by Carol Ann Tomlinson
What is Differentiated Instruction?
Modifying Instruction by Readiness
Modifying by Learning Preferences
This website is intended to provide teachers an understanding and application ideas related to the principles and strategies needed to organize for differentiated instruction.
In an era of standards-based instruction and state criterion assessments that require that all students demonstrate a mastery proficiency of the standards- a double standard has been created in education. Care must be taken to avoid confusing standards with standardization of learning. We must view students as individuals of differing needs and learning styles.
Carol Ann Tomlinson emphasizes the need to compatibly combine standards with our understanding of diversity and learning theory. Thus creating a philosophical approach to learning in which we recognize that differences in students are significant enough to make a major impact on:
what students need to learn,
how they learn most effectively,
the pace at which they need to learn it,
and the support they need from teachers and others to learn it well.
Additionally, this philosophy is based on learning theory which recognizes that students learn best when they can make connections between curriculum -their interests- and their experiences. Additionally this learning theory recognizes the value of collaborative learning and the power of feeling respected within their learning community.
This is a framework of Thomlinson's theory of differentiated instruction based on her book printed in 2001 by the Association for Supervision and Curriculum Development. This framework is to aide teachers in organizing instruction so that it maximizes learning opportunities allowing all students a better opportunity to meet and surpass the state standards.
Carol Ann Tomlinson is Associate Professor of Educational Leadership, Foundations, and Policy. She may be reached at the Curry School of Education, the University of Virginia, Room 287, 405 Emmet St., Charlottesville, VA 22903.
Recognized for her book: How to Differentiate Instruction in Mixed-Ability Classrooms published by Association for Supervision and Curriculum Development. ISBN 0-87120-512-2
Differentiated instruction is...?
a consideration of an appropriate match of the learning to the student; not the variable of quantity where advanced do more and challenged do less.
student centered and promotes active learning of a stimulating and challenging level.
a way of life that uses fluid groups that may begin the study as a whole group, pursue learning in small groups or individually, and reconvening for sharing. It is not homogeneous ability groupings.
the consideration of 3 elements for students. It is the consideration of different approaches to what students learn, how they learn it, and how they demonstrate what they've learned.
The strategies include:
- Tiered-tasks Power Point Presentation
- Prelearning to build vocabulary and concepts
- Graphic organizers to visualize part to whole perspectives
- Different pathways to the same goal; varied reading and supplemental materials
Teachers can plan differentiating by readiness by varying the degree of- complexity, abstractness, structuredness, independence, time/speed expectations and whether it is foundational knowledge versus extended or advanced.
Each person has a learning profile. This is the way that they learn best. The goal for the teacher is to help students understand how they best learn and provide those options in the learning environment. There are four categories associated with learning profile. They include:
Learning Style Preference
Strategy for teachers is to create the learning environment with a choice of working arrangement such as kinesthetic vs visual vs oral modes and even encompasses preferences of activity, noise level, temperature.
Intelligence Preference
This refers to a students preference based on the way their brain operates. Howard Gardner, leading theorist of intelligence preferences, identifies eight types that vary in modes of creativity, practicality, and abstractness. Matching learning to their preferences for learning contributes to successful learning.
Preferences related to Group Size, Culture and Gender
Strategies for addressing Learners' preferences include:
You, as a teacher, may need to think beyond your learning preferences and stretch your teaching repertoire. Start small, but be a kid-watcher, to see if there are good matches in your classroom. Provide learning opportunities that-
Vary teacher presentation
Vary student modes of expression
The 4-MAT planning of lesson sequences addresses varied learners by including 4 aspects of a learning lesson. All learner want 1) mastery of information 2) to understand key concepts 3) personal involvement and 4) creating something new related to their topic.
listen
online to
"Personalized Learning
Enthuses Students"
when Robert Lenz, principal, discusses the merits of
project-based learning approaches associated with the Envision Schools.
(from Archives of Edutopia Radio Show)
Differentiating by students' interests
.
Strategies:
Literature Circles with choice
Jigsawing of learning into parts-of-the-whole aspects while allowing students to specialize or focus on a facet.
Strategies:
Compacting the Curriculum- Renzulli's model which ensures advanced/ gifted learners are appropriately challenged and not relearning what they already know.
Using Graphic Organizers to accent key learning and facilitate notetaking.
Vary the presentation vehicle to reflect learning styles/ strengths such as video, demonstrations, text readability, interview, field trips, minilessons, flexible grouping and mentors.
Strategies:
learning centers, roleplay, learning logs, summarizing strategies including distributive summarizing, think-pair shares, mind-mapping, hands-on, parallel tasks, cubing and interactive journaling.
Differentiating by Modifying the Product of the Learning
Strategies:
Ensure adequate challenge, clarity of purpose, guidlines, expectations, and understanding of assessment-goal connections. Varying the product opportunities around come Essential Questions allows for students to match to their individual learning differences.
Related Websites pertaining to Differentiated Instruction that are useful:
Teachers- Tell me what you think about the usefulness of this website to you. I welcome all of your comments and suggestions.