2. Lessons
The assignment was to draw the moon. That night she looked with the wonder of Copernicus,
was kissed by flames that swallowed van Gogh
Filled with kindergarten wonder she climbed and wanted to share it all with all who cared to know
as high as the rusting swing could offer, what she now knew to be a night sky. Using every
balanced in the phosphorescent shade of color of her blunted crayons, she drew:
rays of the evening’s business from eyes to mind to heart to hands she drew.
and saw beyond to the airy regions Who knew her greatest lesson would be in discovering
where bands of chalky cirrus crossed the dispirited frown of an exacting teacher
trails of jets forming tic-tac-toe battle plains who across curled lips breathed,
played by earth and sky. Too, she noted how
in all the stars that flecked the ether The assignment was to draw the moon.
not a one was yellow or five-pointed
but were sparkles of pixie-dust ripe by S. D. Collins
for scooping and sprinkling at show-and-tell.
3. ? Essential Questions ?
What is differentiated instruction?
How does differentiated instruction
lead to greater student achievement?
4. Myths of Differentiation
Differentiated Instruction consists of
students doing exercises in self-
correcting workbooks.
Differentiated Instruction means that
the teacher does not present
information (e.g. doesn’t use whole
group instruction.
Differentiated Instruction does not
work in classes where students have
to master a body of information for
5. Differentiated Instruction is mainly for
Myths of learning deficits.
students with Differentiation
Differentiated Instruction means
dividing the class into “bluebirds” and
“redbirds”.
In a heterogeneous class, brighter
students will be “used” to teach
others.
Differentiated Instruction can be
accomplished with a “send and fix”
(e.g. send to resource room) or
6. A Definition for Curriculum
Differentiation
“In the context of education, we
define differentiation as a teacher’s
reacting responsively to a learner’s
needs...The goal of a differentiated
classroom is maximum student
growth and individual success.”
Tomlinson & Allan, 2002
7. Rick Wormeli’s Definition of DI
Differentiating instruction is doing what’s
fair for students. It’s a collection of best
practices strategically employed to
maximize students’ learning at every
turn, including giving them the tools to
handle anything that is undifferentiated.
It requires us to do differentiated things
for different students some, or a lot, of
the time. It’s whatever works to advance
the student if the regular classroom
approach doesn’t meet students’ needs.
It’s highly effective teaching.
8. A Technical Definition of Curriculum
Differentiation
Curriculum differentiation is a process teachers use
to enhance student learning by matching various
curriculum components to characteristics shared by
subgroups of learners in the classroom (e.g.
learning
style preferences, interests, prior knowledge,
learning
rate).
Purcell & Burns, 2002
9. Teachers can differentiate
Content Process Product
According to student’s
multiple intelligences
jigsawReadiness Learning profiles
taped materials Interests
anchor activities
varying organizers
Through a range of instructional and
varied supplementary materials management strategies
literature circles
tiered lessons
tiered centers
tiered products
learning contracts
small-group instruction
group investigation
independent study
varied questioning strategies
interest centers
interest groups
Carol Ann Tomlinson, The Differentiated Classroom, 1999
10. Teachers can differentiate at least four classroom
elements:
Content--what the student needs to learn or how he/she will access
the information
Process--activities in which the student engages to make sense of the
information and master it
Products--culminating projects in which the student rehearses,
applies or extends what he or she has learned
Learning Environment--the way the classroom looks and feels
Excerpted from Tomlinson, C.A. (August 2000) Differentiation of Instruction in the Elementary Grades, ERIC
Digest, ERIC Clearinghouse on Elementary and Early Childhood Education
11. Content
• The differentiation of content is what
the teacher plans for students to
learn and how the student gains
access to the desired knowledge,
understanding and skills.
12. Differentiating Content
Using reading materials at different reading levels
Putting text on tape
Using spelling or vocabulary lists at readiness level of students
Presenting information through visual and auditory means
Using reading buddies
Meeting with small groups to re-teach ideas or skills for struggling learners
or extend the thinking or skills of advanced learners
Excerpted from Tomlinson, C.A. (August 2000) Differentiation of Instruction in the Elementary Grades,
ERIC Digest, ERIC Clearinghouse on Elementary and Early Childhood Education
13. Process
• The differentiation of process or activity involves
using an essential skill for understanding an idea
and is clearly focused on a learning goal. Further,
process gives students options of activities in
order to achieve individual success.
14. Differentiating Process
Using tiered activities--all learners working with same understandings and
skills, but with different levels of support or challenge
Creating interest centers that encourage students to explore parts of the
class topic of particular interest to them
Providing agendas--task lists containing whole class work and work
addressing individual needs of students
Providing manipulatives or hands-on materials
Varying length of time to complete tasks
Excerpted from Tomlinson, C.A. (August 2000) Differentiation of Instruction in the Elementary Grades,
ERIC Digest, ERIC Clearinghouse on Elementary and Early Childhood Education
15. Products
• The differentiation of products refers
to items used to demonstrate
knowledge, understanding, and/or
ability to apply or extend skills.
16. Differentiating Products
Giving options on how to express required
learning (make a mural, write a letter, create a
puppet show, etc.)
Using different rubrics to match and extend
students’ skills levels
Allowing students to work alone or in groups to
complete product
Encouraging students to create own product as
long as it contains the required elements
Excerpted from Tomlinson, C.A. (August 2000) Differentiation of Instruction in the Elementary Grades,
ERIC Digest, ERIC Clearinghouse on Elementary and Early Childhood Education
17. Learning Environment
Learning Environments must be emotionally safe
for learning to take place.
To learn, students must experience appropriate
levels of challenge.
Each brain must make its own meaning of ideas
and skills.
18. Differentiated Learning Environment
Allowing for places to work quietly without
distraction, as well as places for students to work
collaboratively
Setting clear guidelines for independent work
Developing routines for students to get help when
teacher is busy working with other students
Allowing for those students who need to move
around when learning, while others need to sit
quietly
Excerpted from Tomlinson, C.A. (August 2000) Differentiation of Instruction in the Elementary Grades, ERIC
Digest, ERIC Clearinghouse on Elementary and Early Childhood Education
