Idaho State Dept of Education

Idaho State Standards
___________________

Idaho Curriculum Guides

Idaho Learning Continuum

DesCartes

Curriculum Ladders

Lesson Planning Pages

ISAT Resources

Websites for Teachers

Effective Teachers

 

Instructional Strategies:

Differentiation

Grouping

Rubrics & Assessment

Lexile Framework for Reading

Five Minute Activities

 

foridahoteachers.org / instructional strategies / differentiation framework

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 by

CONTENT

 

Modify the facts and skills that the students are expected to learn

Content for ALL students should be concept-based, relevant and transferable

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 by

PROCESS

 

Modify the activities the students are doing to use skills and gain information

Process for ALL students should be purposeful and focused and should promote higher level thinking

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 by

PRODUCT

 

Modify the method by which the students demonstrate what they learn

Products for ALL students should be focused on - and require the use of - the skills and concepts being taught

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.

Back to Top

Differentiation Framework

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Site Map | Contact Us | ©2009 For Idaho Teachers