Differentiated Instruction in Secondary Mathematics
Differentiated Instruction in Secondary Mathematics
Differentiated Instruction in Secondary Mathematics
Differentiation means tailoring instruction to create an optimal learning environment for all students and
their needs. Differentiated Instruction is a teacher’s response to a learner’s needs guided by the non-
negotiables of differentiation which are: respectful tasks, clear learning goals, flexible grouping, ongoing
assessment and adjustment, and responsive learning environment. Teachers can differentiate content,
process, and product based on students’ readiness, interest, and learning profile. Students vary in culture,
socioeconomic status, language, gender, motivation, ability/disability, personal interests and more, and
teachers need to be aware of these varieties as they are planning their curriculum. Teachers use the
information learned through Readiness, Interest, and Learning Profiles to provide differentiated learning
experiences in terms of flexible grouping, ongoing assessment and creating a responsive learning
environment. This provides feedback for both the teacher and the student with the ultimate goal of
improving student learning.
Content – what the student needs to learn or how the student will get access to the information
Process – varied activities students participate in to process, make sense, and “own” the
knowledge, understanding, and skills essential to a topic
Products – varied ways for students to show what they understand, know and are able to do
Learning environment – the way the classroom works and feels
Readiness – the current knowledge, understanding, and skill level a student has related to a
particular sequence of learning
Interest – what a student enjoys learning about, thinking about, and doing that evoke curiosity and
passion
Learning profile – a student’s preferred mode of learning, how students learn best
References:
Tomlinson, C. A. (2000). Differentiation of Instruction in the Elementary Grades. ERIC Digest. ERIC
Clearinghouse on Elementary and Early Childhood Education.
Tomlinson, Carol Ann. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria,
VA: Association for Supervision and Curriculum Development.
Differentiation Strategies for Various Learners
Strategies for English Strategies for Below Grade- Strategies for Gifted or
Language Learners Level Students Above Grade-Level Students
Always do vocabulary Allow for kinesthetic Offer accelerated
development component activities where they activities or projects that
and allow extra practice to organize the step-by-step extend their critical
apply and use the processes on flash cards thinking, analysis,
vocabulary with the before they actually use the inquiry, and problem
concepts information to solve solving skills.
problems
Allow more time to Shorten the number of Require step-by-step
simultaneously process the practice problems in a explanations of the
language and the content. single work session. solution process.
Start with concrete Allow partner work for Shorten the number of
examples and use oral rehearsal of solutions practice problems.
manipulatives.
Use visual displays, Model often, showing them Assign only the moderate
illustrations, and step-by-step how to solve and difficult problems.
kinesthetic activities. problems.
Offer notes that are Allow use of manipulatives Have the students create
partially filled in so that with meaningful, relevant notes and procedural
students can focus on application activities and steps to guide the rest of
necessary information. discussions. the class.
Reduce the total number of Use activities centered on Have students create
problems. students’ interests. games for practicing
concepts and skills.
Evaluate the use of word Have easy to follow notes Request oral
problems. Read them of the most important presentations of the
aloud and emphasize or procedural information concepts, which will
underline key words that already made up for these benefit all students in the
indicate procedural action. students to add to. classroom.
Plan for oral rehearsal with Offer notes that are Allow for these students
partners of the academic partially filled in so that to skip practice activities
language behind the students can focus on that they have already
mathematical concepts. necessary information. mastered.
Allow for partner work. Let them assist other
students in class.
Reference:
Frei, S. (2008). Teaching mathematics today. Shell Education.