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What is Differentiated Instruction?
Individual differences have intrigued and challenged educators for centuries. On the one hand,
the understanding and application of this concept motivates our profession. On the other hand,
practical responses to individual differences have almost entirely eluded us.
(Adapted from Pat Burke Guild and Stephen Garger, Marching to Different Drummers (ASCD, 1998, p. 2))
(Learning Cycle and Decision Factors Used in Planning and Implementing Differentiated Instruction)
In 2001, Tomlinson identifies three elements of the curriculum that can be differentiated: Content, Process, and Products.
- Several elements and materials are used to support instructional content.
- Align tasks and objectives to learning goals.
- Instruction is concept-focused and principle-driven.
- Flexible grouping is consistently used.
- Classroom management benefits students and teachers.
- Initial and on-going assessment of student readiness and growth are essential.
- Students are active and responsible explorers.
- Vary expectations and requirements for student responses.
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Tomlinson (2001) identifies several guidelines to help educators form an understanding and
develop ideas around differentiating instruction.
- Clarify key concepts and generalizations.
- Use assessment as a teaching tool to extend versus merely measure instruction.
- Emphasize critical and creative thinking.
- Engaging all learners is essential.
- Provide a balance between teacher-assigned and student-selected tasks.
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- Oaksford, L. & Jones, L., 2001. Differentiated instruction abstract. Tallahassee, FL: Leon County Schools.
- Pettig, K. L., (2000). On the road to differentiated. Education Leadership, 8, 1, 14-18.
- Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. (2nd Ed.) Alexandria, VA: ASCD.
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