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Lesson 5: Differentiated Instruction
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Key Research Summary Points
1. Information must be presented at the actual learning rate, not slower than that rate in order to retain what they have learned in math and science.
2. Qualitatively different presentation of content for students extraordinary in math, science and foreign language requires separate instruction rather than whole-class instruction.
3. Distribute a limited number of practices or reviews across periods for successful re-encoding of the concept to occur.
4. Inquiry and problem-based strategies vs teaching for automaticity through drill and practice leads to deeper mathematical understandings among gifted mathematicians.
5. Gifted mathematicians and scientists acquire information as a whole and store it in long-term memory as a whole vs average learners who tend to acquire and store information in small, disparate chunks requiring help to make connections to see the whole of a concept.
6. Advanced learners are more likely to switch to an alternative strategy when faced with a challenge than to resort to trial and error.
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SUPPORTING
RESOURCES/TOOLS
Click on a link
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Administrators: A Educators: E Families: F
A E F
Videos/Power Point Presentations
~Assessment & Grading in the
Differentiated Classroom
~Challenge in the Classroom?
~Connecting Differentiation to Content
~Differentiation at the Secondary Level
~Exit Cards
~Many Paths to Higher Achievement: DI is for Everyone
A E
Documents/Tables
~Bloom's Taxonomy Revised
~Differentiation - Definition & Organizer
~Differentiation - Descriptors & Methods
~Differentiation - Guidelines & Principles
~Differentiation - Lesson Format
~Differentiated Instruction Menu
~Inclusion in General Education Classroom
~Instructional Modification Organizer
~Intervention Options for Students
with Advanced Learning Need
~Affective
~General
~Language Arts
~Math
~Social Studies
~Thinking/Problem Solving
~Strategies that Support Differentiation
A E
Articles/Journals/Books
~Differentiated Instruction - A Research-basis
~Integrating Multiculture and Gifted Education: A Curricular Framework
A E
Websites
~Creativity Resources
~Differentiated Classroom Observation Scale
~Student Resources - Compilation
~Teacher Resources - Compilation
~Tiered Assignments
~Wiki - Dare to Differentiate
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 Lesson 5: Differentiated Instruction - Videos/PowerPoints
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Title/URL
Click on a link for more information |
Implementation/Content Description |
Assessment & Grading in the Differentiated Classroom
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The only way students will do well on tests is if they learn the material. DI maximizes what students learn over what could otherwise have been learned with one-size-fits-all approaches. DI and standardized testing are mutually beneficial. Rick Wormelli |
| Challenge in the Classroom? |
The academic needs of most gifted and talented students are not being met in most schools. When gifted students’ needs are not met in school, they can and do become underachievers. |
| Connecting Differentiation to Content |
• Why should we differentiate our curriculum?
• What kinds of student differences should we address?
• How will we develop or revise curriculum to address these differences?
• What should we expect from differentiation?
Adapted from daretodifferentiate.wikispaces.com
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Differentiation at the Secondary Level
Rebecca L. Mann
Purdue University
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Since students differ in abilities, interests, and learning styles, learning becomes more enjoyable when choices are available. As a result, enjoyment and engagement contribute to higher achievement.
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| Exit Cards |
Exit Cards (AKA “Tickets To Leave”) are used to gather information on student readiness levels, interests, and/or learning profiles. |
| Many Paths to Higher Achievement: Differentiation Includes Everyone! |
Focusing on meeting students where they are relative to knowledge and skills, teaching students and curriculum results in higher achievement, more learner engagement and perseverance. |
Back to Resources/Tools
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Lesson 5: Differentiated Instruction - Documents/Tables
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Title/URL
Click on a link for more information |
Implementation/Content Description |
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| Differentiation - Definition & Organizer |
For teachers seeking more general information about differentiating instruction in the classroom. |
| Differentiation - Descriptors & Methods |
Specific suggestions for both teachers and administrators in the provision of differentiated instruction. Includes brief examples of methods for effectively differentiating content, process, products and learning environments. |
| Differentiation - Guidelines & Principles |
Guidelines for differentiating content, process, and products as well as principles of differentiation. |
| Differentiation - Lesson Format |
A lesson format to help guide the development of differentiated instruction. |
| Differentiated Instruction Menu |
A menu of various instructional components within the learner elements of readiness, interest and learning profile. |
| Inclusion in the General Education Classroom |
Greater emphasis is being placed on facilitating differentiation in the general education classroom for gifted (Tomlinson, 1999). Differentiation acknowledges the need gifted students have to be offered challenge in their learning curriculum each day and every class period. Another important factor recognizes that through differentiation the general classroom teacher shares in the responsibility of meeting the educational needs of gifted students.
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| Instructional Modification Graphic Organizer |
A graphic organizer explaining the most important aspects of differentiated instruction - a visual snapshot definition of differentiation in the classroom. |
MTSS Models for Advanced Learners:
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A new construct is needed to view students with advanced learning needs through the MTSS model. Data collection through universal screening and progress monitoring drives an appropriate level instruction and/or needs for related services. Students with advanced learning needs should receive research-based straegies and standards-driven instruction.
Acceleration in the area of strength, content extensions for depth and complexity, time with cognitive peers, high level problem solving approaches and use of inquiry and creative thinking strategies are a few critical elements for ongoing learning. Students with advanced learning needs may complete the K-12 learning continuum early, thus requiring post-secondary options at an early age.
Keeping these elements in mind, the MTSS triangles give a visual for building appropriate opportunities for more intense support. |
| Strategies that Support Differentiation |
A variety of strategies that can be implemented within the regular classroom are listed and defined. |
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Lesson 5: Differentiated Instruction - Articles/Journals/Books
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Title/URL
Click on a link for more information |
Implementation/Content Description |
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Pearl Subban |
While the model has been accepted and set to work, there remains room for theoretical support to give it momentum. A recent, comprehensive analysis of the literature in this area examines this model, within the context of increasing academic diversity. This paper therefore seeks to synthesize the research supporting a shift to a new exemplar for modern education, and in so doing shed light on the rationale supporting differentiated instruction. |
Integrating Multicultural and Gifted Education: A Curricular Framework
Donna Y. Ford
James L. Moore III
Deborah A. Harmon |
This article raises a number of critical questions related to multiculturalism and gifted education.
In particular, the authors suggest that culturally relevant content is lacking in gifted education programs. |
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Lesson 5: Differentiated Instruction - Websites
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Title/URL
Click on a link for more information |
Implementation/Content Description |
| Creativity Resources |
Dr. Torrance’s vast collection of materials is the largest collection in the world offering information on gifted, creative, and future studies. The collection is intended to provide for the continuation of research begun by Dr. Torrance as well as provide information needed to stimulate new research in gifted, creative, and future studies. |
| Revised Bloom's Taxonomy |
This site is a great Cliff Notes to Bloom’s Taxonomy.
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| Student Resources Compilation |
A variety of websites for students to access when provided an opportunity to differentiate products. |
| Teacher Resources Compilation |
A variety of websites for teachers to access when designing differentiated lesson plans. |
| Tiered Assignments |
In a differentiated classroom, a teacher uses varied levels of tasks to ensure that students explore ideas and use skills at a level that builds on what they already know and encourages growth.
While students work at varied degrees of difficulty on their tasks,
they all explore the same essential ideas and work at different levels of thought. Groups eventually come together to share and learn from each other.
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| Tiered Curriculum Project |
An example of a tiered curriculum project differentiated by grade level, readiness, interest and learning styles.
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Back to Resources/Tools