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January 01, 2005
Differentiated Instruction
What is Differentiated Instruction?
"Differentiated instruction means that the teacher anticipates the differences in students' readiness, differences in their interests, differences in their learning profiles, and as a result of that creates different learning options or different paths to learning so that students have the opportunity to learn as much as they can, as deeply as they can—but without experiencing undue anxiety because the assignments are too taxing, or boredom because they are not challenging enough." - Carol Ann Tomlinson
Strategies for Differentiating Instruction
Nearly all educators agree with the goal of differentiating instruction, but teachers may lack strategies for making it happen. Here are some of the many strategies, in addition to flexible grouping and tiered activities, that teachers can use to avoid lockstep instruction:
Stations:
Using stations involves setting up different spots in the
classroom where students work on various tasks simultaneously.
These stations invite flexible grouping because not all students
need to go to all stations all the time.
Compacting:
This strategy encourages teachers to assess students before
beginning a unit of study or development of a skill. Students who
do well on the preassessment do not continue work on what they
already know.
Agendas:
These are personalized lists of tasks that a student must complete
in a specified time, usually two to three weeks. Student agendas
throughout a class will have similar and dissimilar elements.
Complex Instruction:
This strategy uses challenging materials, open-ended tasks, and
small instructional groups. Teachers move among the groups as they
work, asking students questions and probing their thinking.
Orbital Studies:
These independent investigations, generally lasting three to six
weeks, revolve around some facet of the curriculum. Students
select their own topics, and they work with guidance and coaching
from the teacher.
Entry Points:
This strategy from Howard Gardner proposes student exploration of
a given topic through as many as five avenues: narrational
(presenting a story), logical-quantitative (using numbers or
deduction), foundational (examining philosophy and vocabulary),
aesthetic (focusing on sensory features), and experiential (hands-
on).
Problem-Based Learning:
This strategy places students in the active role of solving
problems in much the same way adult professionals perform their
jobs.
Choice Boards:
With this strategy, work assignments are written on cards that are
placed in hanging pockets. By asking a student to select a card
from a particular row of pockets, the teacher targets work toward
student needs yet allows student choice.
4MAT:
Teachers who use 4MAT plan instruction for each of four learning
preferences over the course of several days on a given topic.
Thus, some lessons focus on mastery, some on understanding, some
on personal involvement, and some on synthesis. As a result, each
learner has a chance to approach the topic through preferred modes
and also to strengthen weaker areas.
* Adapted and condensed from the 1999 ASCD book, The
Differentiated Classroom: Responding to the Needs of All Learners
by Carol Ann Tomlinson.
Posted by Kristie at January 1, 2005 01:01 AM