Homework about D.I.

1. DIFFERENTIATED
INSTRUCTION
Ashley Patnaude
EDU 610
Final Project

2. DEFINITION OF DIFFERENTIATION
 To differentiate instruction is to recognize students’ varying
background knowledge, readiness, language, preferences in
learning, interests; and to react responsively.

3. CAROL ANN TOMLINSON
 “At its most basic level, differentiation consists of the efforts of
teachers to respond to variance among learners in the classroom.
Whenever a teacher reaches out to an individual or small group to
vary his or her teaching in order to create the best learning
experience possible, that teacher is differentiating instruction.”

4. WHAT D.I. IS NOT
 Differentiated instruction is not chaotic.
 Differentiated instruction is not one more grouping of homogenous
students.
 Differentiated instruction does not involve making small
adjustments to one activity or task.
 Differentiated instruction does not mean that a teacher must
create 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 to
content, process, and product.
 Differentiated instruction is STUDENT centered.
 Differentiated instruction is a blend of whole-class, group, and
individual instruction.
 Differentiated instruction is “organic.”
 Differentiated instruction is a way of life in the classroom.

6. STEPS TO DIFFERENTIATE
ONE: Know your students
 Determine ability level with the use of a pre-assessment
and student interest surveys
TWO: 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 process
information
THREE: Utilize a variety of instructional methods
 Activities are suited to the students’ needs
FOUR: Assess student knowledge
 Use assessment techniques that will best show individual student
understanding

7. IMPORTANCE OF DIFFERENTIATED
ASSESSMENT

8.  Independent Study- students works by themselves to
complete task
 Cubing- students are assigned assessment topic by
rolling a cube and decide how to show their
understanding
 Choice Boards- students choose assessment task
from board of different options
 Centers- students are assessed with the use of
manipulatives
 Flexible Group Project- students work to complete
tasks in teacher assigned “group”

9. RESOURCES
 Chapman, C., King, R. (2005). Differentiated Assessment
Strategies: One Tool Doesn’t Fit All. Thousand Oaks, CA: Corwin
Press, Inc.
 Teachnology, Inc. (2010). Retrieved 6/14/2011 from
http://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 the
Elementary Grades. ERIC Digest. (Eric Digest #20012) Retrieved
6/14/2011 from http://www.ericdigests.org/2001-2/elementary.html