DIFFERENTIATED INSTRUCTION
“Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.” Carol Ann Tomlinson
English
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SCIENCE
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MATHEMATICS
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Key Principles of a Differentiated Classroom•
•The teacher is clear about what matters in subject matter.
•The teacher understands, appreciates, and builds upon student differences.
•Assessment and instruction are inseparable.
•The teacher adjusts content, process, and product in response to student readiness, interests, and learning profile.
•All students participate in respectful work. Students and teachers are collaborators in learning.
•Goals of a differentiated classroom are maximum growth and individual success.
•Flexibility is the hallmark of a differentiated classroom.
Planning for Differentiated Instruction — Questions to guide our Thinking
•What is the SUBJECT/CONTENT/CONCEPT that I want my students to learn?
•What do my students already know? How can I build on their thinking?
•How can I expand access to this task or idea? Have I thought about interests, learning styles, use of language, cultures, and readiness?
•How can I ensure that each student experiences challenges?
•How can I scaffold learning to increase the likelihood of success?
•In what different ways can my students demonstrate their new understanding?
•Are there choices students can make?
•What do my students already know? How can I build on their thinking?
•How can I expand access to this task or idea? Have I thought about interests, learning styles, use of language, cultures, and readiness?
•How can I ensure that each student experiences challenges?
•How can I scaffold learning to increase the likelihood of success?
•In what different ways can my students demonstrate their new understanding?
•Are there choices students can make?