DIFFERENTIATING INSTRUCTION:

PROACTIVELY RESPONDING TO LEARNER NEEDS

by Jeanette Love
WHAT DOES IT MEAN TO DIFFERENTIATE INSTRUCTION?

The foundation lies in the concept that FAIR does not mean EQUAL. The
word FAIR entails that students receive what they need in a way they need it
to be successful learners.
The educator must meet the child where he is academically, build his content
and knowledge, and help him grow.
The teacher must proactively plan and carry out various approaches to
content, process, and product in anticipation of and response to student
differences in readiness, interest, and learning needs (Tomlinson, 2005, p.7).
THE TEACHERS ROLE IN A DIFFERENTIATED CLASSROOM

Coach, mentor
Classroom community leader
Cheerleader, motivator
Continuous student assessment (both formal & informal)
Evaluate data
HOW ARE STUDENTS DIFFERENT FROM EACH OTHER?

Culture
Experience
Readiness level
Interests
Socioeconomics
Gender
Ethnicity
Language
Modes of learning
WHAT CAN BE DIFFERENTIATED?
Differentiate by CONTENT: the information and ideas
students acquire to reach their learning goals
Differentiate by PROCESS: how students grasp and make
sense of the content
Differentiate by PRODUCT: how students demonstrate what
they know, understand, and can apply
HOW CAN YOU DIFFERENTIATE?
Differentiate by READINESS: the students proximity to
specified learning goals (readiness level is fluid and can change)
Differentiate by INTEREST: passions, affinities, kinships, etc.
that motivate student learning (interest can change over time)
Differentiate by LEARNING PROFILE: preferred approaches to
learning (may vary in classes)
CLASSROOM COMMUNITY
Students are RESPECTED
Students feel WELCOMED and ACCEPTED
Students feel COMFORTABLE to express their thoughts
Students and teachers have OPEN COMMUNICATION
WHAT DOES A DIFFERENTIATED CLASSROOM LOOK LIKE?

Designated area/ bin to turn in homework/ classwork

Designated area/ bin to retrieve daily assignments
Easily accessible supplies in organized totes/ shelving
Flexible grouping to include areas for whole group learning, small group
instruction, and individual learning
Multiple pencil sharpeners/ trash cans in easily accessible locations
Designated location for anchor activities (assignments/ projects for students
to work on upon completion of classroom assignment)
Wall space incorporating student work and classroom rules/ procedures
EXAMPLES OF DIFFERENTIATING CONTENT BY...
READINESS: various reading level texts/ books, targeted small group
instruction, spelling assigned by proficiency level, highlighted texts

INTEREST: teacher instruction linked to student interests in a given

unit, various materials that apply learning goals to real-world situations

LEARNING PROFILE: video or audio to accompany instruction, varied

modes of teaching to include visual, auditory, kinesthetic, written,
artistic
EXAMPLES OF DIFFERENTIATING PROCESS BY...
READINESS: mini-workshops, learning contracts, varied homework
assignments

INTEREST: expert groups, interest centers, independent studies,

supplementary materials based on student interests

LEARNING PROFILE: choice of working in a group, with a partner, or

individually, teacher instruction based on preferred learning style,
including visual, auditory, kinesthetic, written, artistic
EXAMPLES OF DIFFERENTIATING PRODUCT BY...
READINESS: check-in requirements based on student independence level,
personal goal-setting, providing samples of student work on varied levels of
complexity

INTEREST: use of student interests in designing products, use of technology

for student expression

LEARNING PROFILE: varied formats for expressing key content, varied

modes of expressing learning, including visual, auditory, kinesthetic, written,
artistic
EXAMPLES OF INFORMAL ASSESSMENT STRATEGIES

FOR THE VISUAL LEARNER:

Web or Concept Map- any of several forms of graphical organizers which allow
learners to perceive relationships between concepts through diagramming key
words representing those concepts http://www.graphic.org/concept.html
Writing Frames- students are given either a sentence or a paragraph in which
they must fill-in-the-blanks. These include, but are not limited to:
problem/solution paragraph, compare/contrast paragraph, description
paragraph, cause/effect paragraph, sequence paragraph.
Student Data Notebooks- A tool for students to track their learning: Where
am I going? Where am I now? How will I get there?

Source: K. Lambert, OCPS Curriculum Services

EXAMPLES OF INFORMAL ASSESSMENT STRATEGIES

FOR THE AUDITORY LEARNER:

Misconception Check- Present students with common or predictable

misconceptions about a designated concept, principle, or process. Ask
them whether they agree or disagree and explain why.
Choral Response- In response to a cue, all students respond verbally
at the same time. The response can be either to a question or to
repeat something the teacher has said.
Say Something- Students take turns leading discussions in a
cooperative group on sections or a reading or video.
Source: K. Lambert, OCPS Curriculum Services
EXAMPLES OF INFORMAL ASSESSMENT STRATEGIES

FOR THE KINESTHETIC LEARNER:

Hand Signal- Ask students to display a designated hand signal to

indicate their understanding of a specific concept, principle, or
process (i.e. thumbs up/down).
Slap It- Students are divided into two teams to identify correct
answers to questions given by the teacher. Students use a fly
swatter to slap the correct response posted on the wall.
Inside-Outside Circle- Inside and outside circles of students face
each other. Within each pair of facing students, students quiz each
other with questions they have written. Outside circles move to
create new pairs. Repeat.
Source: K. Lambert, OCPS Curriculum Services
EXAMPLES OF INFORMAL ASSESSMENT STRATEGIES
FOR THE ARTISTIC LEARNER:

Readers Theater- From an assigned text, have students create a script

and perform it.

Newspaper Headline- Create a newspaper headline that may have been

written for the topic being studied. Capture the main idea of the event.

Source: K. Lambert, OCPS Curriculum Services

WHERE DO I START?
Gather data on student readiness, interests, and learning profiles by:

Surveying students on their interests within a given unit

Surveying students on their preferred learning styles
Frequently and consistently assessing students for mastery, using
both formal and informal assessment strategies
Evaluating assessment data and modifying instruction to meet student
needs