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Differentiated Instruction
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Why Differentiate?
All kids are different.
One size does not fit all.
Differentiation provides all students
with access to all curriculum.
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What Is Differentiation?
Teacher’s response to
learner needs
Recognition of
Instruction that
students’ varying
appeals to students’
background knowledge
differences
and preferences
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2. 4
Teachers Can Differentiate:
Content Process Product
According to Students’:
Learning
Readiness Interest
Profile
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
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Comparing Traditional and
Differentiated Classrooms
 Consideration of student differences
 Use of assessment
 Use of student interest and learning style
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Comparing Traditional and
Differentiated Classrooms
(continued)
 Instructional format
 Assignment options
 Factors guiding instruction
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Differentiation Strategies
 All strategies are aligned with instructional
goals and objectives.
 Specific strategy selection based on
 Focus of instruction – what is the learning
objective?
 Focus of differentiation – by readiness? Interest?
Learning style?
+ Differentiation
Strategy [1] Primary Use Description of Strategy Things to Consider
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Tiered Assignments Readiness Assignments and products are • Focus task on a key concept
and Products designed to instruct and assess • Use a variety of resource
students on essential skills that are materials at different levels
provided at different levels of of complexity and associated
complexity, abstractness, and open- with different learning
endedness. The curricular content modalities
and objective(s) are the same, but • Adjust task by complexity,
the process and/or product are abstractness, number of
varied according to the student’s steps, concreteness, and
level of readiness. independence to ensure
For example, students with challenge and not frustration
moderate understanding about a
topic are asked to write an article.
Students with a more advanced
understanding are asked to prepare
a debate.
Compacting Readiness Compacting is the process of • Thoroughly pre-assess the
eliminating teaching or student learner’s knowledge and
practice due to previous mastery of document findings
learning objectives. Compacting • Explain the process and its
involves a three step process: benefits to the student
1. assess the student to determine • Create written plans and
his/her level of knowledge on the timelines for study
material to be studied and • Allow student choice in
determine what he/she still needs to enrichment or accelerated
master study
2. create plans for what the student
needs to know, and excuse the
student from studying what he/she
already knows
[1] This chart was adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
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Examples of Differentiation
Strategies
 Choice Boards
 Tiered Activities
 Learning Contracts
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4. + Diner Menu – Photosynthesis 10
Appetizer (Everyone Shares)
• Write the chemical equation for photosynthesis.
Entrée (Select One)
• Draw a picture that shows what happens during photosynthesis.
• Write two paragraphs about what happens during photosynthesis.
• Create a rap that explains what happens during photosynthesis.
Side Dishes (Select at Least Two)
• Define respiration, in writing.
• Compare photosynthesis to respiration using a Venn Diagram.
• Write a journal entry from the point of view of a green plant.
• With a partner, create and perform a skit that shows the
differences between photosynthesis and respiration.
Dessert (Optional)
• Create a test to assess the teacher’s knowledge of
photosynthesis.
THINK-TAC-TOE 11
Book Report
Draw a picture Perform a play Write a song
of the main that shows the about one of the
character. conclusion of a main events.
story.
Write a poem Make a poster Dress up as your
about two main that shows the favorite
events in the order of events character and
story. in the story. perform a
speech telling
who you are.
Create a Venn Write two Write two
diagram paragraphs about paragraphs about
comparing and the main the setting.
contrasting the character.
introduction to
the closing.
Tiered Activity – Writing a Persuasive Essay 12
4th–6th Grade Classroom
Beginning Intermediate Advanced
Outcome/ Students will determine a topic Students will determine a Students will determine a
Objective and will write a five-sentence topic, state a point of view, topic, state a point of view,
paragraph with a main idea, and write two paragraphs and write an essay of at least
three supporting sentences, defending that point of five paragraphs that uses
and a concluding sentence. view. multiple sources to defend
that point of view.
Instruction/ Students will receive a model Students will receive a Students will review the
Activity of a five-sentence paragraph model of a persuasive essay graphic organizer for a
and explicit instruction in and a graphic organizer that persuasive essay. Students
constructing the paragraph. explains the construction of will be given explicit
As a prewriting activity, a persuasive essay. instruction in locating sources
students will list their topic Students will also receive and quotes for their essays. As
and develop a list of at least explicit instruction in a prewriting activity, students
three things that support their writing a persuasive essay. will use the graphic organizer
topic. As a prewriting activity, to organize their essay.
students will use the Students will also compile a
graphic organizer to plan list of five sources that defend
their writing. their main point.
Assessment Students will be able to write a Students will be able to Students will be able to write
five-sentence paragraph that state a point of view and a five-paragraph essay that
successfully states and supports successfully defend the idea states a point of view, defends
a main idea. The paragraph using two paragraphs that the point of view, and uses
will meet the criteria on the defend the point of view resources to support the point
state writing rubric. using main ideas and of view. The essay will meet
supporting details. The the criteria on the state
paragraphs will meet the writing rubric.
criteria on the state writing
rubric.
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5. Learning Contract #1 13
Name _______________________
My question or topic is:
To find out about my question or topic…
I will read: I will look at and listen I will write:
to:
I will draw: I will need:
Here’s how I will share what I know:
I will finish by this
date:
Learning Contract #2 14
To demonstrate what I have learned about ____________________, I want to
_ Write a report _ Design a mural
_ Put on a demonstration _ Write a song
_ Set up an experiment _ Make a movie
_ Develop a computer presentation _ Create a graphic organizer or diagram
_ Build a model _ Other
This will be a good way to demonstrate understanding of this concept because
______________________________________________________________
To do this project, I will need help with
______________________________________________________________
My Action Plan is________________________________________________
The criteria/rubric which will be used to assess my final product is _________
______________________________________________________________
My project will be completed by this date _____________________________
Student signature: ________________________________ Date __/__/__
Teacher signature: ________________________________ Date __/__/__
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