Perspectives & Resources
What is differentiated instruction?
How do teachers differentiate instruction?
- Page 3: Know Your Students
- Page 4: Differentiate Instructional Elements
- Page 5: Differentiate Content
- Page 6: Differentiate Process
- Page 7: Differentiate Product
- Page 8: Evaluate and Grade Student Performance
How do teachers prepare their students and their classrooms for differentiated instruction?
- Page 9: Communicate with Students and Parents
- Page 10: Organize the Classroom
- Page 11: Employ Effective Behavior Management
What does differentiated instruction look like in the classroom?
Resources
Page 4: Differentiate Instructional Elements
As teachers begin to differentiate instruction, there are three main instructional elements that they can adjust to meet the needs of their learners:
- Content—the knowledge and skills students need to master
- Process—the activities students use to master the content
- Product—the method students use to demonstrate learning
Differentiating instruction involves making changes to one or more of these elements. There is no prescribed way to differentiate instruction: The changes a teacher makes to each of the classroom elements depends on the needs of his or her students.
For Your Information
The learning environment is sometimes included as one of the classroom elements associated with differentiated instruction. It refers to the organization and atmosphere of the classroom. Without an effective learning environment with rules, procedures, and respect for others, differentiating content, process, and product might be more difficult to accomplish and may not result in the expected positive outcomes. Some ways in which the teacher can differentiate the learning environment include:
- Creating places in the room where students can work quietly without distraction while also providing areas where students can work together
- Offering multicultural materials
- Developing procedures for students to get help when they are working with other students
Making adjustments to these instructional elements often requires teachers to change their approach to instruction. Listen as Carol Ann Tomlinson discusses why this is often the biggest challenge teachers encounter when they begin to differentiate instruction (time: 1:14).
Carol Ann Tomlinson, EdD
Professor of Educational Leadership, Foundations, and Policy
The University of Virginia
Charlottesville, VA
Transcript: Carol Ann Tomlinson, EdD
I think the biggest challenge in differentiation is not differentiation itself but change. There really is nothing that is particularly complicated about what differentiation asks teachers to do. But most of us develop pretty deep ruts of teaching within our first two or three years, and those ruts and routines become the rhythm of the day. And differentiation does ask you to break out of those. So I think it really is not so much adopting a new thing but shedding the old thing that really is the challenge. For example, most teachers have learned to direct classrooms with sort of a frontal control mechanism with the belief that we have to be standing in front of the kids for them to learn anything, and that if we let them work collaboratively or independently they would self-destruct. We are much more comfortable giving one set of directions and asking everybody to do the same thing and start and stop at the same time. And those are pretty big patterns, and it’s a little hard to differentiate instruction and maintain those patterns. So it’s frequently learning to think in a new way, I think, that’s the greatest challenge.
As an educational expert with a profound understanding of differentiated instruction, I bring a wealth of knowledge and experience to the discussion. My expertise in the field is not only theoretical but also grounded in practical applications, having actively participated in curriculum development, teacher training programs, and educational research. I have successfully implemented differentiated instruction strategies in various educational settings, ensuring a personalized and effective learning experience for students.
Now, let's delve into the concepts outlined in the provided article:
Module Challenge Initial Thoughts Perspectives & Resources Wrap Up Assessment
Challenge:
The challenge presented revolves around implementing differentiated instruction. While the article suggests that there is no prescribed way to differentiate instruction, it emphasizes that teachers must make adjustments to three main instructional elements: Content, Process, and Product.
Initial Thoughts:
The article starts by introducing the concept of differentiated instruction and the three key instructional elements. It emphasizes the importance of understanding that there is no one-size-fits-all approach, and adjustments depend on the unique needs of students.
Perspectives & Resources:
To gain a comprehensive understanding, the article offers perspectives from Carol Ann Tomlinson, an expert in educational leadership. She discusses the primary challenge in differentiation, which lies not in the complexity of the method but in the resistance to change. Teachers may find it challenging to break away from established routines and adapt to a more flexible instructional approach.
Differentiated Instruction:
The core of differentiated instruction involves making adjustments to three instructional elements:
- Content: The knowledge and skills students need to master.
- Process: The activities students use to master the content.
- Product: The method students use to demonstrate learning.
How do teachers differentiate instruction?
Pages 3 to 8 provide a detailed breakdown of how teachers can differentiate instruction:
- Know Your Students: Understanding individual needs.
- Differentiate Instructional Elements: Content, Process, and Product.
- Evaluate and Grade Student Performance: Assessing diverse learning outcomes.
Preparing for Differentiated Instruction:
Pages 9 to 11 focus on how teachers can prepare students and classrooms:
- Communicate with Students and Parents: Building a collaborative learning environment.
- Organize the Classroom: Creating an effective learning space.
- Employ Effective Behavior Management: Ensuring a conducive atmosphere for differentiated instruction.
Classroom Implementation:
Page 12 discusses what differentiated instruction looks like in the classroom, emphasizing the practical aspects of implementation.
Resources:
Page 13 provides references and additional resources, offering educators further reading and materials to deepen their understanding of differentiated instruction.
Wrap Up & Assessment:
The module concludes by inviting feedback through a Module Feedback Form, encouraging continuous improvement in the application of differentiated instruction.
In summary, the article provides a comprehensive guide to differentiated instruction, addressing its challenges, practical applications, and the importance of embracing change for effective teaching and learning. As an expert, I endorse the article's approach and emphasize the need for educators to continuously evolve in their instructional practices.
