Tennessee Department of Education
South Central Field Service Center
DIFFERENTIATED INSTRUCTION IS…DIFFERENTIATED INSTRUCTION IS…
A teacher’s response to a learner’s needs
Guided by general principles of differentiation, such as
Plans are madeIn advance for lessons
Rooted inStudent need
Derived from ongoingassessment
Respects thelearner
Focuses on growthvs. competition
TEACHERS CAN DIFFERENTIATETEACHERS CAN DIFFERENTIATE
PROCESS PRODUCTCONTENT
According to student’s
Readiness Interests Learning Profile
Through a range of INSTRUCTIONALINSTRUCTIONAL andMANAGEMENT STRATEGIESMANAGEMENT STRATEGIES such as:
Multiple intelligences
Jigsaw
Taped material
Anchor activities
Varying organizers
Varied texts
Varied supplementary materials
Literature Circles
Tiered lessons
Tiered centers
Tiered products
Learning contracts
Small-group instruction
Group investigation
Orbitals
Independent study
4MAT
Varied questioning strategies
Interest centers
Interest groups
Varied homework
Compacting
Varied journal prompts
Complex instruction
Information RepresentationsResources Problems
Applications/Insights
Pace of Study
Research/Products
TasksSolutions
Directions Approaches
Is the Umbrella for Many Equalizing ComponentsIs the Umbrella for Many Equalizing Components
-Removed from text or experience-Export idea or skill to unexpected or unfamiliar setting-Use key idea or skill with unrelated idea or skill-Use but move beyond fundamental skills and knowledge-More diversity of skills and ideas
-Close to text or experience-Expert idea and skill to similar or familiar setting-Use key idea or skill alone-Fundamental skills and knowledge emphasized-Fewer changes of skills and ideas
FOUNDATIONALFOUNDATIONAL TRANSFORMATIONAL TRANSFORMATIONAL
-Hold in mind or minds-on-Intangible-Symbolic or metaphorical-Mental manipulation-Idea Based-Principle without event-Not demonstrated or explained
-Hold in hands or hands-on-Tangible-Literal-Physical manipulation-Event Based-Event to Principle-Demonstrated and Explained
CONCRETECONCRETE ABSTRACTABSTRACT
-Combine idea or skill being taught with those previously taught-Work with multiple abstractions-Emphasizes elegance-Requires relatively more originality-More advanced vocabulary-More advanced readability
-Use idea or skill being taught-Work with no one, or few abstractions-Emphasize appropriateness-Requires relatively less originality-More common vocabulary-More accessible readability
SIMPLE SIMPLE COMPLEXCOMPLEX
-More parts-More steps-More stages
-Fewer parts-Fewer steps-Fewer stages
SINGLE FACETSINGLE FACET MULTIPLE FACETS MULTIPLE FACETS
-Few Unknowns-Relative Comfort with most elements-Less need to change familiar elements-Requires less flexible thought-Few gaps in required knowledge-More evolutionary
SMALL LEAPSMALL LEAP GREAT LEAPGREAT LEAP-Many unknowns-Relative unfamiliarity with many elements-More need to change familiar elements-Requires more flexible thought-Significant gaps in required knowledge-More revolutionary
-More directions or more precise directions-More modeling-Relatively less student choice
MORE STRUCTUREDMORE STRUCTURED MORE OPENMORE OPEN
-Fewer directions-Less modeling-Relatively more student choice
-Few unknowns-More algorithmic-Narrower range of acceptable responses or approaches-Only relevant data provided-Problem specified
CLEARLY DEFINEDCLEARLY DEFINEDPROBLEMSPROBLEMS
-More unknowns-More heuristic-Wider range of acceptable responses or approaches-Extraneous data provided-Problem unspecified or ambiguous
FUZZY PROBLEMSFUZZY PROBLEMS
-More teacher or adult guidance and monitoring on:
-Problem identification-Goal Setting-Establishing timelines-Following timelines-Securing resources-Use of resources-Criteria for success-Formulation of a product-Evaluation
-More teacher scaffolding-Learning the skills of independence
LESS LESS INDEPENDENCEINDEPENDENCE
-Less teacher or adult guidance and monitoring on:
-Problem identification -Goal Setting -Establishing timelines -Following timelines -Securing resources -Use of resources -Criteria for success -Formulation of a product -Evaluation
-Less teacher scaffolding-Demonstrating the skills of independence
GREATER GREATER INDEPENDENCEINDEPENDENCE
-More time to work-More practice-More teaching and reteaching-Process more systematically-Probe breadth and depth
SLOWERSLOWER QUICKERQUICKER
-Less time to work-Less practice-Less teaching and re-teaching-Process more rapidly-Hit the high points
Concept Map
Graphic Organizers
Cooperative Learning Groups
Compacting Centers
Independent/Orbital Studies
Portfolios Reading Buddies
Anchor Activities
Learning Contracts
ROLE OF THEROLE OF THETEACHER INTEACHER IN
DIFFERENTIATEDDIFFERENTIATEDINSTRUCTIONINSTRUCTION
Coaching forIndividual growth
Helping GroupsWork
Teaching for individual growthCommunications with
Parents aboutdifferentiation
Balancing Whole-classAnd small-
Group instruction
Grading for ExcellenceAnd Equity
Charting individual growth
Preparing students
for differentiation
Have a strong
Have a strong
rationale for
rationale for differentiating
differentiatinginstruction based on
instruction based on
student readiness
student readiness
and interest.
and interest.
Begin differentiating
Begin differentiating
at a pace that is
at a pace that is
comfortable for you.
comfortable for you.
Time differentiated
Time differentiated
activities for student
activities for student
success.
success.
Use an “anchor
Use an “anchor
activity” to free you up
activity” to free you up
to focus your attention
to focus your attention
on your students.
on your students.
Create and deliver
Create and deliver
instructions carefully.
instructions carefully.
Have a “home base”
Have a “home base”
for students.
for students.
Be sure students have
Be sure students have
a plan for getting help
a plan for getting help
when you are busy
when you are busy
with another student
with another student
or group.
or group.
Give your students as
Give your students as
much responsibility
much responsibility
for their learning
for their learning
as possible.
as possible.
Engage your students
Engage your students
in talking about
in talking about
classroom procedures
classroom procedures
and group processes.
and group processes.
Use flexible grouping.
Use flexible grouping.