DIFFERENTIATING
INSTRUCTION
Differentiation: A Way of Thinking
About the Classroom
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Differentiation is not a recipe for
teaching.
It is not an instructional strategy.
It is not what a teacher does when
she or he has time.
It is a way of thinking about teaching
and learning.
It is a philosophy.
Differentiation is based on a
set of beliefs:
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Students who are the same age differ in
their readiness to learn, their interests,
their styles of learning, their
experiences, and their life
circumstances.
Differentiation is based on a
set of beliefs:
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The differences in students are
significant enough to make a major
impact on what students need to learn,
the pace at which they need to learn it,
and the support they need from
teachers and others to learn it well.
Differentiation is based on a
set of beliefs:
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Students will learn best when
supportive adults push them slightly
beyond where they can work without
assistance.
Students will learn best when they can
make a connection between the
curriculum and their interests and life
experiences.
Differentiation is based on a
set of beliefs:
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Students learn best when learning
experiences are natural.
Students are more effective learners
when classrooms and school create a
sense of community in which students
feel significant and respected.
The central job of school is to maximize
the capacity of each student.
In Differentiated
Classrooms…
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Teachers begin where students are,
not at the beginning of the curriculum
guide.
Teachers accept and build upon the
premise that learners are all
different.
Differentiation is…
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A teacher’s response to the learner’s
needs.
Guided by best practices.
Guided by respectful tasks.
Flexible grouping.
On-going assessment and adjustment.
Teachers can differentiate
Content
 Process
 Product
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Teachers can differentiate
according to student’s
Readiness
 Interests
 Learning profile
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Thinking About
Differentiation
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A teacher cannot differentiate everything
for everyone everyday.
The teacher selects moments to
differentiate, based on informal and
formal assessments.
The teacher knows her students so she can
provide natural differentiation based on
where they are.
The Differentiated
Classroom
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Student differences are studied as a
basis for planning.
Assessment is ongoing and diagnostic.
Focus is on multiple intelligences.
Many learning profiles are provided for.
Many instructional arrangements are
used.
The Differentiated
Classroom
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Multi-option assignments are used.
Multiple materials are provided.
Time is used flexibly.
Students are assessed in multiple
ways.
Student readiness, interest, and
learning profile shape instruction.
THE DIFFERENTIATED
SCIENCE CLASSROOM
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Engage
Explore
Explain
Elaborate
Evaluate
GRAPHIC ORGANIZER FOR
DIFFERENTIATED
INSTRUCTION
QUESTION STARTERS
AND CLASSROOM
ACTIVITIES
DIFFERENTIATED
ACCORDING TO
BLOOM’S TAXONOMY
QUESTION STARTERS
AND CLASSROOM
ACTIVITIES
DIFFERENTIATED
ACCORDING TO
BLOOM’S TAXONOMY
CHECKLIST IF
QUESTIONS FOR
TEACHERS PLANNING
DIFFERENTIATED
LEARNING FOR THEIR
STUDENTS
Teachers should know:
• Facts: Define differentiation and its
importance
• Common language: Content, readiness,
process, interest, products, learning styles,
multiple intelligences
• Expectations:
• Students are given respectful tasks.
• Students are grouped flexibly.
• Students are offered varied instructional
strategies.
• Students are given choices.
Teachers should understand that:
• All students are unique and they
learn in different ways on different
days.
• Teachers are responsible for
engaging and coaching students and
providing high-quality interactions,
materials, and environments, within
a clearly focused curriculum.
Teachers should be able to
create the following learning
opportunities that:
• Target standards
• Offer relevant and meaningful
tasks to students
• Encourage creativity
• Develop skills
• Allow for student choices
References
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McIntosh, Meggin. (2003) The care and feeding of the noah’s ark that is your
classroom: Differentiating Instruction. Emphasis on Excellence, Reno, NV
Brandt, R. (1998). Powerful teaching. Alexandria, VA: ASCD
Danielson, C. (1996). Enhancing professional practice: A framework for teaching.
Alexandria, VA: ASCD
Gregory, G. & Hammerman, E. (2008) Differentiated instructional strategies for
science, grades K-8. Thousand Oaks, CA: Corwin Press
Gregory, G. & Hammerman, E. (2008) Differentiated instructional strategies in
practice. Thousand Oaks, CA: Corwin Press
Schlechty, P. (1997) Inventing better schools: An action plan for educational reform.
San Francisco: Jossey-Bass.
Tomlinson, C. (1995). How to differentiate instruction in mixed ability classrooms.
Alexandria, VA: ASCD.
Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all
learners. Alexandria, VA: ASCD
Tomlinson, C., Reconcilable differences. Vol. 58, No.1. September 2000, pages 6-11.
Wiggins, G. & McTighe, J. (1998). Understanding by design. Alexandria, VA: ASCD.