PROFESSIONAL DEVELOPMENT UNIT
DIFFERENTIATED LEARNING
By Melody Sheppard
Lesson 1
Understanding the concepts and principles of differentiated instruction
Target for this lesson
All Career and Technical Education Teachers
Skills you will teach through the lesson
Overview and Introduction of Differentiated Instruction
Key elements of Differentiated Instruction
Principles of Differentiated Instruction
Reasons for teachers to differentiate
Essential Vocabulary
Content
Delivery
Differentiation
Flexible Classrooms
Formative Assessment
Individualized Planning
Learning profile
Monitoring Student Growth
Process
Readiness
Summative Assessment
Tiered Activities
Description of the Lesson
Participants in this session will learn the concept and vocabulary of differentiated instruction
and discuss the driving principles behind differentiated instruction. The participants will learn
what it means to establish classrooms based on curriculum and instruction designed to ensure
each student is fully supported.
1. Preassess knowledge and implementation of the participants on differentiated practice
a. How do I meet student’s individual needs?
b. How do I help struggling/gifted students?
c. Do I know my students individual learning styles?
d. Do I address students individual learning styles?
e. Do I group students and how do I group students?
2. Journal – What is your definition of differentiated instruction?
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3. Video #1: “What is Differentiated Instruction,” by Carol Ann Tomlinson
http://differentiationcentral.com/videos.html#introduction - Carol Tomlinson provides
a concise explanation of what it means to differentiate instruction.
4. Discuss Chapter 1 in Leading and Managing A Differentiated Classroom by Carol Ann
Tomlinson and Marcia B. Imbeau, Chapter 2 in Integrating Differentiated Instruction
Understanding by Design by Carol Ann Tomlinson and Jay McTighe and Tomlinson, and
the article “Teach Up for Excellence,” by Carol Ann, and Edwin Lou Javius.
a. What do you think it means to differentiate each of these elements based on
student readiness, interest, and learning profile? Page 18 in “Leading and
Managing.”
b. In what ways does classroom environment impact instruction? In what ways
does instruction impact environment? How do you think assessment can
influence environment, curriculum, and instruction? Ask for specific student
examples.
c. Think about several students in your school or class whose socio-economic
status, ethnicity, language preference, previous learning opportunities, and
preferences shape their experiences with school. Describe some of the specific
factors in their lives that you feel cause them to embrace school as it now exists
or cause them to have difficulty with it.
d. What might change in our teaching if we persistently planned and taught with
the following questions in the forefront of our thinking?
i. Whom am I preparing to teach?
ii. How can I maximize the students learning as I design curriculum?
iii. How can I help these particular students find themselves and their world
in what I am about to teach?
iv. How might I teach in ways that best reveal the power of this design to
these individuals?
v. How might I learn more about my students as I watch them interact with
the content?
vi. How can I ensure that each learner has full access to the design of the
lesson with their particular needs?
5. Video #2: “A rationale for differentiation in today’s schools”
http://differentiationcentral.com/videos.html#introduction - Carol Tomlinson explains
why it is imperative that we differentiate instruction in today’s classrooms.
6. Small group activity – Pros and Cons of differentiated instruction. Why should we
differentiate? Have participants count to form groups of four. On chart paper have
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the participants create a Pros and Cons graphic organizer. Share and discuss
information with the entire class.
7. Assign participants to read Chapter 4, “Learning Environment Setting the Stage for
Academic Success” in Leading and Managing a Differentiated Classroom, Chapter 6,
“Responsive Teaching with UBD in Academically Diverse Classrooms,” in Integrating
Differentiated Instruction Understanding by Design and “Differentiation: Lessons” by
Jennifer Carolan and Abigail Guinn.
Time
2 hours
Materials
“Leading and Managing a Differentiated Classroom” by Carol Ann Tomlinson and Marcia B.
Imbeau – Chapter 1
“Integrating Differentiated Instruction Understanding by Design” by Carol Ann Tomlinson and
Jay McTighe – Chapter 2
“Teach Up for Excellence” by Carol Ann Tomlinson and Edwin Lou Javius.
Chart Paper and Markers
Computer, Internet Connectivity, and Projector
Technology integration
Videos on Differentiated Instruction
Formative assessments
Initial preassessment of participants in differentiation knowledge
Participation in group discussion of reading assignment
Participation and reporting of small group discussion on pros and cons of differentation
Graphic organizers
Pros and Cons graphic organizer
Resources and/or links
Videos: http://differentiationcentral.com/videos.html#introduction
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