This presentation is designed to provide an introduction to the concept of differentiated instruction.

1. Differentiating Instruction
Stephanie Dixon, Instructional Specialist
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2. Stephanie Dixon, Instructional Specialist 2

3. Topics
• What is differentiated instruction?
• Why differentiate instruction?
• How do we differentiate instruction?
• Strategies for differentiating instruction
Stephanie Dixon, Instructional Specialist 3

4. Defining Differentiated Instruction
Customizing instruction to meet the needs of all
learners. Differentiated instruction involves ongoing
assessment and flexible grouping. Teachers respond
to the variance among students in the classroom.
Tomlinson, C. (2000). What is Differentiated Instruction? Reading Rockets.
Accessible at http://www.readingrockets.org/article/263
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5. Teachers can differentiate the following
based on student readiness, interest, or
learning profile:
• Content- what students need to learn or how
the student will get access to the information
• Process- activities in which the student
engages in order to master the content
• Products- projects that ask the student to
apply and show what he or she has learned
• Learning Environments- the operation of the
classroom
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6. Examples of differentiating content
• Providing digital and print materials
• Emphasizing vocabulary at the readiness level
of students
• Presenting the lesson through different
modes: visually, auditory, and kinesthetically
• Small groups to re-teach or to extend thinking
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Tomlinson, C. (2000). What is Differentiated Instruction? Reading Rockets.
Accessible at http://www.readingrockets.org/article/263
What will your students learn? How will you teach?

7. Examples of differentiating process
• Anchoring activities; tiered activities
• Interest centers/stations
• Learning contracts
• Hands-on support; manipulatives
• Extended time
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Tomlinson, C. (2000). What is Differentiated Instruction? Reading Rockets.
Accessible at http://www.readingrockets.org/article/263
How will your students learn the concepts and skills presented?

8. Examples of differentiating products
• Using rubrics that extend students’ skill levels
• Providing options to work alone or in small
groups
• Choice of product assignments
• Options of expressing mastery of GLE’s
• Challenge, variety, and choice
Stephanie Dixon, Instructional Specialist 8
Tomlinson, C. (2000). What is Differentiated Instruction? Reading Rockets.
Accessible at http://www.readingrockets.org/article/263
How will students show what they have learned?

9. Examples of differentiating the
learning environment
• Quiet areas of the room
• Process in place for collaborative activities
• Available materials and resources
• Routines for assistance
• Opportunities for kinesthetic activities
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Tomlinson, C. (2000). What is Differentiated Instruction? Reading Rockets.
Accessible at http://www.readingrockets.org/article/263
Is your classroom conducive to customizing instruction?

10. What it is What it is not
Differentiated Instruction
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11. A brief history…
http://www.sde.com/di/history.asp
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12. Image and additional information found at http://www.diffcentral.com/whatisdi.html
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13. Click on the link to view short videos
on differentiated instruction
http://differentiationcentral.com/videos.html
Q:How has your thinking changed since viewing the videos?
Digging Deeper
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14. Click on the link to watch another video
http://www.sde.com/video/Hollas_In
tro2DI.asp
Want to learn more?
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15. Learning Styles
http://www.sde.com/images07/di/7wonders.pdf
Which would
you choose?
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16. Remember this?
What were your top two
categories? Take a moment
and share your results at
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17. Image found at- http://www.sde.com/di/what.asp
Proactive planning is the key
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18. Do students feel
this way?
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19. Why differentiate instruction?
Think-Pair-Share
2 minutes
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20. Stephanie Dixon, Instructional Specialist 20

21. Strategies to differentiate instruction
Adjusted
questions
Task cards Learning centers Digital portfolios
Agenda Concept Mapping Pre-assessment Foldables
Learning
contracts
Flexible grouping Anticipation
guides
Task-oriented
interviews
WebQuests Graphic
organizers
Tiered
assignments
Student-teacher
conferences
Choice cards Independent
study
Socratic dialogue Peer-tutoring
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22. Stephanie Dixon, Instructional Specialist 22
Before you teach, consider
What you want your students to:
K= KNOW (FACTS, DEFINITIONS, VOCABULARY)
U= UNDERSTAND (ESSENTIAL TRUTHS, BIG IDEAS)
D= DO (BASIC SKILLS, THINKING SKILLS)
KUD
Tomlinson, Carol Ann. “Educators at Work: Differentiating Curriculum and Instruction.” ASCD Conference. Orlando,
FL. 30 March 05-1 April 05.

23. Stephanie Dixon, Instructional Specialist 23
KUD Samples from High School Teachers
Patrick Johner, Todd County High School
Land and Water of North Africa and Southwest and Central Asia, 9th grade unit
K: Students will know the land and water features of the region.
U: Students will understand how the region’s major rivers are
important to the region and why much of the world is economically
dependent upon the region.
D: Students will build a layered-look book on the land and water of
the region.

24. What obstacles
do you anticipate
with a
differentiated
classroom?
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25. Follow Differentiated Instruction on Twitter
http://t.co/X3Sd4eFA
Differentiated instruction lesson plans rubric http://t.co/GiQ0yAVu
Differentiated instruction maximizes the students individual potential #edu
#education #cdnedu
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