Differentiated Instruction
in Content Areas
By: Tina Waddy
Abel L. Villarreal
A Growing Tide of Failure
• From the 1990’s to the present, schools have had to cope with an
epidemic of incoming 9th graders that are ill prepared for high school.
• On April 30, 2009, the Texas Education Agency reported that 21% of
317,830 students (about 66,744) failed the 8th grade Math TAKS
examination.
• Over 90% of these failures will be promoted to 9th grade anyway. How
will math teachers respond?
What Is It?
• Differentiated instruction
is an instructional
approach that
encompasses several
learning strategies
simultaneously.
• This technique matches
student learning
characteristics to a
teaching modality (tactile,
kinesthetic, or audio).
• Teachers use
“differentiated instruction”
to bridge the widening
gap.
• Once a solid learning
connection is made,
students are much more
engaged and successful
with the curriculum.
Implementation
Teachers can differentiate…
– Content
– Process
– Student Products
Differentiated Content
Change the material,
the order in which it is
presented, the source,
and the quantity of
information being
learned by a student.
Example
Objective: Solve 3-step
linear equations.
– Student A reviews 1-step,
2-step equations and then
move on to learn some 3step equations.
– Student B will learn 3-step
equations and then work in
a small group to solve
TAKS level extensions of
3-step equations.
Differentiated Process
• Change the way
students access the
assigned information.
Example
– Student A will access a 5
minute PowerPoint
presentation and learn to
solve 3-step equations.
– Student B will access a
math website and do the
online tutorial to learn to
how solve 3-step linear
equations.
Differentiated Products
Change the way
students demonstrate
what they’ve learned.
Example
Objective – Students will solve 3step linear equations.
– Student A will solve a set of
computer generated
problems.
– Student B will solve a teacher
created set of problems and
then solve a series of real
world linear equations with a
graphing calculator.
Responding to Students Needs
• Teachers differentiate
responses to student
needs.
Student needs include:
– Reading Ability.
– Confidence level.
– Competency level in
Mathematics.
– Extent of background
Knowledge.
– English language
proficiency.
– Learning disabilities.
Differentiation Variables
Instructional Choice
Variables
Complexity of the Content
Students needs and abilities and effect of
past math experiences.
Processes and Techniques used to
Communicate Content
Students learning preferences and reading
comprehension level.
Student Products and Assessments that
Demonstrate Learning
Student interest, ability, and experience.
Implementation
Before you Teach…
• Use diagnostic instruments to assess skills level.
• Study previous student data (TAKS scores, report
cards, etc.) to determine learning patterns.
• Determine student interest.
• Identify student learning styles and environmental
preferences.
Diagnostic Assessments
• Can be informal or
formal.
• Determine student
readiness level.
Examples
• Pre-tests.
• Survey Background.
Knowledge.
• K-W-L Charts.
• Student self assessments.
• TAKS scores.
• Report cards.
Student Interest
• Discover what
students like and
don’t like.
Examples:
• Interest inventories.
• Include students in the
planning process.
• Incorporate student
interests in key projects
and explorations.
Learning Style
• Find out the type of
learners your
students are (tactile,
kinesthetic, audio)
Example:
• Learning Style
Inventories (LSI)
• Observe student
activities and
behavior in school
– Look for environmental
factors that inhibit
student learning.
Strategies
Learning Style
Auditory, Visual, and
Kinesthetic Learners
Strategy
•Demonstrations
•On-site field studies
•Audio-visual Presentations
•Small-group discussion
Mix of Learning Styles •Problem solving activities
•Research, hands-on Experimentation
•Off Campus Field Trips
What Does Differentiated
Instruction Look Like?
•
•
•
•
•
•
•
Tiered Assignments.
Compacting.
Interest Centers or Interest Groups.
Flexible Grouping.
Learning Contracts.
Choice Boards.
Orbital Studies.
Tiered Assignments
• Focus of
differentiation is on
student readiness.
• Designed to instruct
students on essential
skills at different
levels of complexity
and abstractness.
Example: Math - Tier III
students start with prerequisite
skills and work up to target
objective.
– Sample A - Students
learns to evaluate
expressions.
– Sample B – Students learn
to solve ratios and
proportions.
– Sample C – Students learn
to solve linear equations.
Sample “A” Math
Sample B
Sample C
Tiered Assignments
• Focus of
differentiation is on
student readiness.
• Designed to instruct
students on essential
skills at different
levels of complexity
and abstractness.
Example: Science Students study the
characteristics of living vs.
non-living things.
– Tier III students are
guided in identifying
things from both groups.
– Tier I & II students work
in groups to brainstorm
examples of non-living
and living things.
Compacting
• Focus of differentiation is on student readiness.
• Adjust instruction to account for student mastery
of certain objectives.
• Compacting process includes assessment, and
planning.
Examples
Math
Science
Objective: Solve 3-step linear
equations.
– Students who has
already mastered the
concept will solve 4 and
5-step equations.
– Students are given more
instruction on 1-step, 2step, and 3-step
equations.
Objective: Understand the
steps of photosynthesis.
– Students who already
know the process are
given a lab assignment.
– Students are given more
instruction on the
concept.
Interest Centers / Groups
• Focus of differentiation is
on student readiness and
interest.
• Interest centers are used
with younger students.
• Interest groups are used
with older students.
• Learning experience is
directed toward a specific
learner interest.
• Student choice can
impact motivation in a
positive way.
Example:
• Interest Centers – Can
focus on specific topics like
percents, fractions,
proportions.
• Interest Groups – Can focus
on small groups that are
planning and building scale
models, or making
predictions on voting
patterns.
Flexible Grouping
• Focus of differentiation is
on student readiness,
interest, and learning style.
• Students work in different
groups.
• Group placement is
determined by either
readiness, interest and/or
learning style.
• Groups can be assigned
by teacher, or student
choice can be given.
Example:
Students take on a specific role
in groups to explore the layout of
a landscaping project.
– A student who is a strong artist
can draw a sketch.
– A student who enjoys public
speaking might present group’s
model.
– A student strong in computation
can estimate the cost of
materials.
– A student strong in organizing
skills can formulate a timetable
for the landscaping project
completion.
Learning Contracts
• Focus of differentiation is
on student readiness, and
learning profile.
• Agreement between the
teacher and the student.
• Teacher determines the
necessary skills to be
learned, and the required
components of the
assignment.
• Student identifies
methods for completing
the assignment.
Example:
Student wants to improve grades
to play sports.
– Teacher guides student
through the process of
developing a plan.
– Student decides method for
completing the assignment.
– Teacher and students set
goals.
Choice Boards
• Focus of differentiation is on student readiness, interest,
and learning profile.
• Organizers contain a variety of activities.
• Students are allowed to choose an activity.
• Activities can be focused around several different skills.
Examples
Math
Objective: Students must
complete two of the following
activities to learn about 3-step
equations.
– Make a poster that has a
fraction, decimal, and integer
3-step equations.
– Produce a short video
outlining a procedure for
solving any 3-step equation.
– Find 4 websites that
demonstrate how 3-step
equations are solved.
Science
Objective: Students must complete
two of the following activities to
learn about density.
– Using a water table to explore
properties of various objects,
– Reading a chapter in their
textbook about density,
– Watching a video about
density.
Orbital Studies
• Focus of differentiation is on student
readiness, interest, and learning profile.
• Concept is based on theme.
• Students are given choices.
• Teacher provides guidance and coaching.
Examples
Math
Science
Objective: Students are learning
Objective: Students are learning
about the solar system. They
are allowed to choose from the
following topics.
about solving linear equations.
They are allowed to choose
from the following topics.
– Graph different equations
and compare slopes.
– Convert data tables into
equations and graphs.
– Convert proportions into
linear equations.
– Satellites
– Habitable Planets
Materials
• Students should
explore concepts
using a variety of
resources.
Resources:
– Textbooks
– Graphic Images
– Audio-visual
Representations
– Internet searches
– Guest speakers
Complex Instruction
• Create open-ended
questions and tasks
for instruction.
• Open-ended questions
push students to think
outside the box.
• Teach students to think
all the way around a
topic.
• Provide scaffolding for
support.
Role Play
• Create activities that
stimulate learning and
directly appeal to
student interest.
• Students enjoy
watching peers role
play, or debate about
a current science or
social studies topic.
• Have students create
computer simulations.
• More common in the
social sciences and
humanities.
Take It Slow
• Teachers can’t
differentiate 100%
of the content.
• Be realistic. Start
differentiating a little at
a time.
• Creativity comes in
waves, not steady
streams.
• Access information
and examples from the
Internet.
• Ask other teachers for
help and advice.
Activity
Look over this PowerPoint and…
A. Carefully outline and summarize the
important points.
B. Look over the “DAM-IT” lesson plan
example and template. “Differentiate”
a lesson plan for any topic or lesson
you like.
Resources
http://teachingtoday.glencoe.com/howtoarticles/differentiating-science-instruction
Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL
implementation. National Center on Accessing the General Curriculum.
Retrieved July 9, 2004 from: http://www.k8accesscenter.org/training_resources/udl/diffinstruction.asp
Tomlinson , C.A. (1999). How to differentiate instruction in mixed-ability classrooms.
Alexandria , VA : ASCD.
http://www.cast.org/ncac/index.cfm?i=2876 – This site contains an article by Tracy Hall at the National Center
for Accessing the General Curriculum. The article discusses differentiation as it applies to the general
education classroom.
http://members.shaw.ca/priscillatheroux/differentiatingstrategies.html - The Enhancing Learning with
Technology site provides explanations for various differentiation strategies.
http://www.mcps.k12.md.us/curriculum/science/instr/differstrategies.htm - A Web site that lists instructional
strategies and techniques that teachers can use to differentiate in the science classroom.