Skip to main content

Differentiated Instruction

REGISTRATION FOR THE DIFFERENTIATED INSTRUCTION WORKSHOP ON SEPTEMBER 24TH IS CLOSED!

Differentiated Instruction is a responsive approach to instruction offering multiple options for learning based on students' learning profiles, interests, and strengths. Meeting the unique skills and challenges of diverse student populations does not allow for one size fits all instruction, nor does it require individualized planning. Rather, differentiation requires that educators plan for the essential differences and commonalities of all learners.

Responding to students' learning profiles and interests by varying content (taking in information), processing (making sense of ideas) and products (expressing what has been learner) makes a differentiated classroom a good fit for all students. A blend of whole class, small group and individualized instruction encourages students to work in both meaningful partnerships and to stretch themselves independently as they grapple with powerful curriculum that is respectfully challenging to each student.

On-going informal and formal assessment drives instructional planning. The educator is clear on what students should know, understand and be able to do as a result of a particular segment of learning. Ongoing assessment is used to determine the scaffolding required to assist all learners in gaining the same big ideas, using the same basic skills, but at different levels of complexity and/or abstraction. All students are working on the essential understandings, but at levels that provide appropriate degrees of challenge.

Differentiation is a frame of mind. Educators utilize high quality curriculum to provide student-centered learning options that are meaningful, challenging, and engaging.


Our Work

The Center on Education and Lifelong Learning offers several avenues for professional development in differentiated instruction. Intensive week long "summer camps" are offered each June. Professional educators from across grade levels and content areas share the experience of being fully engaged in instruction, modeling, discussion, and design of differentiated learning. Registrants have the option of receiving three hours of credit from Indiana University Bloomington or for participating for their own professional growth. On-site opportunities within schools or districts are also available: half day overviews to whet educator's appetites, on-going series over the course of the school year to focus on specific topics and strategies, and/or full two to four day workshops that encourage educators to redefine their roles in the classroom.

"GREAT!! I have things to use w/ students, colleagues & even my incoming student teacher"
- Summer Camp participant

"Made me excited to go back to school & try some of these ideas,"
- Summer Camp participant

"You all did a great job of layering the instruction and offering scaffolding when necessary. Thanks for a fun, informative and worthwhile learning experience,"
- Summer Camp participant


Resources

Texts:
  • Gregory, G. H. and Chapman, C. (2002).  Differentiated instructional strategies: one size doesn’t fit all.  Thousand Oaks, CA, Corwin Press.
  • Heacox, D. (2002). Differentiating instruction in the regular classroom: how to reach and teach all learners, grades 3 – 12. Minneapolis, MN, Free Spirit Publishing.
  • Kronberg, R. and York-Barr, J.  Differentiated teaching and learning in heterogeneous classrooms.  Institute on Community Integration, University of Minnesota.
  • Silver, H. F., Strong, R. W., Perini, M. J. ((2002).  So each may learn: integrating learning styles and multiple intelligences.  Thousand Oaks CA, Association for Supervision and Curriculum Development
  • Tileston, D. W. (2000).  10 best teaching practices.  Thousand Oaks, CA: Corwin Press
  • Tomlinson, C. A. and Eidson, C. C. (2003). Differentiation in practice: A resource guide for differentiating curriculum, Grades 5-9.  Alexandria, VA: Association for Supervision and Curriculum Development.
  • Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA:  Association for Supervision and Curriculum Development.
  • Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, VA:  Association for Supervision and Curriculum Development.
  • Tomlinson, C. A., & Allan, S. D. (2000).  Leadership for differentiating schools and classrooms. Alexandria, VA:  Association for Supervision and Curriculum Development.
  • Wiggins, G., & McTighe, J. (2005). Understanding by design. Expanded 2nd Edition . Alexandria, VA:  Association for Supervision and Curriculum Development.

Videos:
  • Differentiating Instruction: 2 tape set with facilitator’s guide.  Tape 1: Creating Multiple Paths for Learning, Tape 2 Instructional and Management Strategies.  (focus on elementary classrooms)  1997
  • A Visit to a Differentiated Classroom: elementary multi-age, 2001
  • At Work in the Differentiated Classroom: 3 tape set with facilitator’s guide using both elementary and secondary examples.  Tape 1: Planning Curriculum and Instruction, Tape 2: Managing the Classroom, Tape 3: Teaching for Learner Success, 2001
  • Instructional Strategies for the Differentiated Classroom: 7 set tape with facilitator’s guides.  Each video is directed at one instructional strategy: Learning Centers, Intelligence Preferences, Tiered Assignments, Complex Instruction, RAFT assignments, Centers, Web Quests.  2004


Links

Learning Styles:
Differentiation:
Reflective practice:
Assessment: