Differentiated instruction is an approach to teaching that involves actively planning and modifying instruction based on students' needs, interests, and readiness levels. The document outlines steps to differentiate instruction, including getting to know students as individuals and learners through assessments and learner profiles. Key aspects of differentiation include ongoing formative assessment, recognizing diverse learners, flexible grouping, choice, and scaffolding instruction. Differentiation can be done through content, process, product, and learning environment based on factors like readiness, learning style, interests, and thinking style. The goal is to improve student learning by presenting material at appropriate levels and showing students that their teacher cares about them.

1. Differentiated
Instruction
Melinda Kolk

2. What is differentiated instruction?

3. When you look at
your learners and
you see this...

5. ... & act on what you see
before, during, & after
you teach.

6. Differentiated instruction
is a way of thinking,
not a program.

7. you pay attention to AND actively
plan and modify processes for the
different learners in your
classroom.
Teaching vs. Learning
Differentiated instruction is when...
Students vs. Learners

8. What could be
important to know
about my students?
• as human beings
• as learners

9. Teaching with the child in mind.
"Yes, we have to teach content, we
have to always bear in mind that we
teach that content to human beings,
and not all students will understand it
in the same way, at the same
length of time, make the
same connections, need the
same support system."
- Carol Ann Tomlinson

10. So how do we
get there?

11. Step 1 - See diverse learners

12. Step 2 - Know your learners
• as human beings
• as learners

13. Step 2 - Know them as human beings
A. Culture, Family, Religion, Income
• Siblings
• Language
• Experiences

14. Step 2 - Know them as human beings
A. Interests and Passions
• Hobbies/Sports
• Experiences
• Clothing

15. Step 2 - Know them as human beings
A. Personality
• Introvert or Extrovert?
• Creative or Analytical?
• Alone or Together?
• Impulsive or reflective
• Conformity or Non?

16. Step 3 - Know them as learners
A. Learning Environment!
• Noisy or quiet?
• Rigid or flexible schedule?
• Warm or cool room?
• Moving or still?
• Distracting or bare?

17. Step 3 - Know them as learners
B. Learning Style
• Auditory
• Visual
• Kinesthetic

18. Step 3 - Know them as learners
B. Thinking Style
• Concrete Sequential
• Concrete Random
• Abstract Sequential
• Abstract Random
• Structure
• Open-ended
• Alone
• Together

19. Step 3 - Know them as learners
• Ask
• Assessment
• Learner Profile
• inventories
• all about me
• previous & ongoing
• exit slips

20. Hallmarks of Differentation
• Ongoing, formative assessment
• Recognition of diverse learners
• Group Work/flexible grouping
• Big ideas and concepts, not texts
• Choice
• Scaffolded instruction

21. Step 3 - Act to differentiate!
Content
Process
Product
• know big ideas - clear goals
• levels of knowing
• varied strategies
• multiple processes
• varied performances
Learning environment

22. Differentiate by...
• Readiness
• Learning style
• Interest
• educational experience
• appropriate to ind. development
• environment
• intelligence/learning style
• thinking style

23. Typically
• Assess
• Layered Lessons
• Grouping
• before any content is "COVERED"
• during - what is "UNCOVERED?"
• varied strategies & time!
• different approaches
• Starts with total group!
• TAPS

24. Differentiating Content
Clear Goals
• Interest Development Centers
• Varied Texts
• Accelerated Coverage of Material
• Varied Supplementary Materials
• Varied Graphic Organizers
• Independent Study
• Tiered Assignments
• Compacting

25. Final thoughts
Student learning is improved when:
• They think their teacher cares about them.
• They are presented with problems at an
appropriate level.