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Differentiated instruction (sometimes referred to as differentiated learning) involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability.

Differentiated instruction, according to Carol Ann Tomlinson (as cited by Ellis, Gable, Greg, & Rock, 2008, p. 32), is the process of “ensuring that what a student learns, how he/she learns it, and how the student demonstrates what he/she has learned is a match for that student’s readiness level, interests, and preferred mode of learning”. Differentiation stems from beliefs about differences among learners, how they learn, learning preferences and individual interests (Anderson, 2007). "Research indicates that many of the emotional or social difficulties gifted students experience disappear when their educational climates are adapted to their level and pace of learning."Differentiation in education can also include how a student shows that they have mastery of a concept. This could be through a research paper, role play, podcast, diagram, poster, etc. The key is finding how your students learn and displays their learning that meets their specific needs.

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Differentiated Instruction;Mark Walker-Differentiation is a teaching concept in which the classroom teacher plans for the diverse needs of students.


Differentiated Instruction Towards Academic Standards-Differentiated Instruction IS Proactive,Student centered,A blend of whole class, group and individual instruction,Using multiple approaches,Rooted in assessment,dynamic. Differentiated Instruction is NOT An IEP for each student,Chaotic,Another word for tracking,Giving additional work to accelerated students ,“Watering down” the curriculum.


Differentiated Instruction;NEA IDEA Resource Cadre-a process that enhances student learning by matching students’ characteristics and differences with changes various instructional components such as: learning objectives, grouping practices, teaching methods, assignments, resources, and materials.


Mapping a Route Toward Differentiated Instruction;Carol Ann Tomlinson-Even though students may learn in many ways, the essential skills and content they learn can remain steady. That is, students can take different roads to the same destination.


Differentiated Instruction;Teaching Content Through Flexible Grouping-Flexible groups are created for appropriate instruction of content, in order to meet each student’s learning needs.


Strategies That Differentiate Instruction-Differentiated Instruction Teaching embraces many of the processes, strategies, and approaches supported by best practice and research. Differentiation is not confined to a single content area or a specific grade level. Rather a differentiated approach to classroom instruction is one that can be applied to any content area at any grade level.


Understanding Differentiated Instruction;Dr. Lorraine Crawford-Differentiating simply means the teacher’s lesson will include instructional strategies that address the different learning styles of all students. Differentiated Instruction does not mean a teacher needs separate plans for every child in class. Differentiating involves a teacher responding to the learning needs of a particular student or a small group of students rather than just doing whole-group instruction that meets the needs of the majority. Designing lessons that include presenting information through auditory, visual and kinesthetic modes will address all learning styles.


Differentiated Instruction NCAC Effective Classroom Practices; Tracey Hall, Ph.D., Senior Research Scientist, NCAC- Not all students are alike. Based on this knowledge, differentiated instruction applies an approach to teaching and learning so that students have multiple options for taking in information and making sense of ideas.


Differentiated Instruction;Lee Rutledge- Differentiated instruction is proactive,more qualitative then quantitative,rooted in assessment,student centered,dynamic and is a blend of whole-class, group, and individual instruction.


If educators have learned anything in the last decade of school reform initiatives it is that one size does not fit all. Differentiated Instruction (DI) is an approach where teachers proactively plan varied approaches to what students need to learn, how they will learn it and how they express what they've learned.


Differentiated Instruction;How to Reach and Teach All Students by SiriNam S. Khalsa, NBCT-We need to adapt our instruction for multiple levels of ability, recognizing that not all students are alike. They learn through different learning modalities and at different speeds. To be effective in today’s mixed-ability classroom, a teacher needs to have a sensitivity, which leads to an awareness, which cultivates an understanding of the academic and social/emotional needs students bring to today’s classroom.


Lawrence-Brown (2004) confirms that differentiated instruction can enable students with a wide range of abilities—from gifted students to those with mild or even severe disabilities—to receive an appropriate education in inclusive


Differentiating instruction allows classroom teachers to provide effective instruction to all students. Differentiating instruction is a not a single strategy or practice but rather an approach that utilizes research-based instructional and organizational practices to accommodate student differences in the classroom. Teachers can differentiate instructional teaching content, process, product, and/or learning environment based on student readi­ness, interest, and/or learning profiles (Tomlinson, 2001) to respond to the unique needs of each student.


Organized Chaos: Modeling Differentiated Instruction for Preservice Teachers; Deanna Iceman Sands and Heidi Bulmahn Barker-Differentiating instruction is a way of thinking about and approaching the planning and implementation of curriculum and instruction with an understanding that learners differ in important ways.


Differentiated instruction is matching instruction to meet the different needs of learners in a given classroom. The range of instructional need within one classroom is large. In order to accommodate these instructional needs, it is recommended that teachers plan for small group, differentiated instruction and ample student practice opportunities in the form of Reading Centers.


Differentiated Instruction is an instructional concept that maximizes learning for ALL students—regardless of skill level or background. It's based on the fact that in a typical classroom, students vary in their academic abilities, learning styles, personalities, interests, background knowledge and experiences, and levels of motivation for learning.


Professional Learning Guide;Differentiated Instruction-Differentiated instruction teaching is based on the premise that, since students differ significantly in their

interests, learning styles, abilities, and prior experiences, then teaching strategies, materials, and pace should vary accordingly.


In a single class, there will be students struggling with reading while others read at an advanced level. Some students learn best alone, while others need to talk with friends about the subject. Differentiated instruction allows teachers to plan lessons for the entire class while meeting the learning needs of each child. Here are 10 tips to make differentiated instruction succeed in your class.


In any classroom, students will have a range of abilities, needs and interests. Differentiated instruction is any instructional strategy that recognizes and supports individual differences in learning. Differentiated instruction maximizes learning by considering students’ individual and cultural learning styles, recognizing that some students will require adjusted expectations, and offering different ways for students to explore curriculum and demonstrate learning (as well as accepting that these different methods are of equal value).


Differentiating Instruction for the Common Assignment-Every teacher within PPS has students in the classroom with a variety of special educational needs. There are as many potential “perfect assignments” as there are students, hence, a one-size-fits-and-pleases-all assignment is impossible.


Differentiated Instruction From Wikipedia-Differentiated instruction teaching involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching products so that all students within a classroom can learn effectively, regardless of differences in ability.


Culturally Responsive Differentiated Instructional Strategies;Metropolitan Center for Urban Education-Differentiated instruction is an approach to teaching and learning for students with different abilities in the same classroom. The theory behind differentiated instruction is that teachers should vary and adapt their approaches to fit the vast diversity of students in the classroom.


Busting Myths about Differentiated Instruction;Wormeli, Rick-Many teachers and principals claim that their schools differentiate instruction diverse learners, but when pressed to define differentiated practice, some of them offer contrasting and even misinformed descriptions. If teachers and principals are going to promote differentiated lessons and assessments, then both need to be clear about what they are and are not. So, let's bust a few myths.


Differentiated Reading Instruction: What and How;Julie W. Ankrum, PhD, Rita M. Bean, PhD-Children have always come to school with a range of literacy experiences and abilities and teachers have struggled for years to meet the needs of all of their learners. Historically, teachers have grouped their students in attempts to tailor instruction to meet the different needs of individuals. They have attempted various types of grouping arrangements during the literacy block, including needs-based homogeneous groups, interest-based groups, or individualized instruction. However, it has become clear that it is not the grouping arrangement that matters; it is what the teacher does with each group of children that makes the difference.


Differentiated Instruction; Candace Kluba & LuAnn Engelbrecht- Differentiated Instruction teaching can be as easy as: Using reading buddies, meeting with small groups, presenting ideas through both auditory and visual means, offering manipulatives, developing personal agendas, and giving students options.


Differentiating Instruction, Finding Manageable Ways to Meet Individual Needs;Scott Willis and Larry Mann-Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum in lockstep, teachers should modify their instruction to meet students' varying readiness levels, learning preferences, and interests.


Using Differentiated Instruction to Address Disproportionality;(TACD)-Differentiated instruction is an approach to teaching and learning for students with different abilities in the same classroom. The theory behind differentiated instruction is that teachers should vary and adapt their approaches to fit the vast diversity of students in the classroom.


Differentiated Instruction in the Foreign Language Classroom: Meeting the Diverse Needs of All Learners;Toni Theisen-Differentiated instruction is a philosophy of teaching and learning which recognizes that each learner is unique. Rigorous, relevant, complex and flexible, differentiated instruction is a response to that uniqueness. Consequently, in a differentiated classroom, not every student is doing exactly the same thing in exactly the same way at exactly the same time.


Differentiated Instruction: Inclusive Strategies for Standards-based Learning That Benefit the Whole Class;Diana Lawrence-Brown-With suitable supports, including differentiated instruction, students ranging from gifted to those with significant disabilities can receive an appropriate education in general education classrooms. A multilevel lesson planning system is presented here that is manageable in a standards-based instructional context, along with a variety of helpful instructional strategies and real-life examples. Supports are outlined for students with mild disabilities, and adaptations are explained for students with severe disabilities and for students with special gifts and talents. Advice is provided for making a manageable change to differentiated instruction.


A RESEARCH BASIS SUPPORTING DIFFERENTIATED INSTRUCTION;Pearl Subban-With contemporary classrooms becoming increasingly diverse, educational authorities, teachers and school administrators are looking to teaching and learning strategies that cater for a variety of learning profiles. As a response, differentiated instruction is a paradigm, which is gaining ground in many educational circles. This model proposes…


Differentiated Instruction-The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects in the same way.-Howard Gardner


A Teacher’s Guide to Differentiating Instruction-Does effectively teaching 30 students in one classroom require teachers to develop 30 lessons, one tailor-made for each student? Or should teachers “aim for the middle” and hope to reach most students in a given lesson? The answer is not simple.


DIFFERENTIATED INSTRUCTION-Differentiated instruction teaching is an approach to planning so that one lesson is taught to the entire class while meeting the individual needs of each child. The teacher weaves the individual goals into the classroom content and instructional strategies. The content and the instructional strategies are the vehicles by which the teacher meets the needs of all the students.


The Basics of Differentiated Instruction-Our experiences, culture, gender, genetic codes, and neurological wiring all affect how and what we learn. In a differentiated classroom, the teacher unconditionally accepts students as they are and she expects them to become all they can be.


How to Implement Differentiated Instruction;Sylvia G. Lewis and Kelly Batts-Through a consensus process, the staff decided to differentiate and adopted Carol Ann Tomlinson’s definition of differentiation: the practice of adjusting the curriculum, teaching strategies, and classroom environment to meet the needs of all students.


Differentiated Instruction in the English Classroom;Barbara King-Shaver and Alyce Hunter-The maxim that good teachers lead from behind is especially true in a classroom in which lessons are differentiated. Students may be busy writing, reading, and talking, but to the casual visitor, it may appear that the teacher is not really teaching. Direct instruction, only one of many ways to deliver instruction in a differentiated classroom, may not always be apparent. Because classes in which differentiation is practiced are student centered, the teacher may be seen moving from group to group or  providing direct instruction for a small group of students or for an individual.


Differentiated Instruction and Examples of Specialized  Instructional Practice;Timothy Visel - The differentiated classroom is a learning environment where a wide array of teaching practices are used to accommodate differences in students' learning styles, interests, and abilities. In teaching within the differentiated classroom, teachers select variety of effective instructional techniques and determine a plan for incorporating them into their current teaching practices. The plan provides for selecting teaching methods and learning activities for a unit of instruction that facilitates learning for all students.


Differentiated Instruction and RTI:The “Science” of Education;Ann Selland & Ain Walker-“Differentiated instruction is when you are consistently and proactively creating different pathways to help all your students to be successful.”

-- Betty Hollis


Differentiated Instructional Strategies: Meeting the Diverse Needs of Learners-Every child is unique. Although we may rejoice in this fact, it poses a dilemma for educators. When students are diverse, teachers can either "teach to the middle" and hope for the best, or they can face the challenge of diversifying their instruction. Today, more and more teachers are choosing the second option. Determined to reach all students


Learning and Succeeding in a Caring Environment-Differentiated instructional strategies are grouped by multiple intelligences such as Verbal/Linguistic, Bodily/Kinesthetic, or Musical/Rhythmic…


On Target:Strategies That Differentiate Instruction Grades 4 - 12-Differentiated instruction is an approach that addresses student needs and preferences while also respecting the high demands of accountability in today’s world of standards and standardized testing. Differentiation embraces many of the processes, strategies, and approaches supported by best practice and research. While not confined to a single content area or a specific grade level, the differentiated approach to classroom instruction is one that can be applied to any content area at any grade level. Teachers who differentiate are teachers who consider student learning preferences, abilities, styles, and interests. At the high school level, teachers can implement a variety of processes to meet the learning attributes and characteristics of the diverse student population in their classrooms.


Low Prep Strategies for Differentiating Instruction-It means that you think proactively from the beginning, and the “normal” lesson includes more than one avenue for success. It means that you think about the diversity of your learners when you are planning and don’t ever again fall into the trap of thinking that “One size fits all.”


Differentiating Instruction For Advanced Learning in the Regular Classroom-Classrooms, like the world around us, are made up of increasingly diverse learners. In the regular classroom, there is a wide variety of learning needs. Students differ in readiness levels, interests, and approaches to learning. To create classrooms that are appropriately responsive to students’ differing learning needs, teachers can adapt and vary activities through differentiated instruction.


REACH: A Framework for Differentiating Classroom Instruction-Today, teachers are responsible not only for meeting the diverse needs of all students but also for ensuring improved educational outcomes. Accordingly, school personnel are seeking proven ways to strengthen traditional classroom practices. Beginning with the plight of two teachers—one general and one special education—the authors offer a rationale for differentiating instruction. Then they review the literature on differentiated instruction, highlighting the myths, models, and evidence to support it. The authors draw on the accumulated research to provide a framework for differentiating instruction. Using REACH as a mnemonic, the framework they developed includes a comprehensive inventory and several practical strategies for using it. They revisit the case vignette to illustrate the application of the REACH framework.


Differentiated Instruction: “Reaching All Students”-A classroom is very similar to a bus station. Student passengers arrive from a montage of backgrounds with very different needs. They form a mosaic of diversity—academically, culturally, linguistically, economically, socially, and motivationally. The road to their adult destinations will demand different routes.

















Differentiated Instruction and Implications for UDL Implementation-Not all students are alike. Based on this knowledge, differentiated instruction applies an approach to teaching and learning that gives students multiple options for taking in information and making sense of ideas. Differentiated instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms (Tomlinson, 2001). The model of differentiated instruction requires teachers to be flexible in their approach to teaching and adjust the curriculum and presentation of information to learners rather than expecting students to modify themselves for the curriculum. Many teachers and teacher educators have recently identified differentiated instruction as a method of helping more students in diverse classroom settings experience success.


One Size Doesn’t Fit All-NO ONE WOULD EVER SAY THAT ALL STUDENTS ARE THE SAME. Certainly no teacher or parent would tell you that. Yet in schools, we often treat students as if they were, even though all those faces look so different. We sometimes put them through the same hoops, even though we know it isn’t making a difference for all of them. Experience, as well as the research we now have about the human brain, tells us that students are different, that they learn differently and have different likes, preferences, and needs.


Differentiated Instruction-Differentiating means teaching differently depending on individual student needs. Students learn at different paces. Some need added instruction and more practice and others learn quickly and with less practice than their peers. Meaningful differentiation in the teaching of writing supports every student. Instruction varies according to student writing needs. Language growth includes both verbal and written acuity, and each student’s starting point in writing development must be carefully assessed at the beginning of the school year.





















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