Differentiation of Instruction

Intermediate District 287 & Northeast Metro 916 Grants and Research Office (GRO)

Differentiation of Instruction
is a teacher’s response to learners’ needs
guided by general principles of differentiation (e.g.)

respectful tasks	flexible grouping, etc.	on-going assessment and adjustment
teachers can differentiate
CONTENT	PROCESS	PRODUCT
according to students’
READINESS	INTEREST	LEARNING PROFILE
through a range of instructional and management strategies such as:
MI Jigsaw taped material anchor activities varying organizers varied text varied supplementary materials literature circles tiered lessons tiered centers tiered products learning contracts small group instruction Group Investigation orbitals	independent study 4-MAT varied questioning strategies interest centers interest groups compacting varied journal prompts Complex Instruction RAFT scaffolding cubing exit cards student choice problem based learning	agenda functional spelling tiered assignments entry points Research Model Primary Sources Paul’s Element of Reasoning “Hamburger” writing vocabulary webs literature webs Socratic seminar/ questioning Most difficult first Technology
The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson

Grants and Research Office (GRO)