Differentiated

Instruction
Michaela G. Schnetzer
EDU 551
January 13, 2017
What is Differentiated Instruction?
In the simplest terms, differentiation is a teachers response to
each students needs in order to create diverse learning
opportunities and increase academic achievement for all
learners.

Teachers can differentiate content, process, and product, based

on students readiness, interests, and learning profile.

(Tomlinson & Allan, 2000)

At a glance
In a differentiated classroom,
teachers:
Create a learning environment that values
diversity as much as commonality.
Use pre-assessments and formative
assessments to identify learning needs
and tailor instruction to meet these needs.
Plan learning experiences bound
together by common and important
learning goals (Doubet & Hockett, 2015).
Develop diverse activities to present,
process, and display knowledge.
Use various groupings often and
deliberately for collective learning
experiences and the development of
community.
Utilize technology regularly.
Where to Begin:
Identifying student readiness, interests, and learning profiles.

In order to differentiate, educators must conduct extensive research

and collect data that identifies and supports students needs. Data
can be both quantitative and qualitative.

The most common methods of

collecting this data include:

Pre-assessment
Personal inventories
Multiple intelligence surveys
Standardized tests (NWEA, AIMS,
PARCC)

Once student needs are identified,

the creation of a differentiated
curriculum can begin!
Readiness: A students existing knowledge and understanding.
ex. The NWEA exam is administered to identify students lexile levels
(reading). Once identified, reading materials are supplied based on each
childs level of readiness, and is increased as the child improves.

Interest: A students level of attention, curiosity, and passion towards a

particular subject.
ex. At the beginning of the school year, a music teacher provides a
personal inventory in order to catalogue students musical interests. This
guides the development of curriculum and what pieces will be assigned to
students.

Learning Profile: Refers to a students preferred method of learning new

information or skills (e.g., visually, hands-on, through deductive means)
and to environmental factors that influence a students learning (e.g.,
small group setting, bright lights, no distractions). In addition to these
factors, a students profile may be influenced by gender and culture
(Differentiated Instruction: Maximizing the Learning of All Students, 2016).
ex. Because the Navajo are a collectivist society, partner, group, and
whole class learning opportunities are implemented often.
In todays educational system, most curricula are guided by state and
national standards. However, content can be responsive to student needs
and interests through differentiation.

Content: knowledge, concepts, and skills that students need to learn

based on the curriculum = ACCESS

Examples of Differentiation:
Varied delivery methods (i.e. interactive lecture, audio, film, personal
investigation, etc.)
Chunking of information
Implementation of prior knowledge, funds of knowledge, student
interests
Whole group, small group, partner, and individual learning opportunities
Learning Stations

(McCarthy, 2015)

Implementing Differentiation: Content

U.S History Differentiating Content
Introduction to the Great Depression

Hook: Listen to Mumford & Sons Dust Bowl Dance (provide

lyrics)
Interactive Lecture: Includes text, images, discussion questions for
student talk, and video excerpts
Read an excerpt from Steinbecks Grapes of Wrath in table
groups, have students complete a visualization of the passage
finish the lesson with a gallery walk and discussion of
visualizations.
Implementing Differentiation: Process
Process: How students come to understand content SENSE MAKING

Formative assessment is critical at this point in instruction in order to

continuously check for understanding. Educators must be flexible and alter
learning opportunities as needed, as well as revisit content not mastered.

Examples of Differentiation:
GRASPS/RAFT Activities (Choice)
Journaling
Partner Talk/Think Pair Share
Graphic Organizers
Exit Cards
Visualizing vs. Written Response

Processing activities are influenced by student readiness, interests,

and learning profiles.
Choice-Based Formative Assessment and Activities

GRASPS
The GRASPS framework can be used as
a performance of understanding, also
known as formative assessment (McTighe
& Wiggins, 2012).
RAFT
RAFTS are similar to GRASPS because
they allow choice and require students to
apply knowledge in a novel way.

Create a display of items inspired by popular

GOAL culture for three past decades and one for
year 2016.
You are the museum curator at the American
ROLE History Museum.
AUDIENCE The general public and museum benefactors.

You need to include 10 items and images for

each of three past decades that represent the
popular culture of that time. To conclude,
SITUATION include 10 items or images from 2016s
popular culture to use in comparison to the
past.

Collage using PicCollage application and

PRODUCT iPads.
The GRASPS framework and the RAFT
1. Each decade and 2016 include 10 items
STANDARD each framework can be completed
S FOR 2. Items chosen are iconic and clearly independently, with partners, or in
SUCCESS represent the pop culture of the chosen
decades, as well as 2016 groups!
Theme: Doing the right thing.

Quote: Theres never a right time to do the wrong thing. Theres never a wrong time to do the right
thing.

Song: Man in the Mirror by Michael Jackson

m gonna make a change, for once in my life
Its gonna feel real good, gonna make a difference
Gonna make it right...

As I turn up the collar on my favorite winter coat

Video: Compassionate
This wind is blowin my mind
Homeless Man Shares Food
I see the kids in the street, with not enough to eat With Others When Nobody Else
Who am I, to be blind? Pretending not to see their needs Would Spread The Message
A summers disregard, a broken bottle top
And a one mans soul
They follow each other on the wind ya know
Cause they got nowhere to go
Thats why I want you to know

Im starting with the man in the mirror

Im asking him to change his ways
And no message could have been any clearer
If you wanna make the world a better place
(If you wanna make the world a better place)
Take a look at yourself, and then make a change

Journaling in Language Arts II

Implementing Differentiation: Product
Product: A demonstration of student learning and understanding EVIDENCE

Product is often used as a summative evaluation of learning. However, a test is

usually not indicative of understanding. Products must require students to apply
knowledge in a novel way, such as a real world situation, and should involve
both critical thinking and creativity.

Ways to differentiate product include:

Choice in product or assessment from a variety of options
Diverse working arrangements
Varying degrees of difficulty
Rubrics based on student input

(Tomlinson & Allan, 2000)

Assessment over time
It is crucial to also consider product, or assessment, over time in order to
truly evaluate student learning.

Ex. Chemistry/Physics Interactive Notebooks

Included:
Notes
Diagrams
Visuals
Written responses
Plans for projects
Task cards for group discussions

Allows For:
Instant feedback from instructor
Organization
Differentiation is not meant to limit students within their comfort
zones, but to assist students in reaching goals and achieving
academic success. This is only possible through high-quality
feedback of process and product (assessment).

High Quality Grading and Reporting includes:

The use of rubrics, both teacher and student developed, or other

pre-determined evaluation methods
The application of goal setting as individuals and as a class
Consistent opportunities for reflection
A focus on achievement, with other factors kept separate
(Tomlinson & McTighe, 2006).

A grade is not enough

Learning Spaces: A nurturing environment
encourages learning
(Tomlinson, 2014)

Within a differentiated classroom, it is critical that the physical space

sets a positive atmosphere for learning and assists in engagement.

Differentiated classrooms may include:

Word Walls
Anchor Charts
Learning Stations
Common Areas
Independent/Quiet Time Seating
Technology Hubs
Personal/Cultural Items
A Library
Many secondary classrooms set desks up in the traditional row, which
decreases communication amongst students and the educator. To increase
engagement, desk arrangements such as the semi circle or pods are
suggested.

A semicircle, or other group seating arrangements, encourages interaction

and enables all students to see each other. This is important if you place a
high value on relationships between students, building community and
creating an open environment (Phillips, 2014).

Using Physical Space to Increase Engagement

Technology in the Differentiated Classroom
Technology, when implemented, has the power to serve as formative
assessment, keep students engaged, and open learning doorways
never before possible.

Two strategies available to educators for implementing technology

include:
Project-Based Technology Usage
-Students have the power to choose
the technological method used to
create or present an assignment.

Tool-Based Technology Usage

-Students experiment with a
specific tool aligned to a specific
task.

(Smith, 2014)
Putting Technology in to Practice
Project-Based Approach Tool-Based Approach
Students within a sophomore Students use QClick clickers
level Native American studies or the Plickers app to answer
course are assigned an questions during an
indigenous nation to research interactive lecture. This
and present. The presentation technology allows for instant
must be technology based. feed back and the review of
Options for students include: data by not only the educator,
but the students as well.
Prezi
PowerPoint
iMovie
MineCraft
Podcast
Storify
Differentiation and Culturally
Responsive Teaching
Aligning curriculum to the needs of students, creating an atmosphere of openness and trust, and
providing students with the tools necessary to reach all their academic goals, are the hallmarks of
not only differentiated instruction, but culturally responsive teaching as well.

Resources for creating a diverse and differentiated curriculum:

Metropolitan Center for Urban Education

Culturally Responsive Differentiated Instructional Strategies
http://
steinhardt.nyu.edu/scmsAdmin/uploads/005/120/Culturally%20Responsive%20Differientiated%20Ins
truction.pdf

Culturally Responsive Differentiated Instruction: Narrowing Gaps Between Best Pedagogical

Practices Benefiting All Learners
Lorri J. Santamaria, California State University, San Marcos
http://
server1.docfoc.com/uploads/Z2015/12/30/wFZ3BcteQn/16b958616012ce9cf51e67a501b6b6ad.pdf

Differentiation in the Culture-Sensitive Classroom

Partners in Learning, Miami University
http://performancepyramid.miamioh.edu/node/1145
Why Differentiation?
As educators, we are often programmed with the
mentality that all students should be treated equally.
However, differentiated instruction requires the
opposite. Instead of blanketing our students with a
one size fits all curriculum, we are meeting
students where they are, designing learning
opportunities that will assist them in reaching their
learning goals, regardless of the path taken, and
putting academic achievement within grasp for
every child (Johnson, 2009).
 References

Differentiated Instruction: Maximizing the Learning of All Students. (2016). Reading. Retrieved January 13, 2017,
from http://iris.peabody.vanderbilt.edu/module/di/cresource/q1/p02/di_definition_learning_profile/

Doubet, K. J., & Hockett, J. A. (2015). Differentiation in middle & high school: strategies to engage all learners.
Alexandria, VA: ASCD.

Johnson, B. (2009, March 2). Differentiated Instruction Allows Students to Succeed. Retrieved January 14, 2017,
from https://www.edutopia.org/blog/differentiated-instruction-student-success

McCarthy, J. (2015, August 28). 3 Ways to Plan for Diverse Learners: What Teachers Do. Retrieved January 13,
2017, from https://www.edutopia.org/blog/differentiated-instruction-ways-to-plan- john-mccarthy

Phillips, M. (2014, August 5). A Place for Learning: The Physical Environment of Classrooms. Retrieved January 14,
2017, from https://www.edutopia.org/blog/the-physical-environment-of-classrooms-mark- phillips

Smith, R. (2014). Crossing the digital divide: A middle years teacher's reflective journey. Literacy Learning: The
Middle Years, 22(1), 41-47.

Tomlinson, C. A., & Demirsky Allan, S. (2000). Chapter 1. Understanding Differentiated Instruction: Building a
Foundation for Leadership. In Leadership for Differentiating Schools & Classrooms. Alexandria, VA: ASCD.

Tomlinson, C. A., & McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by Design.
Alexandria, VA: ASCD.