2. 2
The movement toward inclusion has impacted
classrooms by requiring teachers to respond to
a broader range of academic needs. How can
we possibly reach all the students in our
classrooms when they are academically
diverse, have special needs, are English as a
Second Language (ESL) learners, or have
some combination of any or all of these
factors?
The answer to this question is …….
Differentiated Instruction!
3. Why Differentiate?
3
All kids are different.
One size does not fit all.
Differentiation provides all students with access to all
curriculum.
5. What Is Differentiation?
5
A teacher’s response to learner needs
The recognition of students’ varying background knowledge
and preferences
Instruction that appeals to students’ differences
7. 7
Content Process Product
According to Students’
Readiness Interest
Learning
Profile
Teachers Can Differentiate
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
8. 8
When a teacher tries to teach
something to the entire class at the
same time, chances are, one-third of
the kids already know it; one-third will
get it, and the remaining third won’t.
So two-thirds of the children are
wasting their time.
Lillian Katz
9. Differentiation Strategies
9
Use of computers/Programs
Assessment & Diagnosis
Adjusting Questions
Learning Contracts
Flexible Grouping
Tiered Activities
Anchor Activities
Independent Study
Differentiated Centers
Curriculum Compacting
Use of the Internet/Learning centers
Graduated Task- Product-Rubrics
Use of Multiple Texts and Supplementary Materials
11. When Can Tiered Instruction Be
Used?
Used when the teacher wants all
students to focus on the same essential
ideas and key skills. Used to provide
students with different learning needs a
route to reach the essential ideas and
key skills while being appropriately
challenged.
11
12. What Can Be Tiered?
Assignments
Activities
Homework
Learning Centers
Experiments
Materials
Assessments
Writing Prompts
12
13. 13
What are the steps for tiered
instruction?
There are 5 major organizational points to tiered
instruction:
1. Choose a concept that students should know or
understand and whether to tier according to readiness,
interest, or learning profile.
2. Assess student's profile, readiness, and interest.
3. Create an activity or project that is clearly focused on
the concept.
4. Adjust the activity to provide different levels of
difficulty.
5. Match students to appropriate tiered assignment.
15. 15
When are anchor activities used?
to begin the day
when students complete an assignment
when students are stuck and waiting for help
Types of anchor activities
DEAR Time - Silent Reading
Journal Writing or Learning Logs
Vocabulary Work
Math “Problem of the Day”
Learning Centre
Spelling Practice
Portfolio Management
Agenda notes
What are anchor activities?
specified ongoing activities on which students work
independently
ongoing assignments that students can work on throughout
a unit
16. 16
In many classrooms, students work on routine activities
like journal writing, vocabulary activities and spelling.
These types of activities can used as "Anchor Activities"
that are options for students after assigned work is
complete. The goal is to have students moving
independently from one assignment to another without
needing teacher direction.
Anchor activities can be posted within the classroom in a
variety of ways. Simply listing the activities on a chart or
chalkboard is one method. Below are additional methods
of presentation used by teachers
Examples of Anchor Activities
17. 17
“In this class, we are
never finished. Learning
is a process that never
ends.”
Carol Ann Tomlinson
18. 18
Thank you for your time and attention. Please let
me know HOW I can help you ! Lisa
