1. DIFFERENTIATEDINSTRUCTIONAshley PatnaudeEDU 610Final Project

2. DEFINITION OF DIFFERENTIATION To differentiate instruction is to recognize students varyingbackground knowledge, readiness, language, preferences inlearning, interests; and to react responsively. 3. CAROL ANN TOMLINSON At its most basic level, differentiation consists of the efforts ofteachers to respond to variance among learners in the classroom.Whenever a teacher reaches out to an individual or small group tovary his or her teaching in order to create the best learningexperience possible, that teacher is differentiating instruction. 4. WHAT D.I. ISNOT Differentiated instruction is not chaotic. Differentiated instruction is not one more grouping of homogenousstudents. Differentiated instruction does not involve making smalladjustments to one activity or task. Differentiated instruction does not mean that a teacher mustcreate a different plan for EACH student. 5. WHAT D.I. IS Differentiated instruction is proactive. Differentiated instruction is more qualitative than quantitative. Differentiated instruction is rooted in assessment. Differentiated instruction provides multiple approaches tocontent, process, and product. Differentiated instruction is STUDENT centered. Differentiated instruction is a blend of whole-class, group, andindividual instruction. Differentiated instruction is organic. Differentiated instruction is a way of life in the classroom. 6. STEPS TO DIFFERENTIATEONE: Know your students Determine ability level with the use of a pre-assessmentand student interest surveysTWO: Plan a variety of teaching strategies including the following: Direct- most traditional Inquiry-based- students conduct investigations Cooperative learning- students work in heterogeneous groups Information processing models- students are taught how to processinformationTHREE: Utilize a variety of instructional methods Activities are suited to the students needsFOUR: Assess student knowledge Use assessment techniques that will best show individual studentunderstanding 7. IMPORTANCE OF DIFFERENTIATEDASSESSMENT 8. Independent Study- students works by themselves tocomplete task Cubing- students are assigned assessment topic byrolling a cube and decide how to show theirunderstanding Choice Boards- students choose assessment taskfrom board of different options Centers- students are assessed with the use ofmanipulatives Flexible Group Project- students work to completetasks in teacher assigned group 9. RESOURCES Chapman, C., King, R. (2005). Differentiated AssessmentStrategies: One Tool Doesnt Fit All. Thousand Oaks, CA: CorwinPress, Inc. Teachnology, Inc. (2010). Retrieved 6/14/2011 fromhttp://www.teach-nology.com/tutorials/teaching/differentiate/planning/ Tomlinson, C. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd edition. Alexandria, VA: ASCD. Tomlinson, C. (2003). Differentiation of Instruction in theElementary Grades. ERIC Digest. (Eric Digest #20012) Retrieved6/14/2011 from http://www.ericdigests.org/2001-2/elementary.html