Perspective and Resources:
This flow chart is a concept map of effective Differentiated Instruction. It 'unpacks' the concept of differentiation by showing the key elements in the concept and relationships among those elements. Someone who practices differentiation strives to meet the needs of all learners. . No teacher, no matter how great a teacher, can be perfect in every aspect of the model. The goal is not perfection, but rather to continue grow one's understanding of the elements of the model and to continue expanding one's capacity to plan and teach with the elements in mind.
The flow chart begins with the teacher responding to the needs of learners. The teacher can do this by providing appropriate tasks to students that align with the curriculum, by using flexible grouping, and by assessing students in a way that is ongoing. Teachers can also do this by building community.
Next, the chart shows different areas in which the teacher can differentiate to meet the needs of diverse learners. Teachers can differentiate content (what is taught), process (the way it is taught). and product (products that students create to show what they've learned). Furthermore, teachers can differentiate the learning environment. This is a rather new addition to the chart (Tomlinson, 2014). Learning environment refers to how the learning environment looks and feels to students.
Teachers may add to the differentiation process by considering the readiness level of students, the interest of students, and the learning profile of students. This can be done using strategies such as those listed above at the bottom of the flow chart. Please see the follow definitions of readiness levels, interest, and learning profile
Learning Profile. The term Learning Profile refers to the ways in which students will process what they need to learn in the best possible way. A student's Learning Profile is comprised of his/her multiple intelligences, learning styles, and learning environments (Subban, 2006).
Readiness Level. Readiness levels refers to a student’s capacity to learn at a given time (Subban, 2006).
Interest- Topics that students are interested in learning more about (Subban, 2006).
.Please also see this link for information on the strategies listed on this flow chart.
The flow chart begins with the teacher responding to the needs of learners. The teacher can do this by providing appropriate tasks to students that align with the curriculum, by using flexible grouping, and by assessing students in a way that is ongoing. Teachers can also do this by building community.
Next, the chart shows different areas in which the teacher can differentiate to meet the needs of diverse learners. Teachers can differentiate content (what is taught), process (the way it is taught). and product (products that students create to show what they've learned). Furthermore, teachers can differentiate the learning environment. This is a rather new addition to the chart (Tomlinson, 2014). Learning environment refers to how the learning environment looks and feels to students.
Teachers may add to the differentiation process by considering the readiness level of students, the interest of students, and the learning profile of students. This can be done using strategies such as those listed above at the bottom of the flow chart. Please see the follow definitions of readiness levels, interest, and learning profile
Learning Profile. The term Learning Profile refers to the ways in which students will process what they need to learn in the best possible way. A student's Learning Profile is comprised of his/her multiple intelligences, learning styles, and learning environments (Subban, 2006).
Readiness Level. Readiness levels refers to a student’s capacity to learn at a given time (Subban, 2006).
Interest- Topics that students are interested in learning more about (Subban, 2006).
.Please also see this link for information on the strategies listed on this flow chart.
Theories Behind Individualized Education and the Diverse Needs of Learners:
Differentiated Instruction: A Research Basis - This article provides information on rethinking the the structure, management, and content of the classroom. It describes a recent analysis of literature in the area of increasing academic diversity.
Research Articles- These articles are provided on the Carol Ann Tomlinson website and discuss strategies and information on Differentiated Instruction in general.
Resources:
http://www.ncpublicschools.org/docs/curriculum/whatworks.pdf - This resource gives the reader further information on why differentiation is important, the guiding principles of differentiation, what differentiation is and is not, and what strategies can be used to differentiate instruction.
http://www.ascd.org/research-a-topic/differentiated-instruction-resources.aspx - This resource offers a video from Carol Ann Tomlinson that shows the connection between research and practice.
Strategies: Below is a chart that provides further strategies for differentiating according to content, process, and product (Tomlinson, 2014)
Below is a chart with content requirements (Tomlinson, 2014).
Please click on the link below to view YouTube videos with information from Carol Ann Tomlinson.
Video Resources
Advocate for Differentiated Instruction
Now that you have learned the importance of differentiated instruction in the classroom, you are expected to advocate for the use of differentiated instruction as teaching and learning processes that meet the needs of all students. Feel free to share this Professional Learning Module with your colleagues or use the information you have gained in collaboration with your Professional Learning Communities. Another idea would be to start a book study with a group of colleagues that are interested in deepening their understanding of differentiated instruction. Some ideas for book studies include The Differentiated Classroom: Responding to the Needs of All Learners by Carol Tomlinson or Differentiating Instruction with Technology in K-5 Classrooms by Grace Smith and Stephanie Throne.
Video Resources
Advocate for Differentiated Instruction
Now that you have learned the importance of differentiated instruction in the classroom, you are expected to advocate for the use of differentiated instruction as teaching and learning processes that meet the needs of all students. Feel free to share this Professional Learning Module with your colleagues or use the information you have gained in collaboration with your Professional Learning Communities. Another idea would be to start a book study with a group of colleagues that are interested in deepening their understanding of differentiated instruction. Some ideas for book studies include The Differentiated Classroom: Responding to the Needs of All Learners by Carol Tomlinson or Differentiating Instruction with Technology in K-5 Classrooms by Grace Smith and Stephanie Throne.
References
Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal, 7(7).
Tomlinson, C. A. (2014). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal, 7(7).
Tomlinson, C. A. (2014). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: Association for Supervision and Curriculum Development.