plans
for one classroom
• A Program
• A chaotic classroom
• The Goal
• Just homogenous
• Hard questions for grouping
some and easy for
others
In Summary…..
What is fair isn’t always equal…
and
Daniels, Harvey and Bizar. (2005). Teaching The Best Practice Way:
Methods that Matter, K-12. Portland, Maine: Stenhouse Publishers.
Wormeli, Rick. Fair Isn’t Always Equal: Assessment and Grading in the
Differentiated Classroom, Stenhouse Publishers, 2006.