Differentiated Instruction:
An Introduction
In my seven years as CEO of the Chicago Public Schools and in my
current job as I've travelled the country, I've had hundreds of
conversations with great young teachers. …most of them say they did
not get the hands-on practical teacher training about managing the
classroom that they needed, especially for high-needs students. And
second, they say there were not taught how to use data to
differentiate and improve instruction and boost student learning.
- Arne Duncan, US Secretary of Education
October 2009
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Differentiated instruction – assuming that there
WILL be differences in the abilities, interests &
learning styles of students, the teacher
proactively plans for multiple paths to learning to
meet those individual differences.
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Proactive, but responsive, too.
Involves teacher “reaching out” to students, trying to
meet unique needs of each.
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Creates safe, welcome environment where students feel they
belong.
Not 30 different lesson plans; rather, 2-4 options
Why is DI essential?
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All students are different & often wide variance.
Differences in:
 Learning style – sensory, group/alone, structure, etc.
 Strengths & interests (sports, politics, cars, design,
outdoors, mechanics, technology, drama, music)
 Readiness (ski slopes)
Needs of many in 1-size-fits-all classrooms not met
 Gap between learner & learning; DI bridges gap
 Many not engaged (cannot reach mind we don’t engage)
 DI gives us chance to engage more, if not all
If needs/differences not met…boredom, frustration, lost
motivation, limited learning
Outcomes or results of DI:
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Instead of one-size-fits-all approach, if teacher:
 Provides “rack” of learning options to meet different learning
styles
 Ties learning to varying strengths & interests
 Provides work at appropriate level of challenge (readiness)
 Assesses in varied ways
 And, overall makes educational journey as comfortable as
possible…….
Results in:
 Increased comfort & less stress
 More learning
 Greater retention/less drop-out
5 aspects of teaching we can change
to meet unique needs:
Aspect changed:
Examples:
1. Content – what we
teach/what students learn
Different math functions, based on readiness; research
different branch of fed gov’t, based on interest
2. Process – how we teach
it/how students acquire it
Video, demonstration, lecture, visual (Power Pt, transparency,
whiteboard), tactile, kinesthetic, online, written (text,
handout), picture/diagram
3. Product – how learning
practiced, reflected on,
applied
Discussion, Q&A, problems, cases, simulations, written
reflections/journals, role play
4. Assessment – how
students demonstrate
learning
Test, quiz, written reflection, case/simulation, project/paper,
cooperative learning (small group), meeting w/teacher,
performance, service learning, discussion participation &
success
5. Learning environment –
how the classroom works &
feels to students
Combination of formal & informal structure; support readily
available but opportunities for independence; ownership thru
jobs/responsibilities; student involvement in development of
rules & expectations; cooperative vs competitive tone;
relationships built w/each & between students w/differences;
opinions valued & encouraged
The 3 primary differences on which
we can base our differentiation:
1.
2.
3.
Readiness or ability
Interests or strengths
Learning profile/style
Examples of differentiation:
Lesson or activity:
1. Students have choice of showing fluency in
Spanish, ASL, etc. by performing play-by-play of
sports event, news program, review of movie or
restaurant, etc.
2. Choice of learning about cell division by
reading, video, internet site, etc.
3. In addition to reading & lecture about
differentiation, class watches video that shows it
4. After lecture on elements of a quality essay,
students examine sample essays and look for
these elements - either alone, with partner or in
small group
Aspect
changed:
Based
on:
More examples:
Lesson or activity:
5. Research a specific bird species (of their
choosing) either thru video on reserve, book or
journal article & then present to classmates orally,
visually, or in writing
6. Clearly describe personal reasons to become
teacher, strengths related to teaching, & influences
in either traditional paper, poem, or thank you
letter to teacher. Graded.
7. Student who has already mastered a concept is
given alternative assignment for extra credit.
Aspect
changed:
Based
on:
Differentiation based on brain & learning research.
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Brains learn best when:
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Safe & happy
Learn in preferred way
Focus shifts frequently (attend 1:1 up to 18)
Know information is relevant & are given real life
experiences
Given choices
Given time to practice & apply
Given chances to share ideas with other brains
Challenged with high expectations (as long as supportive
environment)
Erlauer, Laura. (2003). The brain-compatible classroom: Using what we know
about learning to improve teaching. ASCD.
Sousa, David. (2001). How the brain learns. 2nd Ed. Corwin.
Zull, James. (2002). The art of changing the brain: Enriching the practice of
teaching by exploring the biology of learning. Stylus.
Mrs. Rex
Think-Pair-Share
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Think of your past & present teachers
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Those who differentiated – How/What did
they differentiate? (Environment, content,
process, product, or assessment? Based on
readiness, interests, or learning style?
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Results?
Those who did not.
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Results?