Differentiated Instruction

A Rationale for Differentiating Instruction in the Regular Classroom (PDF file, 78 KB)

George, P. (2005). A Rationale for Differentiating Instruction in the Regular Classroom. Theory into Practice, 44(3). Retrieved August 5, 2009, from Education Full Text database

The author articulates what might be called a value-based argument, a philosophical statement, one that emphasizes principles and perspectives that have remained precious to the author throughout 40 years in the field of education. It is the author's perspective on research and the school experience rather than a review of the research literature and, as such, strongly reflects a point of view. The author argues that heterogeneous classrooms and differentiated instruction must form the core of the classroom experience for students in a democracy that works. Differentiating instruction, the heterogeneous classroom, and public education are all essential and inextricably linked; any rationale for differentiating instruction must focus on why the heterogeneous, mixed-ability classroom is, in this century too, almost always preferable to homogeneous grouping in public schools. Fortunately, there are many reasons why those involved in public education should continue to favor heterogeneous classrooms as the nexus for the educational success of virtually every type of student in American schools.

Planning Differentiated, Multicultural Instruction for Secondary Inclusive Classrooms (PDF file, 3,049 KB)

Garderen, D., & Whittaker, C. (2006). Planning Differentiated Multicultural Instruction for Secondary Inclusive Classrooms. Teaching Exceptional Children, 38(3). Retrieved August 4, 2009, from Education Full Text database

The authors illustrate how the individual components of differentiated instruction, UDL, and multicultural education can be helpful in meeting the needs of students from diverse backgrounds in the general education curriculum. In addition, the authors present a Unit Planner for the secondary level that combines the relevant components of differentiated instruction, UDL, and multicultural education and provide an example of how Mr. Bueti and Ms. Mayone used it to create a unit on the Civil Rights Movement. According to the example of Mr. Bueti and Ms. Mayone, the following findings were concluded. Mr. Bueti and Ms. Mayone were surprised and pleased that the Unit Planner allowed them to efficiently plan for an entire unit of study on one page in a structured and interrelated format. They were able to jointly determine essential questions and concepts that directly relate to a coordinated series of lessons. They also found it to be a helpful planning tool for designing differentiated, culturally responsive instructional units because it placed the characteristics of individual students at the center of their planning. Furthermore, they agreed that the unit planner is an easy to use tool for collaborative planning and implementation for individuals who are working together in an inclusive classroom because it prompts consideration of the principles of differentiated instruction, UDL and multicultural education in a holistic format.

Styles of Thinking as a Basis of Differentiated Instruction (PDF file, 83 KB)

Sternberg, R., & Zhang, L. (2005) Styles of Thinking as a Basis of Differentiated Instruction. Theory into Practice, 44(3). Retrieved August 5, 2009

Children learn in different ways and seem to profit most when instruction is differentiated in some manner to accommodate these differences. Why do some children learn so well from lectures, when others learn better by reading the same material? Why do some children learn better from independent projects and others from structured assignments? Questions such as these can be elucidated through the concept of styles of thinking. Understanding thinking styles helps teachers differentiate instruction to maximize the learning outcomes of all learners. “Ideally, educators need to teach to and assess a variety of styles. Teaching should be differentiated to help each child capitalize on strengths and compensate for or correct weaknesses.”

The Role of Assessment in Differentiation (PDF file, 74 KB)

Moon, T. (2005). The Role of Assessment in Differentiation. Theory into Practice, Retrieved August 5, 2009 from ERIC database

The authors explore a bidirectional relationship between differentiation and assessment through the lens of decision-making. Particularly, they investigate the 3 phases of assessment- planning instruction, guiding instruction, and evaluating instruction, asking 4 questions: Why does assessment matter? What happens if it is misaligned with learning goals? How does the teacher use the assessment data? What does it look like? The article concludes with a summary of the 3 principle building blocks of differentiation- active learning, high expectations for students, social context of learning-and their implications for assessment. In short, well-executed assessments at the pre-assessment, formative, and summative phases play a pivotal role in how instruction comes to be differentiated to meet learners' varied readiness, interests, and learning preferences. “Educators seeking to create a differentiated classroom community should start with carefully constructed, purposely executed assessments, and should use the resulting information to inform the instructional sequence so all learners have the support and opportunities needed for success.”

Differentiated Instruction and Educational Standards: Is Detente Possible? (PDF file, 147 KB)

McTighe, J., & Brown, J. (2005). Differentiated Instruction and Educational Standards: Is Detente Possible? Theory into Practice, 44(3). Retrieved August 4, 2009, from Education Full Text database

“Educators face an increasingly critical issue of how they can reconcile standards-driven accountability imperatives with the growing need to address the individual strengths and needs of diverse learners.” The author argues that not only are these 2 issues reconcilable, it is imperative that educators attend to them simultaneously and consistently if continuous improvement is to occur in schools and districts. The authors respond to three essential questions at the heart of these issues: How can we address required content and grade-level performance standards while remaining responsive to individual students? Can differentiation and standards coexist? How do we maintain standards without standardization? In both the DI and three stage backward design process, curriculum planning requires determining the big ideas, controlling themes, and conceptual organizers that bring meaning and coherence to students' learning experiences. These two approaches emphasize ongoing assessment and related feedback adjustment within the teaching-learning process. “In both frameworks, assessment and instruction are inextricably linked, with ongoing modifications in classroom grouping practices (including whole-group instruction, small group, and individualized activities) made based on the instructor's continual monitoring and responding to students' expressed strengths and needs.”

REACH: A Framework for Differentiating Classroom Instruction (PDF file, 216 KB)

Rock, M., Gregg, M., Ellis, E., & Gable, R. (2008). REACH: A Framework for Differentiating Classroom Instruction. Preventing School Failure, 52(2). Retrieved August 4, 2009, from Education Full Text database

“Although teachers express a desire to meet the needs of all of their students, often excessive workload responsibilities, demands for substantial content coverage, and negative classroom behavior make the challenge seem insurmountable.” This article explains one solution to helping meet the needs of all students, and is what experts refer to as differentiating instruction. This article seeks to define a model of differentiation, as well as the myths about differentiation, and research evidence about differentiation within the classroom. Differentiating instruction is not a passing fad; it is a revolution-a fundamentally different way to teach students with diverse learning and behavioral needs. Although putting differentiated instruction into practice poses a tremendous challenge, the time and effort are well spent. In taking a step-by-step approach to introducing the strategies and procedures we have discussed, students with disabilities will have cognitive access, be active participants, progress in the general curriculum, and, most important, achieve their educational outcomes.