DIFFERENTIATED INSTRUCTION

Gayle Y. Thieman, Ed.D.Portland State University

Differentiated Instruction is the teacher’s response to learners’ needs

guided by principles of differentiation such as

respectful tasks

ongoing assessment& adjustmentflexible

grouping

WHAT CAN BE DIFFERENTIATED?

CONTENT PROCESS PRODUCT

According to students’

Readiness Interests Learning Profile

Modify access to instructional content: same skills &

concepts• Math manipulatives• Texts, e.g. novels at multiple reading levels

• Reading partners• Tape recordings or videos of books

• Highlighted texts• Web quests

• Curriculum compacting (TAG)

• Graphic organizers• Reteaching• Synopsis of unit• Peer/adult mentors• Scaffolding• Independent study

Modify process or activity by which learner makes sense of concepts or skills based on readiness, interest, learning

style• Tiered activities or projects at different levels

• KWL• Learning logs• Journals with varied prompts

• Learning centers

• Literature circles• Role playing• Jigsaw• Think-pair-share• Cubing• PM1= +, -, interesting points

• Model making

Differentiate product by which student demonstrates learning

• Provide options for student choice

• Varied working arrangements

• Varied resources• Varying degrees of difficulty

• Variety of assessments

• Differentiate timelines

• Use formative & summative evaluation

• Peer & self evaluation

• Develop rubrics with students

• Authentic audience

Checklist for Group Work

• Students understand task & expectation for each member

• Task is interesting & matches instructional goals• Task requires genuine collaboration and important contribution from each member

• Timelines are brisk. Students know what to do next.

• “Way out for students who are not succeeding with the group

• Opportunity for teacher/peer coaching & in-process quality checks

Linking Quality Teaching & Differentiation.

• Curriculum is based on essential ideas & skills related to the discipline

• Curriculum is relevant, coherent, & connected

• Clear expectations for learning

• Instruction, activities, products focus on goals

• Lesson interests & engages learners

• Activities & products require higher level thinking & complex problem solving

• Students understand criteria for high quality work

• Classroom environment is respectful of each student & group as a whole

Resources for Promoting Differentiation

• Haager, D. & Klingner, J. (2005). Differentiating instruction in inclusive classrooms. Pearson

• Tomlinson, C. A. (1999)The differentiated classroom: Responding to the needs of all learners. ASCD

• Tomlinson, C.A. & Allan,S.D. (2000) Leadership for differentiating schools and classrooms. ASCD

• Tomlinson, C.A. (2001) How to differentiate instruction in mixed-ability classrooms. 2nd ed. ASCD

• Tomlinson, C.A. & McTighe, J. (2006). Integrating Differentiated Instruction & Understanding by Design. ASCD

• www.ascd.org for summaries of the books, study guides, and videos by Tomlinson