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Differentiation: Designing Instructional Activities to Meet the Needs of the Students

Why Differentiation by Readiness is Effective – Zone of Proximal Development

References             

Differentiate by: Content Process Product

 

 


Differentiate Content by...
READINESS

  • Do I have resources and/or books available at varying levels of difficulty?
  • Do my students have a wide range of abilities and background knowledge of the topic or skill?
  • Do I have assessment data that can help identify the level at which each student should begin working?

Differentiate Content by...
 INTEREST

  • Does the topic or concept allow for students to focus on one part of their choosing and still get the big idea?

Differentiate Content by...
 LEARNING PROFILE

  • Can the material be provided to suit a variety of modalities (visual, auditory, kinesthetic, sequential, etc.)?
    • Tool: Learning Styles Assessment


Strategy Ideas:

 

 

 

 

 


Differentiate Process by...
 READINESS

  • Do I have activities and materials at varying levels of complexity available?


Differentiate Process by...
 INTEREST

  • Would it make sense to allow students to choose how they work with the ideas or skills? (experiment, read, research, etc.)


Differentiate Process by...
LEARNING PROFILE

  • Would it be reasonable to provide different activities to accommodate various learning styles?


Strategy Ideas:

 

 


Differentiate Products by...
 READINESS

  • Can the final product or assessment be provided at varying levels of difficulty or complexity?

Differentiate Products by...
 INTEREST

  • Can the students choose a manner of demonstrating what they've learned and still focus on the key ideas and skills?

Differentiate Products by...
 LEARNING PROFILE

  • Would it be reasonable to provide different assessments to accommodate various learning styles?


Strategy Ideas:

References

Hoover, J.J. & Patton, J.R. (1997). Curriculum adaptations for students with learning and behavior problems: Principles and practices. Texas: PRO-ED, Inc.

Shaffer, D. R. (1993). Developmental psychology: childhood and adolescence (3rd ed.). California: Brooks/Cole Publishing Company.

Tomlinson, C.A. (1999a). Mapping a route toward differentiated instruction. Educational Leadership. 57(1), 12-16.

Tomlinson, C.A. (1999b). The differentiated classroom: Responding to the needs of all learners. Alexandria, Virginia: Association for Supervision and Curriculum Development.

Wells, G. (n.d.). Dialogic inquiry in education: Building on the legacy of vygotsky. Retrieved February 2, 2002 from University of Toronto, Ontario Institute for Studies in Education Web site: http://www.oise.utoronto.ca/~gwells/NCTE.html.

Winebrenner, S. (2001). Teaching gifted kids in the regular classroom. Minneapolis, MN: Free Spirit Publishing, Inc.

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