Differentiating Instruction:
Beginning the Journey
Tipton-Rosemark
Academy
Differentiating Instruction:
Beginning the Journey
"In the end, all learners need
your energy, your heart and your
mind. They have that in common
because they are young humans.
How they need you however,
differs. Unless we understand
and respond to those differences,
we fail many learners." *
* Tomlinson, C.A. (2001). How to differentiate instruction in mixed
ability classrooms (2nd Ed.). Alexandria, VA: ASCD.
Goals for Day 1
Participants will:
• Become familiar with vocabulary related to
differentiated instruction
• Understand basic principles of differentiating
content, process, and product in an
academically diverse classroom
• Be able to implement one or more
instructional strategies that support
differentiation
Why are we here?
“If there is anything
we wish to change in
the child, we should
first examine it and
see whether it is not
something that could
better be changed in
ourselves.”
Carl Jung
A Quick Quiz
True or False
1. Student learning differences are real.
2. ‘Fair’ means treating all kids alike.
3. Intelligence is fixed.
4. Students don’t learn what the teacher doesn’t directly oversee.
5. Before we differentiate, we must diagnose student readiness, interest, and
learning profile.
6. Every student deserves to make continuous progress.
**
Differentiate
(Verb) To:“mark as different, a distinctive
feature or attribute or characteristic; become
different during development; develop in a
way most suited to the environment; become
distinct and acquire a different character
Differentiated Instruction Defined
“Differentiated instruction is a teaching philosophy
Differentiated
Instruction
Defined
based on the premise
that teachers
should adapt
instruction to student differences. Rather than
marching students through the curriculum lockstep,
teachers should modify their instruction to students’
varying readiness levels, learning preferences and
interests. Therefore, the teacher proactively plans a
variety of ways to ‘get at’ and express learning.”
Carol Ann Tomlinson, The Differentiated Classroom
Rick Wormeli’s definition:
Doing what’s fair for students. It’s a
collection of best practices strategically
employed to maximize students’ learning at
every turn…giving them the tools to handle
anything that comes their way.
How Does Research Support DI?
• DI is the result of a synthesis of several
educational theories and practices.
• Brain research indicates that learning occurs
when the learner experiences moderate
challenge and relaxed alertness—readiness.
• Psychological research reveals that when
interest is tapped, learners are more likely to
find learning rewarding and become more
autonomous as a learner.
Key Principles of a Differentiated Classroom
• Teacher is clear about subject matter and
builds on student differences
• Assessment and instruction are inseparable.
• The teacher adjusts content, process, and
product in response to student readiness,
interests, and learning profile.
*respectful work *collaborators* flexibility
*maximum growth *individual success
When Differentiating Instruction, The Three Most
Important Questions to Continually Ask Yourself...
What do I want may
students to know,
understand, and be
able to do?
What will I do
instructionally to get
my students to learn
this?
How will my
students show what
they know?
Differentiation of Instruction
Is a teacher’s response to learner’s needs guided
by general principles of differentiation
Respectful tasks
Flexible grouping
Continual assessment
Teachers Can Differentiate Through:
Content
Process
Product
According to Students’
Readiness
Interest
Learning Profile
for
Interest – Readiness – Learning Profile
by
Self – Peers - Teachers
Forest Lake Elementary
DI and Assessment
• http://www.youtube.com/watch?feature=p
layer_embedded&v=gFXbuE-21I4
Best Practices for DI
Step 1: Know Your Students
•
•
•
•
•
Interest surveys
Look at previous performance
Talk to students
Observe
Listen
Talking is learning; listening is
teaching.
Step 2: Know the Curriculum!
Establish what is essential learning;
Teach the Student Objectives,
Communicate the objectives and enabling
outcomes to the students.
Step 3: PLAN!
Plan purposefully allowing for student variance
Pre-assess – Whole group
• Focus on essential knowledge
• Not graded
• For the teacher
Take your students from where they are and bring
them to where you want them to be.
What goals are we trying to achieve
through differentiation?
• Increased academic learning
• Increased confidence in learning
• Enhanced intrinsic motivation for
learning
• Self-directed learning behaviors
Burns and Purcell, 2002
Why does it work?
Differentiation increases the match between
where the student is and what they are to
learn.
– Zone of Proximal Development
– Varying levels of scaffolding
– Varying degrees of challenge
– Varying degrees of autonomy
– Optimal learning
Vygotsky (1962)
The Key
……… to a differentiated classroom is that all
students are regularly offered CHOICES and
students are matched with tasks compatible with
their individual learner profiles.
Curriculum should be differentiated in three areas:
1. Content:
– Multiple options for taking in information
2. Process:
– Multiple options for making sense of the ideas
3. Product:
– Multiple options for expressing what they know
What Differentiation Is …
• Student Centered
• Best practices
• Different approaches
• 3 or 4 different activities
• Multiple approaches to
content, process, and
product
• A way of thinking and
planning
• Flexible grouping
What Differentiation Isn’t
• One Thing
• 35 different plans for
one classroom
• A Program
• A chaotic classroom
• The Goal
• Hard questions for some
and easy for others
• Just homogenous
grouping
Reflection
Activity
A differentiated classroom
will have a combination of teacher
directed, teacher selected
activities, and learner centered,
learner selected activities; whole
class instruction, small group
instruction, and individual
instruction.
Time for a break!
• 15 minute break
How We Teach Makes A Difference!
Diana Browning Wright, Teaching and Learning Trainings, 2003
1/4 tank: in need of more “fuel”
Fuel Gauge Check
1/2 tank: enough to take short trips
3/4 tank: ready for a long journey
full tank: enough fuel to share with others
Carol Ann Tomlinson: Responsive
Teaching
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Blueprint for a DI Classroom
•
•
•
•
•
•
•
•
•
•
•
Differences are studied as a basis of planning.
Student differences shape curriculum.
Pre-assessment is typical and frequent.
Multiple learning materials are available.
Multiple options for students are offered.
Students make sense of information.
Emphasis on concepts and connections is made.
There is variable pacing.
Students aid in setting goals and standards.
Varied grading criteria are used.
Excellence as an individual effort is honored.
Carol Ann Tomlinson, How to Differentiate
Instruction in Mixed-ability Classrooms
CONTENT is what we want students to:
- know (facts and information)
- understand (principles, generalizations, ideas)
- be able to do (skills)
Content is differentiated
(a) when you pre-assess student’s skill and knowledge,
then match learners with appropriate activities
according to readiness;
(b) when you give students choices about topics to
explore in greater depth;
(c) when you provide students with basic and advanced
resources that match their current levels of
understanding.
Differentiating Instruction in the Regular Classroom
How do we differentiate content?
multiple textbooks and supplementary print
materials at varied levels
varied videos/audio and computer programs
learning contracts
highlighted vocabulary
varied manipulative and resources
interest centers
study/peer partners and reading buddies/mentors
compacting
phase 1 - teacher assessment of student
phase 2 - teacher sets up a plan
phase 3 - teacher and student design a project
PROCESS is the “how” of teaching. Process refers to the
activities that you design to help students think about and make
sense of the key principles and information of the content they
are learning. Process also calls on students to use key skills
that are integral to the unit. When differentiating process,
students are engaged in different activities, but each activity
should be directed to the lesson’s common focus on what
students should come to know, understand, and be able to do.
All students are engaged in meaningful and respectful tasks.
Carol Ann Tomlinson
Differentiating Process
(making sense and meaning of content)
•
•
•
•
•
•
•
Use leveled or tiered activities
Interest centers/stations
interactive journals and learning logs
graphic organizers
Hands-on materials
Vary pacing according to readiness
Allow for working alone, in partners, triads, and
small groups
• Allow choice in strategies for processing and for
expressing results of processing
PRODUCTS are the way students show what they have
learned or extend what they have learned. They can be
differentiated along a continuum:
- simple to complex
- less independent to more independent
- clearly defined problems to fuzzy problems
Carol Ann Tomlinson
https://docs.google.com/f
ile/d/0B8abwCz5X2x7LTYz
RFlxaU9FYjQ/edit?usp=sh
aring
SUGAR RUSH!!!
What’s your favorite dessert?
Line up
alphabetically
based on your
favorite dessert’s
first letter.
Information
Meaning
Effective teaching is not
either information or
meaning.
It’s helping students see
the meaning in the
information they learn.
TV Interest Groups
• On a colored index card, write the name of
your two favorite television shows.
• Find five other people who have at least one
show/type of show in common with you.
• Sit together in a group.
Plan for Differentiated Instruction
Content/Process
•
•
•
•
Flexible grouping
Rubrics
Graphic organizers
Tier assignments
FLEXIBLE GROUPING
Students are part of many different groups – and also work alone – based on the
match of the task to student readiness, interest, or learning style. Teachers may create
skills-based or interest-based groups that are heterogeneous or homogeneous
in readiness level. Sometimes students select work groups, and sometimes teachers
select them. Sometimes student group assignments are purposeful and sometimes random.
1
3
Teacher and whole
class begin exploration
of a topic or concept
Students and teacher
come together to share
information and pose
questions
5
7
9
The whole class
reviews key ideas and
extends their study
through sharing
The whole class is
introduced to a skill
needed later to make
a presentation
The whole class listens to
individual study plans and
establishes baseline
criteria for success
Students engage in further
study using varied materials
based on readiness and
learning style
Students work on varied
assigned tasks designed to
help them make sense of key
ideas at varied levels of
complexity and varied pacing
In small groups selected by
students, they apply key
principles to solve teachergenerated problems related
to their study
Students self-select interest
areas through which they will
apply and extend their
understandings
2
4
6
8
A differentiated classroom is marked by a repeated rhythm of whole-class preparation, review, and sharing, followed by
opportunity for individual or small-group exploration, sense-making, extension, and production
When to use flexible groups?
• As needed…
• At the exit points when students’ learning
needs vary significantly
• When students need more time and
instruction or
• For basic application
Assess for Mastery
• Formative Assessments:
on-going; not always graded;
assessments for learning
• Summative Assessments:
determination of mastery of
objectives; assessments of
learning; often criterion based
• Portfolios
• Student-Based
Assessment
• Performance
Assessments
• Independent
Assessments
Written
Visual
Oral
Research Report
Poster
Lesson presentation
News article
Graphic Organizer
Oral Presentation
Information brochure
PowerPoint
Radio Interview
Tomlinson & McTighe
Integrating Differentiated Instruction and
Understanding by Design p.74
*Reflection
What we share in common makes us
human. How we differ makes us
individuals. In a classroom with little
or no differentiated instruction, only
student similarities seem to take center
stage.
What Can We Adjust?
•
•
•
•
•
•
Level of complexity
Amount of structure
Pacing
Materials
Concrete to abstract
Options based on
student interest
• Options based on
learning styles
Tiering
Strategies to
Make
Differentiation
Work
Key Concept
or
Tiered Instruction
Changing the level of
complexity or
required readiness of
a task or unit of study
in order to meet the
developmental needs
of the students
involved.
Understanding
Those who
do not
know the
concept
Those with
some
understanding
Those who
understand
the
concept
Developing a Tiered Activity
1
Select the activity organizer
•concept
Essential to building
•generalization
a framework of
2
• readiness range
• interests
• learning profile
• talents
understanding
3
Create an activity that is
• interesting
• high level
• causes students to use
key skill(s) to understand
a key idea
Think about your students/use assessments
skills
reading
thinking
information
4
Chart the
complexity of
the activity
High skill/
Complexity
Low skill/
complexity
5
Clone the activity along the ladder as
needed to ensure challenge and success
for your students, in
•
materials – basic to advanced
•
•
•
form of expression – from familiar to
unfamiliar
from personal experience to removed
from personal experience
equalizer
6
Match task to student based on
student profile and task
requirements
Tier by
Address needs of students who are at
introductory level and those ready for
more abstract or advanced work.
Tier by
Choose materials at various reading
Levels and complexity of content.
Explore various print options:
•
•
•
•
•
Newspapers
Magazines
Newsletters
Primary sources
Diaries/journals
Tier by
Use same materials but prepare
differentiated outcomes. All students
are building on the same understanding
concept but producing different
products to demonstrate understanding.
Tier by
Form groups based on learning
preference using Gardner’s
intelligences…assignment
differentiated based on product.
BEGIN day 2/large sticky notes
List 10-15 words or phrases that, in your mind, are
linked to the term differentiated instruction.
What concerns or fears do you have regarding
differentiation?
What would you like to learn more about?
Tiered Assignments are
designed to maximize each
student's growth by challenging
students with learning
experiences that are slightly
above their current level of
knowledge and performance.
Designing a
Tiered Assignment
A six step process
•
•
•
•
•
•
Identify the content
Consider your students’ needs
Create an activity
Chart the complexity of the activity
Create other versions of the activity
Match one version of the task to each student
Tomlinson
Tiering Instruction
1. Indentify the standards, concepts, or
generalizations you want the students to
learn.
2. Decide if the students have the background
necessary to be successful with the lesson.
3. Assess the students’ readiness, interests, and
learning profiles.
4. Create an activity or project that is clearly focused
on the standard, concept or generalization of the
lesson.
5.Adjust the activity to provide different levels or tiers
of difficulty that will lead all students to an
understanding.
6. Develop an assessment component for the lesson.
Remember, its on-going!
Strategies to Make
Differentiation Work
Anchoring Activities
These are activities that a student may do at any time
when they have completed their present assignment or
when the teacher is busy with other students. They
may relate to specific needs or enrichment
opportunities, including problems to solve or journals to
write. They could also be part of a long term project.
Strategies to Make
Differentiation Work
Flexible Grouping
This allows students to be appropriately challenged
and avoids labeling a student’s readiness as a static
state. It is important to permit movement between
groups because interest changes as we move from one
subject to another
How did we group you today?
•
•
•
•
Interest (TV shows)
Random (colored index cards)
Interest (favorite dessert)
Mixed Readiness (fuel gauge)
• End of Day 1
Day 2
TRA Differentiated Instruction
Goals for Day 2
• Participants will gain awareness level
knowledge of:
– The various concepts and features of
differentiated instruction
– The levels of curriculum differentiation
– The key characteristics of scaffolding
– The guidelines for successfully differentiating
instruction in the classroom
*List 10-15 words or phrases that, in your mind, are
linked to the term differentiated instruction.
What concerns or fears do you have regarding
differentiation?
What would you like to learn more about?
Scaffolding: Key Characteristics
The key characteristics for effective scaffolding(providing the
supports needed for a student to succeed in work that is slightly
beyond his/her comfort zone) include:
–
–
–
–
–
–
Provide clear directions
Clarify the purpose for instruction by asking essential questions
Keep students on task
Provide clear expectations for quality
Point students to worthy sources for help and information
Reduce uncertainty, surprise and disappointment to maximize learning
efficiency
– Deliver efficiency by requiring hard work, but not wasted work
Two Prerequisites to
Bringing about Change:
•􀂄 Knowing the technical requirements =
practical, logical, and real
– based on knowledge.
• Understanding the attitude and
motivational demands of bringing it about =
personal, psychological and
emotional/reactive
– based on insight.
Flexible Grouping Model
WHOLE
GROUP
Small Group
Partners
WHOLE
GROUP
Independent
Flexible Grouping
Homogenous/Ability
-Clusters students of similar
abilities, level, learning style, or
interest.
-Usually based on some type of
pre-assessment
Heterogeneous Groups
-Different abilities, levels or
interest
- Good for promoting creative
thinking.
Individualized or
Independent Study
-Self paced learning
-Teaches time management and
responsibility
-Good for remediation or
extensions
Whole Class
-Efficient way to present new
content
-Use for initial instruction
Flexible Grouping: Questions to Consider
• Is this the only way to organize students for learning?
• Where in the lesson could I create opportunities for
students to work in small groups?
• Would this part of the lesson be more effective as an
independent activity?
• Why do I have the whole class involved in the same
activity at this point in the lesson?
• Will I be able to meet the needs of all students with this
grouping?
• I’ve been using a lot of [insert type of grouping here –
whole class, small group, or independent work] lately.
Which type of grouping should I add to the mix?
Differentiating Products
(showing what is known and able to be done)
• Tiered product choices
• Model, use and encourage student use of their
technology within products and presentation
• Provide product choices that range in choices from all
multiple intelligences, options for gender, culture and
race
• Use related arts teachers to help with student products
To provide meaningful context, let’s
design a differentiated lesson from
scratch….
[Artist Unknown
Assessment and Grading
by Rick Wormeli
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THE RELATIONSHIP BETWEEN ASSESSMENT
AND CURRICULUM
STANDARDS
Content Knowledge
PREASSESSMENT
results in modifications, if warranted, based
upon critical differences among students
TEACHING
AND
LEARNING ACTIVITIES
ON-GOING & POST ASSESSMENT
4
Preassessment Tool:
A Modified K-W-L
K
N
W
What the student
ALREADY KNOWS
What the student
NEEDS TO KNOW
What the student
WANTS TO KNOW
-Prior Experiences
-Knowledge
-Skills
-Accomplishments
-Attitudes
-Self-rating of current
proficiency with unit
objectives
-Teaching style
preference
-Interests
-Questions
-Ideas for exploration
or investigation
6
Burns and Purcell, 2002
7
8
Preassessment Tool: Journals
As it relates to a curriculum objective, ask students to:
•describe processes
•give examples
•provide reflections
Take the
opportunity for
a one-to-one
interchange
with the student
Tell me what
you know
about
fractions.
What is the
purpose of a
hero in a
story?
9
Burns and Purcell, 2002
Preassessment Tool:
Lists and Surveys
• “Tell me all the words
that come to mind when I
say “oceanography;”
• List the attributes of
French Impressionistic
paintings;
• Name several types of
land masses;
• Give examples of foods
that contain high fats and
sugars.
14
15
Preassessment Tool: Products
• Create a bar graph using data from the
sports section of the newspaper
• Make a landscape drawing with a
horizon
• Show me your latest science lab report
16
Preassessment Tool:
Performances or Conferences
•
•
•
•
Explain how you found this answer
Import a graphic for the newspaper
Create a magic square
Use a calculator to solve an
equation
• Read to me
17
Preassessment Tool:
Performances or Conferences
•
•
•
•
Explain how you found this answer
Import a graphic for the newspaper
Create a magic square
Use a calculator to solve an
equation
• Read to me
17
Preassessment Tool:
Concept Map
-Used when teaching concepts and principles
-Graphic representation of students’ understandings
-Uses a word bank, web, and links
day
see in
sun
is a
Star
space
has
see at
night
is in
makes a
constellation
heat
Word Bank
Sun
Hot gas
Space
Heat
Night
Constellation
Day
makes
hot gas
18
21
POST-ASSESSMENT!
2. You have finished a brilliantly presented unit and tested your students. ½ the
students fail. What is your reaction:
a. Clearly, the children did not study
b. Something is flawed – it’s probably not the children!
3. If I differentiate instruction, but other teachers in my school do not I
am disabling my students. True False
4. Does differentiated instruction hinder performance on standardized
tests? Yes No
5. Can differentiated instruction be applied to real world situations? Or
Is the real world differentiated? Yes No
6. Differentiated instruction is individualized instruction. True or False
Instructional Sequence in a
Differentiated Classroom
• Lesson introduction
• Initial teaching
• Locating or designing a pretest
format based on observed or
anticipated differences
• Pretesting
• Analysis of pretest results
• Decision making and planning
• Formation of flexible groups
• Differentiated teaching and
learning activities
NRC/CT, University of Connecticut, 1997
Quick Reference: Differentiated Lesson Planning Sequence
A. Steps to take before designing the learning experiences:
1. Identify your essential understandings, questions,
benchmarks, objectives, skills, standards, and/or learner
outcomes.
2. Identify your students with unique needs, and get an early
look at what they will need in order to learn and achieve.
3. Design your formative and summative assessments.
4. Design and deliver your pre-assessments based on the
summative assessments and identified objectives.
5. Adjust assessments or objectives based on your further
thinking discovered while designing the assessments.
When Designing your Actual Lessons….
1. Brainstorm multiple strategies
2. Cluster into introductory, advanced, and
strategies that fit between these two
3. Sequence activities in plan book
4. Correlate Class Profile descriptors,
Differentiation Strategies, and cognitive
science principles to lessons – What do you
need to change in order to maximize
instruction for all students?
Quick Reference: Differentiated Lesson Planning Sequence
C. Steps to take after providing the learning
experiences:
1. Evaluate the lesson’s success with students.
What evidence do you have that the lesson
was successful? What worked and what
didn’t, and why?
2. Record advice on lesson changes for yourself
for when you do this lesson in future years.
Secret to Success…?
Try one new idea or strategy at a time.
Once you feel confident, try another.
Select one curricular area or one unit to
differentiate – not your whole curriculum.
When creating alternative activities for students, how do you
increase the breadth and depth of a lesson?
•
To increase the breadth of a lesson,
the teacher first provides a whole
group introduction and whole group
instruction. S/he might then launch
small groups on alternative activities.
The key here is to provide students
with variety.
– choice of resources
– product options
– alternative activities
– varying goals
– open-ended questions and
activities
– choices based on learning style
preferences and interests
•
To alter the depth of a lesson, the
teacher provides a whole group
introduction, whole group initial
instruction, and identifies student
differences based on prior
knowledge, readiness to learn,
learning rate, and ability. S/he will
then increase or decrease
abstraction
extent of support
sophistication
complexity
of the goals, resources, activities,
products. Tiered assignments lend
themselves to this type modification.
TTT: Things Take Time
•One subject area at a time
•One unit at a time
•One lesson at a time
•One student at a time
•One strategy at a time
•One teacher at a time
•One grade level at a time
Burns and Purcell, 2002
50
*Reflection…
Recall a familiar learning
task, lesson, or unit.
Identify the ways that
students differed during the
course of this task, lesson. or
unit.
Which student difference was
most powerful?
How did you differentiate to
accommodate the difference?
How did this accommodation
impact their learning?
Burns and Purcell, 2002
Homework
Where do I
begin?
•Start with material you already have then:
–analyze the degree of challenge and variety in your current
instructional plans.
–modify, adapt, or design new approaches to instruction in
response to your students’ needs, interests, and learning
preferences.
–work with others whenever possible to design differentiated
instruction
–share what you have developed with fellow teachers
Now It’s Your Turn…
Identify a curriculum unit.
Make sure it is one in
which you have witnessed
critical differences among
students. Select one or
more components of the
lesson/unit that lends itself
to differentiation and
develop appropriate
alternatives to the content,
process, and/or product.
30
Our Learning Community
We will teach, guide, and support each
other.
I see in these…endeavors the concept of the
school as a community of learners; a place
where all participants—teachers, principals,
parents, and students—engage in learning and
teaching. School is not a place for big people
who are learned and for little people who are
learners, for important people who do not
need to learn and unimportant people who do.
Instead, school is a place where students
discover and adults rediscover the joys, the
difficulties, and the satisfaction of learning
(Barth, 1990, p. 43).
Barth, R. (1990). Improving schools from within. San Francisco: CA: Jossey-Bass.
•
•
•
•
•
•
•
•
•
What do you already know about differentiation?
What do you already do with regard to differentiation?
What additional changes would be called for in your classroom
to provide broader or richer differentiation?
What do you want to learn about?
What do you want to learn how to do?
What will you do with what you learn?
What are some benefits of differentiation to you (personally and
professionally) and to your students that might encourage you to invest
time and effort in providing differentiated instruction?
What are some factors that might discourage your investment of time
and effort in providing differentiated instruction?
What changes do you expect to see in instruction? Students?
Burns and Purcell, 2002
Carol Dweck (2007) distinguishes between
students with a fixed intelligence mindset who
believe that intelligence is innate and
unchangeable and those with a growth
mindset who believe that their achievement
can improve through effort and
learning…Teaching students a growth mindset
results in increased motivation, better grades,
and higher achievement test results.”
(p.6, Principal’s Research Review, January 2009, NASSP)
Positive Environment is Key
Teacher growth mindset
Student growth mindset
Teacher-Student Connections
Community/Team Approach
Significance
– Teacher commitment to student success
– Environmental safety for students
– Support for risk of learning
*Are we successfully differentiating teachers?
1. Are we willing to teach in whatever way is necessary for
students to learn best, even if that approach doesn’t match
our own preferences?
2. Do we have the courage to do what works, not just what’s
easiest?
3. Do we actively seek to understand our students’ knowledge,
skills, and talents so we can provide an appropriate match for
their learning needs? And once we discover their strengths
and weaknesses, do we actually adapt our instruction to
respond to their needs?
4. Do we continually build a large and diverse repertoire of
instructional strategies so we have more than one way to
teach?
5. Do we organize our classrooms for students’ learning or for
our teaching?
*Reflection
1. You have finished a brilliantly presented unit and tested your students. ½ the
students fail. What is your reaction:
a. Clearly, the children did not study
b. Something is flawed – it’s probably not the children!
2. If I differentiate instruction, but other teachers in my school do not,
I am disabling my students. True False
3. Does differentiated instruction hinder performance on standardized tests?
Yes No
4. Can differentiated instruction be applied to real world situations? Or
Is the real world differentiated? Yes No
5. Differentiated instruction is individualized instruction. True or False
Bibliography
Campbell, Bruce. The Multiple Intelligences Handbook: Lesson Plans
and More. Stanwood, WA. 1996.
Daniels, Harvey and Bizar. (2005). Teaching The Best Practice Way:
Methods that Matter, K-12. Portland, Maine: Stenhouse Publishers.
Gregory, Gayle. Differentiated Instructional Strategies in Practice.
Thousand Oaks, CA. 2003.
Tomlinson, Carol Ann. The Differentiated Classroom. Alexandria, VA:
ASCD. 1995.
Wormeli, Rick. Fair Isn’t Always Equal: Assessment and Grading in the
Differentiated Classroom, Stenhouse Publishers, 2006.