DIFFERENTIATING

INSTRUCTION
What Principals, Teachers and Teacher
Trainers need to know
Objectives

Define Differentiated Instruction

Review related terms and concepts

Identify ways by which instruction can be

differentiated

Identify instructional practices that can

be used to differentiate content, process, and product
Note taking/ Anticipation Guide
Cornell Notes
Take Notes/Make Notes
Anticipation Guide
Activity

What is your definition of Differentiated Instruction?

Share your definitions with others at your table. After

sharing, create one definition of Differentiated
Instruction per table.

Share your definition with the whole group.

Why do we need to differentiate
instruction?
Definitions of Differentiated
Instruction
“…differentiated instruction refers to a systematic
approach to planning curriculum and instruction for
academically diverse learners. It is a way of
thinking about the classroom with the dual goals of
honoring each student’s learning needs and
maximizing each student’s learning capacity.”

Carol Ann Tomlinson, 2003

Differentiation in Practice: A Resource Guide for Differentiating

Curriculum Grades 5-9, p. 3
Definitions of Differentiated
Instruction
A fuller definition of Differentiated
Instruction is that a teacher proactively
plans varied approaches to what
students need to learn, how they will
learn it, and/or how they will express
what they have learned in order to
increase the likelihood that each student
will learn as much as he or she can as
efficiently as possible. (Tomlinson, 2003,
p.151)
Other Definitions of Differentiated
Instruction
“Differentiated instruction is a teaching philosophy
based on the premise that teachers should adapt
instruction to student differences.

Rather than marching students through the curriculum

lockstep, teachers should modify their instruction to
meet students’ varying readiness levels, learning
preferences, and interests.

Therefore, the teacher proactively plans a variety of

ways to ‘get at’ and express learning.”

Carol Ann Tomlinson

Definitions of Differentiated Instruction
To be able to “differentiate
instruction” and plan
accommodations or modifications,”
we first must need know what
constitutes effective instruction!
Definitions of Differentiated Instruction
Differentiation is Differentiation is not
Knowing the learner Hard vs. Easy
(dumbing down the curriculum)

Assessing the learner One Size Fits All

Adjusting, compacting, Students responsibility to connect

grouping to the lesson
Creating a climate for learning

Multiple paths to learning

Instructional strategies for
student success
 Differentiation of Instruction
Is a teacher’s response to learner’s needs guided
by general principles of differentiation

Respectful tasks Flexible grouping Continual assessment

Teachers Can Differentiate Through:

Content Process Product

According to Students’

Readiness Interests Learning Profile

Principles of Differentiation
 Students differ in experience, readiness,
interests, intelligences, language, culture, gender,
and mode of learning.

 Teachers must meet each student at his or

her starting point and ensure substantial
growth during each school term.

Teachers that ignore student differences are

unlikely to maximize potential in any student
who differs significantly from the “norm.”
Carol Ann Tomlinson, 2001
The Differentiated Classroom: Responding to the Needs of All Learners, p. 2
Principles of Differentiation
Teachers need to make modifications in
instruction for students rather than
assume students must modify
themselves to fit the curriculum.
Teachers should always keep in mind
that human brains learn best when
curriculum is highly interesting and
highly relevant.
Carol Ann Tomlinson, 2001
The Differentiated Classroom: Responding to the Needs of All Learners, p. 2
Key Principles of a Differentiated
Classroom
The teacher is clear about what matters in
subject matter.
The teacher understands, appreciates, and
builds upon student differences.
Assessment and instruction are inseparable.
The teacher adjusts content, process, and
product in response to student readiness,
interests, and learning profile.

Source: Tomlinson, C. (2000). Differentiating Instruction for

Academic Diversity. San Antonio, TX: ASCD
Key Principles of a Differentiated
Classroom
All students participate in respectful work.
Students and teachers are collaborators in
learning.
Goals of a differentiated classroom are
maximum growth and individual success.
Flexibility is the hallmark of a differentiated
classroom.

Source: Tomlinson, C. (2000). Differentiating Instruction for Academic Diversity.

San Antonio, TX: ASCD
Meeting Individual Student Needs

Task is too difficult for learner.

Task is too easy for learner

Zone of Proximal Development
Vygotsky's "zone of proximal development"
(ZPD) suggests that learning occurs when
there is an appropriate level of challenge and
support to learn the task.

In classroom learning situations, this means

providing learning tasks that are difficult to do
independently, but are within reach with
support. The task should stretch the learner
past his current level of knowledge.
Zone of Proximal Development
Visualize your own personal
encounters in learning situations and
think about one where you were bored,
inattentive or distracted: Was your
inattention due to lack of challenge or
inadequate support to understand the
content?
In either case, you were not learning in
your “zone.”
Plan to differentiate
When Planning Consider
Readiness
Interest
Learning Styles
 OPTIONS FOR DIFFERENTIATION OF INSTRUCTION
To Differentiate To Differentiate To Differentiate
Instruction By Instruction By Instruction by
Readiness Interest Learning Profile

‫ ٭‬equalizer adjustments (complexity, ‫ ٭‬encourage application of broad ‫ ٭‬create an environment with flexible
open-endedness, etc. concepts & principles to student interest learning spaces and options
‫ ٭‬add or remove scaffolding areas ‫ ٭‬allow working alone or working with
‫ ٭‬vary difficulty level of text & ‫ ٭‬give choice of mode of expressing peers
supplementary materials learning ‫ ٭‬use part-to-whole and whole-to-part
‫ ٭‬adjust task familiarity ‫ ٭‬use interest-based mentoring of adults approaches
‫ ٭‬vary direct instruction by small group or more expert-like peers ‫٭‬Vary teacher mode of presentation
‫ ٭‬adjust proximity of ideas to student ‫ ٭‬give choice of tasks and products (visual, auditory, kinesthetic, concrete,
experience (including student designed options) abstract)
‫ ٭‬give broad access to varied materials & ‫ ٭‬adjust for gender, culture, language
technologies differences.

useful instructional strategies: useful instructional strategies: useful instructional strategies:

- tiered activities - interest centers - multi-ability cooperative tasks
- Tiered products - interest groups - MI options
- compacting - enrichment clusters - Triarchic options
- learning contracts - group investigation - 4-MAT
- tiered tasks/alternative forms of - choice boards
assessment - MI options
- internet mentors CA Tomlinson, UVa ‘97
 Four Classroom Elements to
Differentiate
Element Explanation Examples
CONTENT What the student needs to Reading materials on
What learn or how the student different levels, presenting
will get access to the material visually and
information auditory, meeting with
small groups to reteach
PROCESS Activities in which the Tiered assignments:
How student engages in order to different levels of support,
make sense of or master challenge, or complexity,
the content interest centers,
manipulatives, hands on
materials,
PRODUCT Culminating projects that options of how to express
Evaluation ask the student to required learning, allowing
rehearse, apply, and extend students to work alone or
what he or she has learned in small groups on their
in a unit products, create their own
product assignments
 Four Classroom Elements to
Differentiate
Element Explanation Examples
LEARNING the way the Places for quiet
ENVIRONMENT classroom works work, places to
and feels. collaborate, routines
when teacher is
providing one on
one help
Content
“Content is what the students learn and the
materials or mechanisms through which
learning is accomplished.”

“It is what a student should come to know

(facts), understand (concepts and principles),
and be able to do (skills) as a result of a given
assignment of study (a lesson, learning
experience, a unit).”

Carol Ann Tomlinson, 1999

The Differentiated Classroom, p. 11, 43
Ways to differentiate content
Digests/ “Cliff Notes”
Note taking Organizers
Varied Texts
Varied Supplementary Materials
Highlighted Texts
Think-Pair-Share/Preview
Ways to differentiate content
Reading Partners / Reading Buddies
Read/Summarize
Read/Question/Answer
Visual Organizer/Summarizer
Parallel Reading with Teacher Prompt
 Differentiate for Readiness
Challenged Average Gifted

CONTENT Three crucial All aspects of the In-depth study

What points topic
PROCESS Direct Modeling Minimal
How instruction of Independent instruction with
each step in the work probing
research process Review and questions for
practice independent
study
PRODUCT Group paper of Five page paper PowerPoint
Evaluation one page presentation
with computer
generated
graphics and
tables
Types of curriculum adaptations
Curriculum adaptation - QUANTITY
Adapt the number of items that the
learner is expected to learn or number
of activities student will complete prior
to assessment for mastery.
For example:
Reduce the number of social studies
terms a learner must learn at any one
time. Add more practice activities or
worksheets prior to assessment of skill
mastery.
Definition of Product
Products are assessments or demonstrations
of what students have come to know,
understand, and be able to do as the result of
an extended sequence of learning. A product
is the student’s opportunity to show what she
has learned throughout a unit.

Carol Ann Tomlinson, 2001

How to Differentiate Instruction in Mixed-ability Class
Product
“Products are important not only
because they represent your students’
extensive understandings and
applications, but also because they are
the element of curriculum students can
most directly ‘own’.”

~ Carol Ann Tomlinson, 2001

How to Differentiate Instruction in Mixed-ability
Classrooms, p. 85
Product
For example,

To demonstrate understanding of a
geometric concept, one student may
solve a problem set, while another
builds a model.
Product
Examples:
Designing a web page, creating a pop-up book
on a topic, developing and creating an exhibit,
creating a model of a structure with specific
dimensions or even an oral presentation.
Teachers will need to create a rubric so that
certain criteria are met to demonstrate mastery
or understanding of the concepts.
Thinking About the Role of
Instructional Strategies in
Differentiation
 Strategy for Primarily Used to Positives Cautions
Differentiation Differentiate
Interest Centers Interest Can link classroom topics to areas of Be sure centers provide depth or breadth (vs
student talent and interest cute)

Enrichment clusters Interest, Learning Stresses student choice and students Lose their punch without teachers skilled in
profiles as producers of useful products the cluster domain

Compacting High End Can reduce unnecessary redundancy Loses its punch unless Column 3 is rich and
Readiness for advanced or eager learners challenging

Peer Tutoring Low End Gives struggling learners additional Can over-use high end learner in teacher
Readiness explanation opportunities role and may short change struggling
learner if tutor is weak

Multi Ability Interest, Learning Encourages teachers to be flexible in Can easily become just a learning style vs.
Options (MI, Profile planning routes to learning intelligence approach
Triarchic Theory)

4-MAT Learning Profile Helps teachers be more conscious of Can become formula-like – does not address
student learning style/mode readiness

Independent Study Interest Encourages student autonomy in Students need an amount of independence
planning and problem-solving suited to their readiness for it

Small Group Direct Readiness Cuts down size of class and increases Students not being taught must be well
Instruction student participation anchored
Types of Curriculum Adaptations
Quantity
Adapt the number of items that the learner
is expected to learn or number of activities
student will complete prior to assessment
for mastery.
For example:
Reduce the number of social studies
terms a learner must learn at any one time.
 Add more practice activities or
worksheets prior to assessment of skill
mastery.
Types of Curriculum Adaptations-
Time

Adapt the time allotted and allowed for

learning, task completion, or testing.
For example:
Individualize a timeline for completing a
task; pace learning differently (increase
or decrease) for some learners.
Types of Curriculum Adaptations-
Level of Support
Increase the amount of personal assistance to
keep the student on task or to reinforce or prompt
use of specific skills. Enhance adult-student
relationship; use physical space and
environmental structure.

For example:
Assign peer buddies, teaching assistants, peer
tutors, or cross-age tutors. Specify how to
interact with the student or how to structure the
environment.
Input Enhancement

Accommodation during INPUT

A service or support to help fully
access the subject matter and
instruction

Use strategies and scaffolds to

accommodate diverse learners.
Types of Curriculum Adaptations-
Input
Adapt the way instruction is delivered to the
learner.

For example:

Use different visual aids, enlarge text, plan

more concrete examples, provide hands-on
activities, place students in cooperative
groups, pre-teach key concepts or terms
before the lesson.
Input Enhancement
Using graphic organizers
when teaching content…
 Organization of ideas
is self-evident to
students.
 Reduces information
processing demands
needed to understand
new information.
Inputs: Advanced Organizers
Defined: Pre-instructional materials to aid linkage of
new information with prior knowledge stored in long-
term memory.
May be verbal, written, or be presented in a question
format.
Examples:
Questions presented prior to a discussion or reading
assignment.
Vocabulary words presented on the board or a
handout.
Verbal statements by the teacher designed to activate
knowledge prior to instruction.
Inputs:Study Guides
Worksheets prior to a reading or study
assignment.
Includes a set of statements or questions to
focus the student’s attention and cognitive
resources on key information to be learned.
Examples:
Completed or partially completed outlines.
Questions focusing on the textual, literal, and
inferential aspects of a study assignment.
Other tasks designed to prompt the active
processing of the material to be studied.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Inputs:Peer-Mediated Instruction
Defined—students as instructional
agents, including:
Peer and cross-age tutoring.
Class-wide tutoring.
Cooperative learning.
Primary purpose—increase opportunities for
distributed practice with feedback.
Usually has well-scripted or structured
interactions designed and mediated by the
teacher.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Types of Curriculum Adaptations-
Difficulty
Difficulty
Adapt the skill level, problem type, or the
rules on how the learner may approach
the work.
For example:
Allow the use of a calculator to figure
math problems; simplify task directions;
change rules to accommodate learner
needs.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Types of Curriculum Adaptations-
Output
Output Accommodations
A service or support to help the
learner validly demonstrate
knowledge, removing the
characteristic or
disability interfering with
demonstration of what has
been learned.
Types of Curriculum Adaptations-
Output
Adapt how the student can respond to
instruction.
For example:
Instead of answering questions in
writing, allow a verbal response, use a
communication book for some students,
allow students to show knowledge with
hands on materials.
Output Accommodations
Altered methods of demonstrating
mastery of the instruction.
Measures what the student learned, not
the student’s disability or
characteristics.
Removes barriers.
Output Accommodations
Examples:
Multiple choice vs. essay.
Dictating vs. writing.
Typing vs. handwriting.
Demonstrating vs. writing.
Timed quizzes vs. un-timed ones.
Input vs. Output Accommodations
Input Accommodation.
Service or support to help
fully access the subject
matter and instruction.

 Output Accommodation
Service or support to help
validly demonstrate
knowledge.
Input vs. Output Accommodations
Input Accommodation Strategy:
Circumvent learner characteristic
barriers: Alter presentation of
information to the student.

Output Accommodation Strategy:

Circumvent learner characteristic
barriers: Alter production from the
student.
Types of Curriculum Adaptations-
Participation

Sometimes called “engagement”

Adapt the extent to which a learner is actively
involved in the task.
For example:
During instruction, using “every pupil
response techniques” or “choral responding.”
In geography, have a student hold the globe,
while others point out locations. Ask the
student to lead a group.
Alternate Goals - only for students with
moderate to severe disabilities.

Adapt the goals or outcome expectations

while using the same materials.
For example:
In a social studies lesson, expect a student to
be able to locate the colors of the provinces
on a map, while other students learn to locate
each province and name the capital.
Functional Curriculum - only for
students with moderate to severe
disabilities.
Provide different instruction and materials to
meet a learner’s functional/life skills
individual goals. When routinely utilized, this
is only for students with moderate to severe
disabilities.

For example:
During a language lesson a student is
learning toileting skills with an aide.
Guide for Differentiating at STAGE 1
We do not DIFFERENTIATE the
standards, goals, essential
questions or the understandings.
We could differentiate knowledge
and skills based on readiness and
learning profiles.
 DIFFERENTIATING KNOWLEDGE AND
SKILLS
SCIENCE Essential for all Extensions for Reinforcements
some for some
Content Common diseases Strange/interesting Review of systems,
of the central and disorders central and glossary of terms
nervous systems nervous systems

Skills Explain common Explain new more Short descriptions of

disorders challenging disorders common disorders

Resources Texts, lectures Readings, web sites Diagrams and

bulleted lists

Strategies Writing and Mock medical journal Summary

diagrams article descriptions/
diagrams
Role of Assessment in DI
 Not Differentiated Fully Differentiated
Examine the differentiation continuum and
place
Assessment yourself
is at the end. on the continuum Assessment
for each is ongoing.

of the
A single specific
form of assessmentareas.
is used. Diagnostic assessment is used.

Teacher directs student behavior. Teacher scaffolds self-reliant learning.

Instruction is whole class. Flexible grouping is practiced.

Coverage of texts and curriculum Materials are varied.
drive instruction.
Not Differentiated Fully Differentiated
Intelligence is viewed narrowly. Multiple forms of intelligence are valued.

Single option assignments. Assignments offer multiple options.

Time is inflexible. Time is flexible in terms of student needs.

Teacher solves problems. Teacher facilitates student problem-solving.

Grading is based on teacher-set, Grading is determined by learning goals.

inflexible objectives.
adapted from Carol Ann Tomlinson, 1999
The Differentiated Classroom: Responding to the Needs of All Learners, p. 16
Differentiated Schools
Schools that promote and support DI include
classrooms and programs that:
Respond to variations in students’ readiness
Respond to the myriad of students’ interests
Respect the various students’ learning
profiles
Regard leadership as a cornerstone good
instruction

Vera J. Blake, Ed.D.

[email protected]
Sara Lampe
[email protected]
 Leadership in Differentiation
Persistent:
State and follow long term goals at all levels:
classroom, school site, district
Set time-lines so that everyone knows these
goals are not going away
Connect with all initiatives: standards, math
assessment, technology
Provide on-going sharing of “how”
Provide on-going sharing of results throughout
the divisions and districts
Vera J. Blake, Ed.D.
[email protected]
Sara Lampe
[email protected]
Leadership in Differentiation
Insistent:
Require that differentiation be part of teacher
plans
Require that differentiation be part of school
plans
Require that differentiation be part of all staff
development
Link differentiation to observations, feedback,
peer review, mentoring, evaluations
Vera J. Blake, Ed.D.
[email protected]
Sara Lampe
[email protected]
Leadership in Differentiation
To be effective in using differentiation, Dep
Ed Central Office, Superintendents and
Educational Supervisors should be:

Consistent:
 Use vocabulary that is clear and commonly
understood by the Principal, the parents, the
teachers
Articulate the philosophy: Kids differ.
Professional teachers act robustly to
address the differences.
Vera J. Blake, Ed.D.
[email protected]
Sara Lampe
[email protected]
Leadership in Differentiation
To be effective in using differentiation, Dep Ed Central
Office, Superintendents and Educational Supervisors
should be:
Consistent:

State the expectations: all of us must g row in

responsiveness. That we must change / grow /
differentiate is non-negotiable; the path that we each
may take is negotiable.
Incorporate umbrella image – these are overarching
goals, for everyone, and these can and do encompass
other areas like literacy in technology or reading
competency.
To support differentiation, leaders
should
Re-focus / re-energize local leaders with
experts
Integrate differentiation into curriculum
development
Maintain long term commitment to
change
Understand that differentiation is part
of range of services – not a panacea!
Carol Tomlinson
 To support differentiation, leaders
should
Provide guidance in beginning sensible and
progressing steadily
Provide materials and time
Examine impact of current policies and practices
Communicate with parents
Begin with those ready to start
Develop planning and teaching teams which
routinely include regular, remedial and special
education personnel

Carol Tomlinson
To support differentiation, leaders
should
Establish clarity of definition
Provide an environment supportive
of risk
Balance “seeing the light” &
“feeling the heat”
Differentiate for teachers
Start small, build local leadership
Carol Tomlinson
Administrative Roles in
Achieving Differentiation
Introduce all teachers to concept
Provide opportunities for training
Establish expectations
Provide opportunities for training
Provide opportunities for teachers
to demonstrate and share
Vera J. Blake, Ed.D.
[email protected]
Sara Lampe
[email protected]
Administrative Roles in
Achieving Differentiation
Provide support – resources, time,
expect teachers assistance
Encourage risk-taking
Observe and evaluate (develop tools to
do this for my site’s focus)
Provide feedback
Model lessons and team teaching
Reward progress
PRINCIPALS SUPPORTING DI
Capitalize on support from division/
district-level administrators, curriculum
supervisors or specialists, . . .
Develop supervision techniques that
motivate and recognize efforts to initiate
and/or implement DI strategies
Choose professional development
opportunities that provide follow-up
coaching and allows time to practice new
skills
Vera J. Blake, Ed.D.
[email protected]
Sara Lampe
[email protected]
PRINCIPALS SUPPORTING DI
Build professional learning communities: job-
embedded learning, study groups, action
research, peer coaching, collaborative
planning and review of student work
Effectively use faculty meetings and non-
instructional time
Serve as coach: provide/receive feedback,
know role vs. evaluator, coaching practices
Vera J. Blake, Ed.D.
[email protected]
Sara Lampe
[email protected]
How to Assist Professional Growth
OF Teachers in DI
Provide building-level staff
development that matches teacher /
school goals (common experience)
Provide time for on-going dialogue
about differentiation – both site
workdays, release time, faculty meetings
Develop common understanding of
differentiation and related terms
Vera J. Blake, Ed.D.
[email protected]
Sara Lampe
[email protected]
How to Assist Professional Growth
of Teachers in DI
Observe and support teachers’ growth
with specific feedback (peer and admin)
Tenured teachers set different goals
than new teachers
Give personal (yours, a specialist’s, an
expert teacher’s) time and support for
modeling, mentoring, consulting,
collaborating, and discussing
In learning to differentiate,
teachers may need help with . . .
A rationale for differentiation
Pre-assessing student readiness
Effective work with classroom
groups
Flexible grouping
Resolving issues regarding
grading / report cards

Carol Tomlinson
In learning to differentiate,
teachers may need help with . . .
• Role of the teacher in a differentiated
classroom
• Appropriate use of varied instructional
strategies
• Using concept-based instruction
• Develop carefully focused tasks and
products
• Knowing how to teach struggling
learners without “remedial
expectations” Carol Tomlinson
 A Differentiated Classroom in Balance

F
L
E Shared
Shared
Vision
X goals

I Inviting
Focused
Shared
responsibility
B Concept-
based
Product
L Oriented
E Sense
Resource Of On-going Feedback
Time Community assessment and
Groups to determine grading
need
Respect ZPD
Approaches For Target
Safe Group
to teaching Respect for
and learning Affirming individual Shared
Challenge Carol Tomlinson