Introduction to
Differentiated Instruction

Differentiated instruction is the
application of diverse, purposeful, and flexible strategies that
empower each unique learner to
access the full curriculum and achieve academic success.

  • DI is the teacher's response to diverse student needs.
  • Understanding where a student is in terms of readiness, interest, learning profile, and affect to most effectively and efficiently ensure learning.
  • Understanding that to teach responsively is to teach the human being as well as the content on a continuum.
  • Who and How we teach takes precedent over What we teach.
Cogs of Differentiation
Organization of Differentiated Instruction
Comparison of Traditional Classrooms to Differentiated Classrooms

Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching (pp. 1-68),
by Carol Ann Tomlinson, 2003, Alexandria, VA: Association of Supervision and Curriculum Development.

Although within a classroom the "cogs" might vary slightly based on a teacher's personal philosophy and experience, careful attention to these these interrelated and interdependent cogs make the classroom work effectively for every student.

 The first cog includes five key needs of the learner in order for him/her to "invest repeatedly, consistently, and deeply in school." Brain research tells us that if a child feels unsafe, threatened, or insecure, the brain blocks of pathways to learning. A teacher that connects learning to a child's emotions is more likely to ensure learning.
Affirmation
  1. I am accepted here
  2. people believe in me here
  3. my interests and perspective are important
  4. I am safe here

Contribution

  1. I make a difference here
  2. I bring unique abilities and and perspectives
  3. I help others in class and the whole class succeed
  4. I am connected to my classmates through common goals

Power

  1. What I learn is useful to me now
  2. I make choices that contribute to my success
  3. I know what quality looks like here and I know how to achieve it
  4. I have dependable support here

Purpose

  1. I understand what we do here
  2. I see significance in what we do here
  3. What we learn reflects me and my world
  4. The work we do makes a difference
  5. The work absorbs me

 Challenge

  1. The work here compliments my ability
  2. The work stretches me
  3. I work hard
  4. I am accountable for my contribution to others and my personal growth
  5. I often accomplish things here I didn't think I could
 

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The Differentiated Classroom: Responding to the Needs of All Learners (p. 15), by Carol Ann Tomlinson,
1999, Alexandria, VA: Association of Supervision and Curriculum Development.

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The Differentiated Classroom: Responding to the Needs of All Learners (p. 16), by Carol Ann Tomlinson,
1999, Alexandria, VA: Association of Supervision and Curriculum Development.

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