Differentiated Instruction in
the K to 12 Curriculum
Goals
1. Identify the essential elements of
Differentiated Instruction.
2. Identify different strategies to support
the implementation of differentiated
instruction.

Differentiated Instruction
What is Differentiated Instruction?
To differentiate instruction is to RECOGNIZE students varying
background knowledge, readiness, language, preferences in learning,
interests, and to react responsively.
 It is a PROCESS to approach teaching and learning for students of
differing abilities in the same class.
 The intent of differentiating instruction is to MAXIMIZE each
student’s growth and individual success by meeting each student where
he or she is, and assisting in the learning process
“NOT”
Individualized
Instruction
Different
Reading
Assignments
Taught Skill Practice
Tailoring
the Same Suit
of Clothes
One-Size-Fits-All
Instruction Does NOT
Reach All Learners
“IS”
Student
Centered
Multiple
Intelligences
Learning Styles
Blend
of Whole-Class,
Group and Individual
Instruction
Flexible and Responsive
Learners of Multiple
Abilities CAN BE
Educated Together
PROACTIVE
Universal Design to DI
Based on Student Readiness, Interest & Learning Profile
1. Content
2. Process
3. Products
4. Learning
Environment
Learning Cycle & Decision Factors Used in Planning and
Implementing Differentiated Instruction
Content
How can he/she access the information?
How do we Plan?
How to?
• Determine the Ability Level of Your Students
– Survey Past Records, Look at Their Cums
• Align Tasks and Objectives to Learning Goals
• Survey Student Interests
– Interest Inventories, Interview/Conference,
Respond to Open-Ended Questionnaire with
Questions
• What are Your Students Multiple Intelligences &
Learning Styles?
• What are Your Student’s Preferences and
Motivators?
• Instruction is Concept-Focused and PrincipleDriven
• Brain-Based Research
• Know YOUR Students
Examples:
 Use Reading Materials at
Varying Readability Levels
 Put Text Materials on Tape
 Use Spelling/Vocab. Tests
at Readiness Levels of
Students
 Use Reading Buddies
 Meet with Small Groups to
Re-Teach an Idea or Skill
for Struggling Learners, or
Extend the Learning
How Do We Plan?
Determine a Focus Area:
• Four T’s
– Teaching Objective
– Target
– Bloom’s Taxonomy
– Text/Materials
• Instructional Strategies
• Learner Engagement
– Effective Presentations
• Learning Environment
Based on Research:
• All GOOD Instruction Must
Have:
– Active Engagement
– Reading & Writing Strategies
– Address the Auditory,
Kinesthetic, Visual & Tactile
Learners
– Address Multiple Intelligences
– Be Developmentally
Appropriate
Do YOU Wing It?
teaching.mrbelshaw.co.uk
(Or) Do YOU
Plan it!
Learning Cycle & Decision Factors Used in Planning and
Implementing Differentiated Instruction
Process
How to process information, organize, store
retrieve & apply information?
How to?
 Flexible Grouping is
Consistently Used
 Groupings are Not Fixed, and
Should Be Dynamic in Process
 Teach Whole Class Introductory
Discussions ,then Follow with
Small Group (or) Pair Work.
 Direct Instruction
 Inquiry-Based Learning
 Cooperative Learning
 Classroom Management
Benefits Students and Teachers
 Organization & Routines
Examples:
 Use Tiered Activities
 Provide Interest Centers
 Develop Personal Agendas for
Completion of Work
 Manipulatives(or) Hands on Supports
 Varying the Length of Time
 Memorization
 KWL
 Reciprocal teaching
 Graphic organizing
 Scaffolding
 Webbing
 Self Talk
 WebQuests
 Guided Notes
Learning Cycle & Decision Factors Used in Planning and
Implementing Differentiated Instruction
Products
Culminating projects that ask the student to rehearse,
apply, and extend what he/she has learned in a unit
How to?
 Initial & On-Going Assessment of
Student Readiness & Growth are
Essential
 Authentic Assessment
 Students are Active & Responsible
Explorers
 Vary Expectations & Requirements
for Student Responses
 Consider each Student’s Multiple
Intelligences & Learning Styles
Based on Outcomes
Examples:
 Give Students Options of How to
Express Required Learning
 Create a Puppet Show, Write a
Letter, Develop Mural with Labels
 Use Rubrics that Match Student’s
Varied Skill Level
 RubiStar.com
 Allow Students to Work Alone (or)
in Small Groups
 Performance -Based Assessment
 Student Portfolios
 Knowledge Mapping
Learning Cycle & Decision Factors Used in Planning and
Implementing Differentiated Instruction
Learning Environments
The way the classroom works and feels
How to?
• How the Classroom is
Organized?
• Classroom Behavior
Management System is in
Place
– Procedures
– Consequences
– Positive Interventions
Examples:
 Places in Room Free of
Distractions, and Places that
Invite Student Collaboration
 Materials that Reflect a Variety
of Cultures & Home Settings
 Clear Guidelines for
Independent Work
 Develop Routines
 Students Understand
Differences of Learners
References
Hall, T. (2002). Differentiated Instruction. Wakefield, MA: National Center on Accessing
the General Curriculum. Retrieved October 22, 2008, from http://www.cast.org/
publications/ncac/ncac.diffinstruc.html
Heibeck, T. (2008). How to use multiple intelligences to reach every child. Retrieved November 1, 2008
fromhttp://www.teachervision.fen.com/intelligence/
teaching-methods-and-management/4802.html
Kozleski, E. (2003). Guidelines that make differentiation possible for teachers to attain. Retrieved November 1,
2008 from, www.urbanschools.org/events.docs/
Penn320062.ppt
Lamb, A. (2003). Ten Tips for Differentiation. Eduscapes. Retrieved November 1, 2008, from
http://eduscapes.com/sessions/needs/elementary2.html
Nunley, K. (2008). Layered Curriculum. Retrieved November 1, 2008, from http://help4teachers.com/
Robinson, S. (2005). Instructional Tools Related to Universal Design for Learning. KS: Special Connections.
Retrieved November 1, 2008, from http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/speccconn/
main.php?cat=instrucition...
References –continueTeachervision (2008). Structuring Lessons to Promote Learning from Materials.
Partnership with Council for Exceptional Children. Retrieved, November 1, 2008
from, http:www.teachervision.fen.com/curriculum-planning/learningdisablilities/6731.html?
Teachnology. (2007). How to Differentiate Instruction. Retrieved November 1, 2008,
from http://www.teach-nology.com/tutorials/teaching/differentiate/print.htm
Thompson, S. (2005). Instructional Tools Related to Instructional Accommodations. KS:
Special Connections. Retrieved November 1, 2008, from
http://www.specialconnections.ku.edu/cgibin/cgiwrap/specconn/main.php?cat=i
nstruction
Tomlinson, C. (2000). Differentiation of Instruction in the Elementary Grades.
Retrieved October 1, 2008, from http://www.ericdigests.org/20012/elementary.html
Tomlinson, C. (2000). Educational Leadership, 58,6-11, Retrieved October 1, 2008,
from http://www.jamesviledewitt.orgtfiles/folder257/ReconcileDITomlinson.pdf
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