Teachers

Implementing differentiated instruction: A teacher lens

Key Questions to Consider
What are the key concepts that every student must know, understand, and be able to do? What role do standards play when differentiation instruction? How would you use student data to assist you in differentiating instruction? How would you use your textbook to assist in differentiating instruction? How do you know when you are successful in differentiating instruction?

Instruction begins with good curriculum that exhibits focused learning goals and a clear idea of how the learning is to be evaluated. Guided by principles of differentiation, teachers provide instruction that is appropriately challenging for each learner. Teachers differentiate 1) the content or depth and complexity of the standards, 2) learning process or instructional approach, and 3) product or performance tasks - all according to each student's readiness/background knowledge, interests, and learning profile. Educators and community members should recognize that in a differentiated classroom not every student is doing exactly the same thing in the same way at the same time.

A visual representation for differentiating instruction is offered in the Concept Map for Differentiating Instruction (application/pdf).

Differentiating content

Content refers to the input or ideas, concepts, information, and facts that form the basis of the lesson. Teachers carefully shape instruction around the essential concepts, generalizations, principles, and skills of the unit of study. They use the content standards to determine what is essential for each student to know, understand, and be able to do as a result of the instruction. Multiple measures provide evidence and insight into student learning styles, what the student already knows, and gaps in knowledge or skills, forming the basis for further learning and study. The choices made available to students should reflect the philosophy that student differences are respected and supported.

Key Considerations:

• Ensure curriculum supports, challenges, and engages every student
• Ensure all students meet the same standard(s), though it may be at different levels of depth
• Consider the linguistic needs of English learners, student learning modalities, and students’ areas of interests
• Provide access to the content whether students work independently or in groups

Differentiating process

Process refers to the learning process or the ways that students make sense of the content or input. By differentiating the learning process, teachers capitalize on individual learning styles and readiness. Teachers draw upon a repertoire of strategies and methods to provide instruction directed at student needs, such as modifying instructional pacing, organizing students through flexible grouping, utilizing nonlinguistic representations, metacognitive strategies, questioning techniques, Cornell note-taking, and direct instruction, among others. Ongoing assessment provides information for teachers to further modify instruction to meet the changing needs of each student.

Key Considerations:

• Reflect on understanding: how teachers make sense of particular topics and how this may differ from how their students make sense of the same topics
• Vary the way content is presented, using printed matter as well as nonlinguistic representations, such as graphic organizers and concrete models
• For problem solving, use manipulatives, 3-D models, and/or real life connections and situations
• Consider students' multiple intelligences
• Use deep questioning strategies
• Organize students in flexible groups
• Allow for multiple opportunities for exposure or practice

Differentiating product or performance task

Teachers develop methods for evaluating each student's learning of the content given the instruction provided. A product refers to the way that students demonstrate their understanding of their learning. Differentiating activities and products for all learners means the methods of evaluation are to be appropriately complex, adequately assess the depth of learning involved, and draw upon engaging materials and resources. Offering students choice in the ways to demonstrate their learning helps to engage students' interest and learning style. When students select a method for demonstrating their learning, they have a sense of control and an opportunity to communicate their understanding in a more individual manner.

Key Considerations:

• Provide multiple assessment opportunities to students
• Ensure that student products demonstrate understanding of grade-level standards
• Offer choices to students that build upon their interests and learning styles

Teacher collaboration

Teacher collaboration can effectively broaden the choices offered to students in different learning environments. Teachers may regularly engage in teams looking at student work to gain a common understanding of ways to support student success. Students are motivated when educators support them toward achieving high expectations, help them connect learning to their interests and personal experiences, and offer meaningful learning and assessment opportunities that are natural and authentic.

Resources

California Department of Education Curriculum Frameworks
http://www.cde.ca.gov/ci/cr/cf/allfwks.asp (outside link)
The frameworks outline how instructional programs can be directed to meet the needs of Universal Access.

Center for Applied Special Technology (CAST): Differentiated Instruction
http://www.cast.org/ncac/index.cfm?i=2876 (outside link)
This article by Tracey Hall discusses differentiation as it applies to the general education classroom.

References

Bender, W. N. (2002). Differentiating instruction for students with learning disabilities. Thousand Oaks, CA: Corwin Press.  

Gregory, G. H., & Chapman, C. (2002). Differentiated instructional strategies: One size doesn't fit all. Thousand Oaks, CA: Corwin Press.  

Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. National Center on Accessing the General Curriculum.

Kinch, D., & Avalos, C. (2005, September). Creating a differentiated classroom. Communicator 30(1). California Mathematics Council.

Tomlinson, C. A. (1999). How to differentiate in mixed-ability classrooms. Alexandria, VA: Association of Supervision and Curriculum Development.

Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association of Supervision and Curriculum Development.

Tomlinson, C. A. (2003). Differentiation in practice: A resource guide for differentiating curriculum, Grades 5-9. Alexandria, VA: Association of Supervision and Curriculum Development.