"Key Elements of Differentiated Instruction"

Component 2 is asking how you differentiate instruction--and even though we probably already do this, it's always good to refresh our teaching.  You will do your own research into differentiated instruction, but here are some ideas to get you started.  If you find good resources you want to share, feel free to add links to them in the comments!

Here are some excerpts from Carol Ann Tomlinson's book, Leading and Managing a Differentiated Classroom.  

1-Why differentiate?

"In an effectively differentiated classroom it is understood that:

• Students differ as learners in terms of background experience, culture, language, gender, interests, readiness to learn, modes of learning, speed of learning, support systems for learning, self-awareness as a learner, confidence… independence… etc.

•  Differences profoundly impact how students learn and the nature of scaffolding they will need at various points in the learning process.

• Teachers have a responsibility to ensure that all of their students master important content.

•  Teachers have to make specific and continually evolving plans to connect each learner with key content. 

•  Teachers are required to understand the nature of each of their students, in addition to the nature of the content they teach.

•  A flexible approach to teaching "makes room" for student variance.

•  Teachers should continually ask, "What does this student need at this moment in order to be able to progress with this key content, and what do I need to do to make that that happen?"

2-Where to differentiate

There are seven places you can differentiate:  content, process, product, affect (how a student's emotions and feelings impact his or her learning), student readiness, student interests, and student learning profile (learning environment preferences, multiple intelligences, gender-based patterns, and cultural influences.)


You can find more information from this resource when you "Look Inside" at this link.