Differentiated Instruction
The Role of Differentiated Instruction in Delivering Curriculum
Nicole Aune
Approaches to Curriculum Design
Seattle Pacific University
Dr. Bruce Campbell
November 2008
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The Role of Differentiated Instruction in Delivering Curriculum
In the classroom some students struggle with learning, while other students excel
and perform above the norm. There is most likely a whole group who are somewhere in
the middle. To meet the needs of all these individuals, teachers need to differentiate
the curriculum so every student can succeed. The model of differentiated instruction
requires teachers to be flexible in their approach to teaching and adjusting the
curriculum and presentation of information to learners rather that expecting students to
modify themselves for the curriculum. (Hall, 2002)
What is Differentiated Instruction?
Differentiated is instruction planned and delivered with precision to small, flexible
groups of students. (Eisenhart, 2006) Teachers who respond to the variety of learners in
their classroom and adjust their teaching to create the best possible learning experience
are offering differentiated instruction. This can be done in small group instruction or
individual instruction. When a teacher uses the concept of differentiated instruction they
are in essence thinking about how this child learns and at what level will he or she will
succeed. To differentiate instruction is to recognize students varying background
knowledge, readiness, language preferences in learning, interests, and to react
responsively. (Hall, 2002) When teachers differentiate, they need to be conscious that
the curriculum is of high quality and that the students will be engaged.
Teachers can differentiate four elements of the curriculum; content, process,
products, and learning environment. The content is the lesson objective that the
students need to learn and how they will gain access to the information. When a teacher
differentiates the content, they are providing information at the student’s level. An
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example might be meeting with small groups to re-teach a concept for struggling
learners or enhancing concepts for advanced learners. During reading in a first grade
class, a small group of students who are struggling with beginning sounds might be
working on picture sorts-sorting pictures by the beginning sound. A more advanced
group might be working with picture sorts but are working on blends. Each group is
working on their own level. The concepts are the same but adjusted for the diversity of
learners in the classroom.
The process is the instructional method, the activities in which the student
engages in order to make sense of or master the content. (Tomlinson, 2000)Teachers
use a variety of activities to engage all learners. Tiered activities are where everyone is
working on the same concepts but are doing so at different levels. Differentiating the
process might be as simple as letting children use manipulatives when needed, or
giving more time to students who require more. It is important for teachers to be aware
that groups are of flexible nature, students move from one strategy group to another
based on what they need.
Product is what the student is able to do at the end of the lesson to demonstrate
the mastery of the content. Students should be able to demonstrate or express their
knowledge and understanding of content in a variety of ways. If your lesson is well
designed students should be able to apply and extend what he or she has learned.
Differentiated instruction is more qualitative then quantitative. Simply adjusting the
quantity of the assignment is usually less effective than adjusting the nature of the
assignment to match student needs. (Rutledge, 2003)Initial and on-going assessment of
student readiness and growth are essential. (Hall, 2002) Teachers need to use
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meaningful assessments to check student understanding and then base instructional
decisions on those needs.
The learning environment is the way the classroom looks and feels. Teachers
can differentiate the environment so that the classroom supports all learners. Some
students need quiet areas to work in while others need an area for collaborating with
their peers. The teacher needs to accommodate these needs. Teachers need to help
students understand that some learners need to move around to learn, while others do
better sitting quietly. (Tomlinson, 2000) The aim is to create a learning environment that
encourages students to have a sense of community where they feel safe and are able
to take risks in order to build the knowledge and skills they need to succeed.
Why Differentiate Instruction?
As stated in the introduction, students in the classroom have different needs and
if a teacher wants to reach a child’s full potential, they need to accommodate for those
needs. The goals of differentiated instruction are to develop challenging and engaging
tasks for each learner regardless of their level. In order for students to make meaning
and transfer of their learning, teachers need to teach in a way that supports that goal.
According to Mortimer Adler, three instructional approaches support the transfer,
meaning, and acquisition of skills, otherwise known as The Paideia Program (1984):
These three pedagogies should be used to teach for understanding; direct instruction,
facilitation, and coaching. This approach goes along with the use of the gradual release
of responsibility. When you are learning a new skill or strategy, you would start with a
modeled approach, then to a shared approach, then to a guided approach and to
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independence. These pedagogies work well with differentiated instruction. In essence,
you are scaffolding the content to meet each child’s learning potential.
In conclusion, differentiated instruction is not a new phenomenon in education.
The one-room schoolhouses of the past found a way to meet the needs of students
working in a wide range of abilities. (Rutledge, 2003)As our modern classrooms become
more diverse, the differentiation of curriculum is essential to maximize the potential of all
learners.
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References
Alder, M. (1984). The Paideia program: An educational syllabus. New York: Macmillian.
Eisenhart, C (2006, August). The continuum of instruction in kindergarten and first
grade. Retrieved November 1, 2008, from National Center for Reading First Web
site:http://www.emsc.nysed.gov/readfirst/statewideinstitute06/workshophandouts/
corinneeisenhart.ppt#321,65,Slide%2065
Hall, T (2002, June). Differentiated instruction. NCAC Effective Classroom Practices,
Retrieved November 1, 2008, from
http://www.cast.org/publications/ncac/ncac_diffinstruc.html
Rutledge, L (2003, July). Differentiated instruction. Retrieved November 1, 2008, from
CAST Web site: http://www.txstate.edu/edphd/Images/DiffInst.pdf
Tomlinson, C.A., (2000). Differentiation of instruction in the elementary grades.
ERIC Digest. ERIC_ NO:ED443572.