DIFFERENTIATING

INSTRUCTION

Differentiation: A Way of
Thinking About the Classroom

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:

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:

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:

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:

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

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

A teachers response to the learners

needs.
Guided by best practices.
Guided by respectful tasks.
Flexible grouping.
On-going assessment and adjustment.

Teachers can differentiate

Content
Process
Product

Teachers can differentiate

according to students
Readiness
Interests
Learning profile

Thinking About
Differentiation

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

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

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
Engage
Explore
Explain
Elaborate
Evaluate

QUESTION
STARTERS AND
CLASSROOM
ACTIVITIES
DIFFERENTIATED
ACCORDING TO
BLOOMS TAXONOMY

QUESTION
STARTERS AND
CLASSROOM
ACTIVITIES
DIFFERENTIATED
ACCORDING TO
BLOOMS
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.

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

McIntosh, Meggin. (2003) The care and feeding of the noahs 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.