Differentiated instruction is a process of teaching and learning that allows teachers to plan strategically to meet the needs of all students. Teachers can differentiate the content, process, and product based on students' readiness, interests, and learning profiles. The goal is to maximize student learning by improving the match between students' needs and abilities and what they are taught. When teachers differentiate, all students benefit from appropriately challenging learning experiences tailored to their individual needs.

1. Differentiated
Instruction

2. Why Differentiate
Instruction?
To…
• Address classroom diversity
• Challenge every student
• Address gender differences
• Consider cultural issues
• Draw on student interests
• Increase academic learning; decrease learning gaps
• Improve student self-efficacy for learning
• Enhance intrinsic motivation for learning
• Promote self-directed learning behaviors

3. •Curriculum differentiation is a process used to maximize student
learning by improving the match between a student's individual
needs and the curriculum.
•Adapting the curriculum to meet the unique needs of learners by
making modifications in complexity, depth, and pacing.
•Differentiated instruction is a process to teaching and learning for
students of differing abilities in the same class. (Tomlinson, 1995)
•A proactive decision-making process that considers critical
student learning differences and the curriculum.
•When we teach the same to all kids 1/3 already know, 1/3 will get
it, 1/3 wont. This means 2/3 kids are wasting their time
(Tomlinson & Schmidt)

4. Elements that can be
differentiated
• Content
• Curriculum & materials
• Process
• Instructional activities & approaches
• Product
• Assessments

5. Purpose of
Assessment
• To identify the characteristics of an individual
student that can impact on their learning and
achievement
• To assess prior knowledge, experiences, and
preconceptions
• To monitor learning progress over time
• To support teachers’ problem solving and
decision making
• To measure the impact or a Differentiated
Instruction initiative or specific Differentiated
Instruction strategies

6. A Functional Ecological Assessment begins with….
• Knowing the targeted learner
• Observing what is going on in the general education classroom
• Beginning with one specific activity
• Noting the natural cues and skills required to participate in the activity
• Noting what the teacher is doing
• Noting what the students are doing
• Looking at with whom is the targeted learner is interacting
• Looking to see in what way is they are participating within the activity
Functional Ecological
Assessment

7. Using the Ecological
Data
Develop intervention strategies based upon
• Physical, emotional, sensory needs
• Modified materials and/or technology
• Individualized instruction
• Individualized demonstration of learning,
evaluation, and grading

8. Adaptations
Curricular adaptations are changes
permissible in educational environments
which allow the student equal opportunity
to obtain access, results, benefits and
levels of achievement

9. Adaptations Include:
• Modifications (What)
• Changes in the curriculum are made to meet the
educational needs of the students and also to
provide meaningful and productive learning
experiences based on individual needs and
abilities
• Accommodations (How)
• Allow access to the current level of instruction in
the classroom by altering the environment, format
of an assignment or equipment used so all
students can access the curriculum

10. Modifications
Some adaptations do alter or lower standards or
expectations and can be termed “modifications.”
These modifications, although providing access,
will necessitate careful selection of assessment
components to achieve accountability for
performance

11. 11
Accommodations
Some curricular adaptations do not
fundamentally alter or lower standards or
expectations in either the instructional or
assessment phases of a course of study
and can be designated “accommodations”

12. Nine Types of Adaptations
Size
Adapt the number of items
that the learner is expected to
learn or complete.
Time
Adapt the time allotted and allowed
for learning, task completion, or
testing.
Level of Support
Increase the amount of
personal assistance with a
specific learner.
Input
Adapt the way instruction is
delivered to the learner.
Difficulty
Adapt the skill level, problem type, or
the rules on how the learner may
approach the work.
Output
Adapt how the learner can
respond to instruction.
Participation
Adapt the extent to which a
learner is actively involved in
the task..
Alternate Goals
Adapt the goals or outcome
expectations while using the same
materials.
Substitute
Curriculum
Provide different instruction
and materials to meet a
learner’s individual goals.
Center for School & Community Integration, Institute for the Study of Developmental Disabilities, Indiana University, Bloomington, IN

13. Teachers can Differentiate the:
CONTENT:
Knowledge, skills and attitudes
we want children to learn;
differentiating content requires
that students are pre-tested so
the teacher can identify the
students who do not require
direct instruction
PROCESS:
Varying learning activities /
strategies to provide
appropriate methods for
students to explore the
concepts; important to give
students alternative paths to
manipulate the ideas
embedded within the concept
(different grouping methods,
graphic organizers, maps,
diagrams, or charts)
PRODUCT:
Varying the complexity of the
product that students create to
demonstrate mastery of the
concepts; students below grade
level may have different
performance expectations than
students above grade level (ie.
more complex or more
advanced thinking ~ Garner’s
Multiple Intelligences)
According to Students’:
READINESS/
DEVELOPMENTAL:
Some students are ready for
different concepts, skills, or
strategies; others may lack the
foundation needed to progress
to further levels
INTEREST:
Student interest inventories
provide information to plan
different activities that respond
to individual student’s interest
LEARNING STYLE
Individual student preference
for where, when or how
students obtain and process
information (visual, auditory,
kinesthetic; multiple
intelligences; environment,
social organization, physical
circumstance, emotional
13

14. Different Strategies
Differentiation by:
Content
• The pupils study different materials within the same topic area but do the same
activities.
Activities
• The pupils study the same content but do different activities.
Negotiation
• The pupils study different materials within the same topic area and also do
different activities. Teachers help pupils to select appropriate materials.
Support
• The pupils study the same materials, do the same activities, but receive different
amounts of support from the teacher or from extra printed information.
Extension
• The pupils study the same materials and do the same activities. Extension work
is given to the most able after they have finished the basic activities.

15. Different Strategies cont’
Response
• The pupils are set open-ended assignments that can be interpreted at different
levels.
Group Work
• The pupils work in mixed ability groups. Pupils help each other by working
together and interpreting the tasks at different levels.
Gradation
• The pupils are given the same information and activities. The activities become
progressively more difficult. The pupils work through the activities at different
rates and therefore only the more able do the more difficult tasks.
Role
• The pupils carry out different activities depending on the role they are playing
in a simulation. The roles are matched to the abilities, aptitudes and needs of
the pupil.

16. Some Key Guidelines
for Differentiation
• All of you are already doing some differentiation
• Take small steps to implement
• Use assessment as a teaching tool to extend rather
than merely measure instruction
• Emphasize critical and creative thinking as a goal in
lesson design
• Engaging all learners is essential

17. In a differentiated classroom, the teacher
proactively plans and carries out varied
approaches to content, process, and
product in anticipation of and response to
student differences in readiness, interest,
and learning needs.
(Tomlinson, 2001)

18. Who benefits?
How is it beneficial?
• All students benefit from appropriately
challenging learning experiences.
• Teachers benefit because they can
target essential skills that all students
must have in order to meet the school
accountability requirements.

19. Remember
• Kids come in different shapes and sizes as
well as interests, learning profiles, and
readiness levels.
• One size does not fit all
• One size fits one!