Differentiation is adjusting and modifying what skills and concepts students learn, what materials they use, and/or how their learning is assessed based on the needs of the students.

Our students are not all the same, so we cannot expect that teaching a lesson in one way will reach every student. Our students are unique individuals with their own prior learning and their own learning preferences.

An effective teacher makes the changes needed to reach every student where they are and to guide them to an understanding of the skills and concepts we want them to learn.

Differentiation can take place at several points during a lesson:

Skills and Concepts

Assessments

Activities, Assignments, and Learning Materials

Each of these can be further differentiated by student readiness (their academic level) and/or their personal interests and learning styles.

DIFFERENTIATE SKILLS AND CONCEPTS:
What skills and concepts are students expected to learn?

• Modify the facts and skills that students are expected to learn
• Content for ALL students should be concept-based, relevant and transferable

Differentiate Skill/Concepts by Readiness (Academic Level):

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Differentiate Skills/Concepts by Student Interest or Learning Style

Consider:

• Does the topic or concept allow for students to focus on one part of their choosing and still get the big idea?
• Can the material be adapted to suit a variety of modalities (visual, auditory, kinesthetic, sequential, etc.)?

Tools:

• Interest Inventory

Related Strategies:

• Flexible Grouping
• Jigsaw
• Multiple Intelligence options
• Orbitals
• Tape Recordings
• Videos
• WebQuests

 

DIFFERENTIATE ASSESSMENTS:
How will students show what they know?

• Modify the method by which the students demonstrsate what they learn
• Assessments for ALL students should be focused on - and require the use of - the skills and concepts being taught
• "Assessments" include end-of-unit/chapter tests and projects as well as smaller, daily progress monitoring strategies

Differentiate Assessments by Readiness (Academic Level):

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Differentiate Assessments by Student Interest or Learning Style

Consider:

• Can the students choose a manner of demonstrating what they've learning and still focus on the key ideas and skills?
• Would it be reasonable to provide differenent assessments to accomodate various learning styles?

Tools:

• Ways to Show what You Know

Example:

• Provide students with a rubric that describes what they must include to show their learning, but allow them to choose whether they make a poster, write a report, create a PowerPoint or sing a song that includes what's required based on the rubric

 

DIFFERENTIATE ACTIVITIES, LESSONS, & MATERIALS:
What will students do or use to get to and practice the learning?

• Modify the activities and/or the materials the students are doing or using to practice skills and gain information
• Activities and materials for ALL students should be purposeful and focused and should promote higher level thinking

Differentiate Activities/Materials by Readiness (Academic Level):

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Differentiate Activities/Materials by Student Interest or Learning Style

Consider:

• Would it make sense to allow students to choose how they work with the ideas or skills? (experiment, read, research, etc.)
• Would it be reasonable to provide differnt activities to accommodate various learning styles?

Tools:

• Novel Study Example
• Historical Fiction Example

Related Strategies:

• Flexible Grouping
• Jigsaw
• Orbitals
• Jigsaw
• Multiple Intelligence options
• Tape Recordings
• Videos
• WebQuests