1. Understanding Differentiated Instruction
1.1. A Vision for the Differentiated Instruction Classroom
1.1.1. Here are some characteristics of a differentiated instruction classroom:
1.1.1.1. Students are engaged in learning; they are focused and on task 80 percent of the time.
1.1.1.2. Teachers have a clear plan for the time spent in class. There is little wasted time or confusion over materials and protocols; instead, there is a sense of shared purpose.
1.1.1.3. Students ask many questions and feel safe questioning
1.1.1.4. Everyone belongs. There is evidence of diverse personalities in the classroom through personalized materials, spaces, or use of nicknames.
1.1.1.5. Time is divided into small learning chunks with checks for understanding in between concepts.
1.1.1.6. Students hold one another accountable for rules and respect. The class agreements are posted on the wall and there are visual reminders of the class and school values.
1.1.1.7. Quality work is valued and displayed in the classroom.
1.1.1.8. Students know what is expected of their work by viewing examples of excellence and using rubrics to guide them toward mastery.
1.2. One-Size-Fits-All Teaching Versus Differentiated Teaching
1.2.1. One-Size-Fits-All Teaching
1.2.1.1. Teachers answer all the questions
1.2.1.2. All students write on the same topic
1.2.1.3. Only multiple-choice tests are given
1.2.1.4. Everyone reads the same book
1.2.1.5. Teachers lecture from the front of the room
1.2.2. Differentiated Teaching
1.2.2.1. Teachers encourage students to answer questions
1.2.2.2. Students can choose from various topics
1.2.2.3. Tests include various sections to assess different skills
1.2.2.4. Students pick books based on their interests and reading levels
1.2.2.5. Teachers guide students through activities
1.3. Small Things That Make a Big Difference
1.3.1. Start with the goal
1.3.1.1. - Think about the big goal of the lesson first, then plan backward.
1.3.1.2. - Focus on what to teach, how to teach it, how students will show learning, and where they’ll learn.
1.3.2. Small changes help
1.3.2.1. - Give instructions in different ways (speaking, writing, or showing pictures).
1.3.2.2. - You don’t need lots of different assignments; small changes are enough.
1.3.3. Check understanding often
1.3.3.1. - Use quick checks, like thumbs up or down, to see if students understand.
1.3.3.2. - Fix confusion right away instead of waiting until later.
1.3.4. Learn students’ names
1.3.4.1. - Know each student’s name and one personal fact about them.
1.3.4.2. - This helps them feel special and do better in school.
1.3.5. Work with other teachers
1.3.5.1. - Share ideas and student information with other teachers.
1.3.5.2. - Connect lessons across subjects to make learning easier for students.
1.4. Common Misconceptions
1.4.1. a fad
1.4.1.1. - Differentiated instruction has been used for a long time. It’s not a passing idea.
1.4.2. only for struggling students
1.4.2.1. - It helps all students, no matter their skill level.
1.4.3. a customized learning plan for each student in every lesson
1.4.3.1. - You don’t need to make a separate plan for every student. Simple changes can help the whole class.
1.4.4. a perfect science
1.4.4.1. - There isn’t one way to do it. Just focus on what your students need.
1.4.5. costly
1.4.5.1. - You don’t need to buy anything new. Use what you already have but in a smarter way.
1.4.6. optional
1.4.6.1. - Teachers need to use these strategies to help students do their best.
1.4.7. something a teacher does every once in a while and then is finished
1.4.7.1. - It’s something you do all the time to adjust and meet students’ needs.
1.5. Differentiate the Materials
1.5.1. - Students use different materials based on their abilities, like singing different parts or playing different instruments.
1.5.1.1. - Example: Let students try different instruments or switch between them to explore and learn.
1.5.2. - All students learn the same concepts, but each reads a book suited to their level and interest.
1.5.2.1. - Example: Use book lists with a range of reading levels and let students pick their books.
1.5.3. - Students practice vocabulary and grammar through role-play and conversations.
1.5.3.1. - Example: Record group conversations so students can watch and evaluate their performance.
1.5.4. - Students engage with materials in multiple formats, like reading, listening to, or watching speeches.
1.5.4.1. - Example: Compare how reading vs. listening or watching impacts understanding of Martin Luther King Jr.’s "I Have a Dream" speech.
1.6. Differentiate the Task
1.6.1. Elementary Math Class
1.6.1.1. - Students work in different ways (individually, in pairs, in groups, or with the teacher) to solve the same math problems. One student even works on the floor, showing flexibility in how tasks are done.
1.6.2. Middle School Math and Social Studies Unit
1.6.2.1. - A math and social studies teacher work together to create lessons combining topics like transportation, economy, ratios, and percentages. Students complete activities about how products are shipped across the country.
1.6.3. Social Studies Unit on Elections
1.6.3.1. - Students show their understanding of the electoral process in different ways: creating a pamphlet, writing a paper, making a PowerPoint, or using analogies like building a house.
1.6.4. Arts Class on Colors
1.6.4.1. - Students learn about complementary and non complementary colors. They pick from several projects to compare how different color combinations work.
1.6.5. Middle School Language Arts Class
1.6.5.1. - Students choose an independent reading book and write weekly blog posts or wiki entries using prompts. They pick prompts that match their skill level and interest.
1.7. Differentiate the Homework
1.7.1. When working on projects, students can each have a different task, performing acts that cannot be done in school.
1.7.2. write a few sentences about where he or she is getting confused or what is not making sense
1.7.3. Rather than assign the total reading for the whole class,assign all groups different sections to report on in class.
1.7.4. Try to occasionally assign homework about making broader connections of the material to real life.
2. Planning the differentiated curriculum
2.1. # Where to Begin and What to Do
2.1.1. here are some tips for how to begin:
2.1.1.1. Begin with an annual calendar
2.1.1.1.1. Identify key school dates (e.g., holidays, meetings)
2.1.1.2. Plan one course fully at a time
2.1.1.2.1. Review the curriculum and structure each unit based on the final product
2.1.1.3. Make choices about the form of assessment
2.1.1.3.1. Plan assessments (e.g., projects, tests) first, then map out lessons to prepare students for them
2.1.1.4. Share annual plans with other teachers
2.1.1.4.1. Share plans with colleagues to avoid overloading students with too many assessments at once
2.1.1.5. Plan for frequent, low-level assessments
2.1.1.5.1. Use regular, small assessments to gauge student progress
2.1.1.6. Make course objectives clear
2.1.1.6.1. Define clear objectives for each unit, so both you and your students know the learning goals
2.2. # Tips for Keeping Records for Differentiated Lesson Plans
2.2.1. Keep the records simple
2.2.1.1. Focus on essential information such as interest inventories
2.2.1.1.1. Example:
2.2.2. Allow students to see and even comment on the records
2.2.2.1. Allow students to see and comment on their records
2.2.2.1.1. Why is helpful?
2.2.3. Collaborate with other teachers
2.2.3.1. Share records with colleagues to ensure everyone involved to access the information
2.2.4. Make the records longitudinal
2.2.4.1. Keep records that follow students as they advance through school
2.2.5. Create easy ways to share information
2.2.5.1. Use a standardized method for collecting, storing, and sharing
2.2.5.1.1. Why do we need to use them?
2.2.6. Share information
2.2.6.1. This allows teachers, parents, and students to access important data whenever needed
2.2.7. Use the records to plan for daily instruction
2.2.7.1. Understanding patterns, such as how gender, culture, or age might affect learning
2.3. # How to Create Differentiated Lesson Plans with Bloom’s Taxonomy
2.3.1. Memorize the Taxonomy
2.3.1.1. Familiarize yourself with the six levels:
2.3.1.1.1. Remember
2.3.1.1.2. Understand
2.3.1.1.3. Apply
2.3.1.1.4. Analyze
2.3.1.1.5. Evaluate
2.3.1.1.6. Create
2.3.2. Group Work
2.3.2.1. Students can work with the same content at different levels.
2.3.3. Go Beyond Basic Recall
2.3.3.1. Encourage activities that require deeper thinking (Apply, Analyze, Evaluate) for better long-term retention.
2.3.3.1.1. moving to the higher-order skills
2.3.4. Use Multiple Verbs
2.3.4.1. Don’t overrely on one method, such as listing or discussing.
2.3.5. Consider Individual Pacing
2.3.5.1. students move through Bloom’s levels at different speeds
2.4. # Differentiated Assessments
2.4.1. Types of assessments
2.4.1.1. Pre-testing
2.4.1.1.1. students existing knowledge before starting a new topic
2.4.1.2. Formative Testing
2.4.1.2.1. check students' understanding during the learning process
2.4.1.3. Post-testing
2.4.1.3.1. measures how well students have mastered the unit’s objectives
2.4.2. Understanding and Creating Differentiated Assessments:
2.4.2.1. Teachers can use both formal and informal assessments
2.4.2.1.1. Formal: presentations, portfolios, quizzes, and tests
2.4.2.1.2. Informal: reading nonverbal cues and asking questions
2.4.2.2. Clear Expectations
2.4.2.2.1. students perform better when they clearly understand what they are expected to learn
2.4.2.3. Assessments demonstrate steps toward mastery
2.4.2.3.1. Assessments should be lined up with learning objectives
2.4.3. Examples of Differentiated Performance-Based Assessments:
2.4.3.1. Portfolios
2.4.3.1.1. A collection of student work
2.4.3.2. Rubrics
2.4.3.2.1. levels of success and assign points for areas of mastery
2.4.3.3. Presentations
2.4.3.3.1. The students present what they know
2.4.3.4. Projects
2.4.3.4.1. Ongoing learning experiences in which students must complete a variety of activities
2.5. # Curriculum Compacting: Why and How
2.5.1. Purpose of Curriculum Compacting
2.5.1.1. Maximize Challenge
2.5.1.1.1. Create an engaging environment while ensuring students meet basic proficiency
2.5.1.2. Bypass Mastered Content
2.5.1.2.1. Allow students to skip material they already know and saving time
2.5.1.3. Provide learning opportunities
2.5.1.3.1. adapted to the needs, rates, and interests
2.5.2. Steps in the Process
2.5.2.1. Select Learning Objectives
2.5.2.1.1. choose key objectives for the subject and decide how they’ll be assessed
2.5.2.2. Pre-assess Students
2.5.2.2.1. Assess students’ prior knowledge using tools like:
2.5.2.3. Provide Advanced Learning Opportunities
2.5.2.3.1. more complex tasks that require higher-order thinking
2.5.2.4. Avoid Extra Work
2.5.2.4.1. providing appropriately challenging tasks without overloading them
2.6. # What Are Authentic Choices? How to Plan with Them
2.6.1. What is authentic learning?
2.6.1.1. pedagogical approach that allows students to explore and discuss
2.6.2. core principles of authentic learning:
2.6.2.1. Real and Meaningful Tasks
2.6.2.1.1. Students work on activities that are directly relevant to the real world
2.6.2.2. Collaboration
2.6.2.2.1. Students engage in group projects that contribute to the community
2.6.2.3. Inquiry-Based Learning
2.6.2.3.1. Students are encouraged to explore and research real-world issues
2.6.2.4. Connection Beyond the Classroom
2.6.2.4.1. Authentic learning takes students outside the classroom, linking their education to the broader world
2.7. # General Planning Tips for the Differentiated Classroom
2.7.1. Keep it simple
2.7.1.1. Teachers do not have to do everything at once
2.7.2. Know your students
2.7.2.1. Determine the ability level of your students
2.7.3. Same activity, different tasks
2.7.3.1. After the initial teacher instruction, offer two main options for finishing tasks
2.7.4. Offer both structured and unstructured alternatives
2.7.4.1. strutured alternatives working in a small group with a very specific task
2.7.4.2. unstructured option is having students go off on their own to research
2.7.5. Know when to use direct instruction
2.7.5.1. most widely used and most traditional teaching strategy
3. Teaching with individual mind
3.1. Building Relationships
3.1.1. Build trust over time
3.1.2. Call students by their names
3.1.3. Refer back to students’ previous work and contributions
3.1.4. Share some appropriate personal information with students
3.2. Strategies to Determine Individual Strengths
3.2.1. strengths we’re talking about are:
3.2.1.1. activities
3.2.1.2. relationships
3.2.1.3. ways of learning
3.2.2. ways to determine students’ strengths
3.2.2.1. Use play and cultivate the imagination
3.2.2.1.1. Watch students at play and you will learn a great deal about what they prefer
3.2.2.2. Seek out what makes each student unique
3.2.2.3. Listen to students
3.2.2.3.1. In order to listen effectively, ask many questions
3.2.2.4. Don’t compare students with their older siblings
3.2.2.4.1. Every student will be unique and different
3.2.3. Interest Inventories
3.2.3.1. A key to differentiated instruction lies in how well a teacher knows the student
3.2.3.1.1. Using the inventory as a guide
3.2.3.1.2. Begin one-on-one interviews with students
3.2.3.1.3. Use the interest inventories for assignments
3.2.3.1.4. Share interest inventories with other teachers
3.2.3.1.5. Refer to interest inventories when creating lessons
3.2.3.1.6. Inventory Questions for Teachers to Ask Their Students Directly
3.2.4. Planning with Learning Styles in Mind
3.2.4.1. creating lessons that engage as many learning styles as possible
3.2.4.1.1. Qualities of Visual Learners:
3.2.4.1.2. Examples of Visual Learning Strategies:
3.2.4.1.3. Qualities of Kinesthetic Learners:
3.2.4.1.4. Examples of Kinesthetic Learning Strategies:
3.2.5. Multiple Intelligences and Differentiated Instruction
3.2.5.1. It is not necessary to have each intelligence engaged in every lesson
3.2.5.2. Types of intelligence:
3.2.5.2.1. Linguistic
3.2.5.2.2. Logical, mathematical
3.2.5.2.3. Spatial
3.2.5.2.4. Bodily, kinesthetic
3.2.5.2.5. Musical
3.2.5.2.6. Interpersonal
3.2.5.2.7. Intrapersonal
3.2.6. Tips for Raising Students’ Comfort Level
3.2.6.1. Enforce classroom rules consistently for all students
3.2.6.2. Monitor behavior frequently
3.2.6.3. Avoid sarcasm
3.2.6.3.1. sarcasm and with a mean or mocking edge can be humiliating and demeaning.
3.2.6.4. Use nonverbal cues to connectwith student
3.2.6.4.1. such as smiling and nodding
3.2.6.5. Engage students in discussions
3.2.7. Tips to Help Struggling Students
3.2.7.1. Provide audiobooks
3.2.7.1.1. enrich vocabulary, and bring a story to life
3.2.7.2. use high-interest materials
3.2.7.3. allow struggling students to sit near the teacher when possible
3.2.7.3.1. Sitting nearby will make keeping them on track easier.
3.2.7.4. Be specific in providing feedback
3.2.7.5. Ask others for help
3.2.7.5.1. Use your colleagues and resources
3.2.8. Tips for Motivating All Students
3.2.8.1. Look for intrinsic rather than extrinsic motivators
3.2.8.1.1. Intrinsic motivators are feelings of self-worth, competency
3.2.8.1.2. Extrinsic motivators, such as grades, rewards, punishments, and prizes
3.2.8.2. Give frequent, early, positive feedback
3.2.8.2.1. supports students’ beliefs that they can do well
3.2.8.3. Make sure students are ready to learn
3.2.8.4. Allow students to participate in as much
3.2.8.5. Be prepared to teach
3.2.8.5.1. Planning is the most important thing a teacher can do to be a success.
3.2.9. Class Discussion Strategies
3.2.9.1. it encourages all learners to contribute at their own level of participation.
3.2.9.2. strategies to help you lead more productive and successful classroom discussions:
3.2.9.2.1. Plan your questions in advance of a class discussion
3.2.9.2.2. Redirect student questions
3.2.9.2.3. arrange chairs in a circle or U
3.2.9.2.4. Choose open-ended questions
3.2.9.2.5. Apply appropriate wait time