What is Differentiated Instruction?
Differentiated Instruction, also referred to as DI, is a teachers response to the varying ability levels, intelligences, and readiness of students in a heterogeneous classroom. DI allows for multiple pathways of learning for individual students through different forms of instruction and assessment. According to Carol Ann Tomlinson (2001), one of DI's biggest advocates, Differentiated Instruction is QUALITATIVE vs. quantitative, ROOTED IN ASSESSMENT, and STUDENT CENTERED. It provides "MULTIPLE APPROACHES to content, process, and product" (Tomlinson, 2001). |
Multiple Intelligences
Not everyone learns or performs best, in the same exact way. This is what individualizes us and makes us unique. Howard Gardner's theory on Multiple Intelligences, helps to support the idea of DI. Gardner believes that each and every one of us possess AT LEAST one of the following intelligences, if not, a compilation of several: visual-spatial, naturalistic, musical, logical-mathematical, interpersonal, bodily-kinesthetic, verbal-linguistic, and intrapersonal (Ostwald-Kowald, n.d.). If we as educators, understand this, our instruction and assessment should therefore reflect these intelligences. We must view students as individuals with varying needs and abilities. |
What will it look like?
In a truly differentiated classroom, the environment plays a key role. Carol Ann Tomlinson (2001) describes differentiated instruction as a "blend of whole-class, group, and individual instruction." The layout of our classroom will constantly be changing to allow for flexible grouping. Groupings will be "flexible" in the sense that they will frequently change based on formative assessment and student readiness. Students will be seen moving around the room, talking with one another, sharing ideas and insights regarding specific concepts. The use of technology will be evident on a daily basis through the incorporation of various apps and programs to enhance student learning and engagement. |
What will it feel like?
Our classroom will be a place where all students feel welcomed and safe. Together, we will develop a set of classroom expectations that promote safety, respect, responsibility, and fairness. In a differentiated classroom, fairness is defined as providing each student with what he or she needs to be successful (Tomlinson, 2001). Aside from a welcoming and supportive teacher, students must respect and encourage one another in order to grow, learn, and safely make mistakes. Each student will learn to be a contributing member of our classroom community. Individual growth and progress throughout the learning process will be celebrated on a regular basis in an effort to establish a high level of self-efficacy. |
The Role of Self-Efficacy
"Self-efficacy is the student's belief in 'self' and in the ability to succeed" (Chapman & King, 2012). Unquestionably, this belief in one's self, plays a significant role in whether or not he or she will perform successfully on assessment tasks. It is the job of both the teacher and peers to help promote and encourage the development of self-efficacy in an individual. Assessment tasks must fit the student just right, not too easy, and not too hard. Students can help to strengthen one another by providing positive feedback and suggestions for improvement. If a student feels successful and engaged, he or she will in turn develop a high level of self-efficacy, a strong belief in "self." |
Assessment Strategies
Due to the diverse needs and ability levels of all students, a teacher must use many different assessment activities, tools, and strategies. In our classroom, assessment tasks will be presented using various tools and formats. Technology will be incorporated through the use of apps and programs to provide immediate feedback to both the teacher and students. Students will not only be assessed at the end of a unit, but throughout as an ongoing process. Using knowledge base corners is a great way to pre-assess students prior knowledge, gaps, and even misconceptions regarding a specific concept. As suggested by Chapman and King (2012), it is probably best to begin using these “corners” with the following titles: “Not a clue; I know a lot; I know a little bit; I’ve got it.” Once students become familiar with this method after modeling and practice, the titles of the corners can change to better reflect students interests, i.e. sports, food, animals, etc… This method would be beneficial for teachers because they would have the opportunity to see what students already know about a unit or concept and help to plan for future learning.
Due to the diverse needs and ability levels of all students, a teacher must use many different assessment activities, tools, and strategies. In our classroom, assessment tasks will be presented using various tools and formats. Technology will be incorporated through the use of apps and programs to provide immediate feedback to both the teacher and students. Students will not only be assessed at the end of a unit, but throughout as an ongoing process. Using knowledge base corners is a great way to pre-assess students prior knowledge, gaps, and even misconceptions regarding a specific concept. As suggested by Chapman and King (2012), it is probably best to begin using these “corners” with the following titles: “Not a clue; I know a lot; I know a little bit; I’ve got it.” Once students become familiar with this method after modeling and practice, the titles of the corners can change to better reflect students interests, i.e. sports, food, animals, etc… This method would be beneficial for teachers because they would have the opportunity to see what students already know about a unit or concept and help to plan for future learning.
Flipped Classroom
Flipped instruction provides many pathways for learning as mentioned by Carol Ann Tomlinson (2001), and allows students to demonstrate their learning in whatever way they feel most comfortable. Learning becomes student-centered rather than teacher-centered. Videos used in a flipped classroom can help with students who may finish early and those who have questions while the teacher is busy working with others. Tomlinson (2001) discusses the need to have a plan in place for those students that finish classwork early. Flipped classrooms allow students to move at their own pace through material, so early finishers and those who have already mastered a concept can move ahead and not have to wait. Tomlinson (2001) states that “to successfully manage a differentiated classroom, your students must know that it’s never okay for them to just sit and wait for help to come to them, or to disrupt someone else.” In a flipped classroom, students can rewind and re-watch videos as many times as needed to answer any questions they may have. The flipped model will be incorporated in our math curriculum.
Check out the following videos explaining more about the flipped classroom model.
Flipped instruction provides many pathways for learning as mentioned by Carol Ann Tomlinson (2001), and allows students to demonstrate their learning in whatever way they feel most comfortable. Learning becomes student-centered rather than teacher-centered. Videos used in a flipped classroom can help with students who may finish early and those who have questions while the teacher is busy working with others. Tomlinson (2001) discusses the need to have a plan in place for those students that finish classwork early. Flipped classrooms allow students to move at their own pace through material, so early finishers and those who have already mastered a concept can move ahead and not have to wait. Tomlinson (2001) states that “to successfully manage a differentiated classroom, your students must know that it’s never okay for them to just sit and wait for help to come to them, or to disrupt someone else.” In a flipped classroom, students can rewind and re-watch videos as many times as needed to answer any questions they may have. The flipped model will be incorporated in our math curriculum.
Check out the following videos explaining more about the flipped classroom model.
ASSISTments
ASSISTments is an online tool providing students, teachers, and parents with immediate feedback and tutoring. In a differentiated classroom, ongoing assessments that provide immediate feedback "accelerates learning and empowers a student" (Chapman & King, 2012). ASSISTments will be incorporated into our math curriculum in 8th grade Algebra. Students will use the program to complete homework assignments and assessments. In an effort to provide each and every student with what he or she needs to be successful, ASSISTments allows me the opportunity to assign "skill builders" as well as varying assignments to students based on individual readiness.
This tool can be used both online and offline.
I encourage you to learn more about ASSISTments by watching the following YouTube videos.
ASSISTments is an online tool providing students, teachers, and parents with immediate feedback and tutoring. In a differentiated classroom, ongoing assessments that provide immediate feedback "accelerates learning and empowers a student" (Chapman & King, 2012). ASSISTments will be incorporated into our math curriculum in 8th grade Algebra. Students will use the program to complete homework assignments and assessments. In an effort to provide each and every student with what he or she needs to be successful, ASSISTments allows me the opportunity to assign "skill builders" as well as varying assignments to students based on individual readiness.
This tool can be used both online and offline.
I encourage you to learn more about ASSISTments by watching the following YouTube videos.
References:
- Chapman, C., & King, R. (2012).Differentiated assessment strategies: one tool doesn't fit all (2nd ed.). Thousand Oaks, Calif.: Corwin Press.
- Ostwald-Kowald, T. (n.d.). Understanding Your Student's Learning Style: The Theory of Multiple Intelligences. Connections Academy. Retrieved August 15, 2014, from http://www.connectionsacademy.com/blog/posts/2013-01-18/Understanding-Your-Student-s-Learning-Style-The-Theory-of-Multiple-Intelligences.aspx
- Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development.