Differentiated Instruction Through Tiered Performance Tasks
Teacher-Centered Classrooms:
Students learn the same thing in the same way on the same day
Students passively receive instruction rather than actively construct it.
One size fits all approach
Differentiated Instruction:
 “A variety of classroom practices that accommodate differences in Ss learning
styles, interests, prior knowledge, socialization needs, and comfort zone.”
Benjamin
 “A differentiated classroom in which students’ educational experiences are
driven by individual needs, interests, and abilities.”
 “DI aims to improve classroom learning for all students by employing a variety
of classroom practices that accommodate student differences.” Benjamin
 A systematic approach to planning curriculum and instruction for heterogeneous
student populations. A way of thinking about the classroom with the dual goals
of honoring each student’s learning needs and maximizing each student’s
learning capacity.
 “A philosophy that enables teachers to plan strategically in order to reach the
needs of the divers learners in classrooms today.” Chapman
Differentiated Instruction is:
 Proactive
 More qualitative than quantitative
 Rooted in assessment
 Applying multiple approaches to content, process, and product
 Student-centered
 A blend of whole-class, group, and individual instruction
 Organic
Differentiate at least 4 classroom components:
 Content: what to teach and how to give the Ss access t the learning goal
 Process: activities in which the student engages in order to master the content
 Product: performance tasks that ask the S to rehearse, apply, and extend what
was learned
 Learning Environment: the way in which the classroom works and its affective
dimensions.
Principles of Differentiated Instruction
 Ongoing Assessment. What are the possible ways students can demonstrate
their understanding and skill? Observation, interviews, surveys, performance
tasks.
 Flexible Grouping. Use all elements of TAPS (Total group, Alone, Partner,
Small Group). Teaching others results in the highest (90%) of retention
compared to other learning activities.
 Choice. Choice with accountability brings forth active involvement in learning.
 Constant Reflection.
Tomlinson raises these questions for teachers to ponder:
 Which Ss seemed to be engaged in learning? Which were not? Do you
know why in either case?
 In what ways did the activity or lesson begin as you wished? Did it go
off track? How? What worked and what didn’t as students began to
work?
 As the activity or lesson progressed, how well did students remain
focused? If there was a point where focus was ragged, can you
figure out why?
 Were there any students who do not work well in groups, or do not
work well alone?
 How did you interact with individuals and groups as they worked?
What useful information did you gather as you moved among groups?
Recommended Strategies
 Stations: (different spots in the CR where Ss work on various tasks
simultaneously
 Agendas: (personalized list of tasks)
 Centers: (distinct CR areas each containing a collection of activities or
materials designed to teach, reinforce, or extend a particular skill or concept)
 Tiered activities: (activities that engage Ss with different learning needs to
work with the same essential ideas and use the same key skills but at different
levels of complexity and abstractness)
 Learning contracts: (a negotiated agreement between teacher and student)
 Compacting: (providing alternative activities for the student who has already
mastered curriculum content)
 Independent study: (a tailor-made opportunity to help students become
independent learners developing talent and interest area)
 Portfolios: (collections of student work that emphasize student choice and
provide ongoing assessment)
Tiered Performance Tasks
Below-Level
Task
On-Level
Task
Above-Level
Task
“Adjusting the
Task”
Activities adjusted so that all Ss focus on key concepts and skills but at different
levels of complexity, abstractness, and open-endedness. A performance task
requires students to accomplish approximations of real-life authentic tasks, usually
using the productive skills of speaking or writing, but also using reading or
listening or a combination of these skills.
What Can be Tiered?
 Assignments
 Activities
 Centers & Stations
 Learning Contracts
 Assessments
 Materials
 Experiments
 Writing Prompts
 Homework
The teacher’s Challege:
Developing “Respectful Activities” that are interesting, engaging, and challenging
When tiering, adjust:
 Level of Complexity
 Amount of Structure
 Materials
 Time/Pace
 Number of Steps
 Form of Expression
 Level of Dependence