Differentiated instruction - Wikipedia

Therefore, differentiation is an organized, yet flexible way of proactively adjusting teaching and learning methods to accommodate each child's learning needs ... Differentiatedinstruction FromWikipedia,thefreeencyclopedia Jumptonavigation Jumptosearch Frameworkorphilosophyforeffectiveteaching Differentiatedinstructionandassessment,alsoknownasdifferentiatedlearningor,ineducation,simply,differentiation,isaframeworkorphilosophyforeffectiveteachingthatinvolvesprovidingallstudentswithintheirdiverseclassroomcommunityoflearnersarangeofdifferentavenuesforunderstandingnewinformation(ofteninthesameclassroom)intermsof:acquiringcontent;processing,constructing,ormakingsenseofideas;anddevelopingteachingmaterialsandassessmentmeasuressothatallstudentswithinaclassroomcanlearneffectively,regardlessofdifferencesintheirability.[1]Differentiatedinstruction,accordingtoCarolAnnTomlinson,[2]istheprocessof"ensuringthatwhatastudentlearns,howheorshelearnsit,andhowthestudentdemonstrateswhatheorshehaslearnedisamatchforthatstudent'sreadinesslevel,interests,andpreferredmodeoflearning."[3]AccordingtoBoelensetal.(2018),differentiationcanbeontwodifferentlevels:theadministrationlevelandtheclassroomlevel.Theadministrationleveltakesthesocioeconomicstatusandgenderofstudentsintoconsideration.Attheclassroomlevel,differentiationrevolvesaroundcontent,processing,product,andeffects.Onthecontentlevel,teachersadaptwhattheyareteachingtomeettheneedsofstudents.Thiscanmeanmakingcontentmorechallengingorsimplifiedforstudentsbasedontheirlevels.Theprocessoflearningcanbedifferentiatedaswell.Teachersmaychoosetoteachindividuallyatatime,assignproblemstosmallgroups,partnersorthewholegroupdependingontheneedsofthestudents.Bydifferentiatingproduct,teachersdecidehowstudentswillpresentwhattheyhavelearned.Thismaytaketheformofvideos,graphicorganizers,photopresentations,writing,andoralpresentations.Allthesetakeplaceinasafeclassroomenvironmentwherestudentsfeelrespectedandvalued—effects.[4] Differentiationataglance Whenlanguageisthefactorfordifferention,Echevarriaetal.(2017),proponentsoftheShelteredInstructionObservationProtocol(SIOP)stronglysupportsandguidesteacherstodifferentiateinstructiontoEnglishasaSecondLanguageLearners(ELLs)whohavearangeoflearningabilitylevels—beginning,intermediateandadvanced.Here,differentiatedinstructionwillmeanadaptingawholenewinstructionalstrategythatateacherofatypicalclassroomofnativespeakersofEnglishwouldnothaveaneedto.[5] Differentiatedclassroomshavealsobeendescribedasonesthatrespondtostudentvarietyinreadinesslevels,interests,andlearningprofiles.Itisaclassroomthatincludesandallowsallstudentstobesuccessful.Todothis,ateachersetsdifferentexpectationsfortaskcompletionforstudents,specificallybasedupontheirindividualneeds.[6]Teacherscandifferentiateinfourways:1)throughcontent,2)process,3)product,and4)learningenvironmentbasedontheindividuallearner.[7]Differentiationstemsfrombeliefsaboutdifferencesamonglearners,howtheylearn,learningpreferences,andindividualinterests(Algozzine&Anderson,2007).Therefore,differentiationisanorganized,yetflexiblewayofproactivelyadjustingteachingandlearningmethodstoaccommodateeachchild'slearningneedsandpreferencestoachievemaximumgrowthasalearner.[8] Contents 1Pre-assessment 2Ongoingassessment 3Content 3.1UnderstandingbyDesign 4Process 5Product 6Learningenvironment 7Helpingparentslearnaboutdifferentiatedinstruction 8Criticism 9Seealso 10References 11Furtherreading 12Externallinks Pre-assessment[edit] Animportantpartofdifferentiatedinstructionandassessmentisdeterminingwhatstudentsalreadyknowsoasnottocovermaterialstudentshavemastered,orusemethodsthatwouldbeineffectiveforstudents.Thegoalofpre-assessmentistodetermineastudent'sknowledge,understandingandskillpriortotheunitofstudy.Theseareassessmentsforlearningandincludediagnosticorpre-assessmentsthattheteacherusestohelpguideinstructionandbenefiteachlearner.[9]Theyareinformalandprovidequalitativefeedbacktoteachersandstudentstoaddressstrengthsandneedsduringtheunit.Pre-assessmentsshouldbeconductedseveralweeksbeforetheunitofstudyandshouldnotbegraded.[10]ChapmanandKing(2005)notethatwhen"teachersstrategicallyadministerpre-assessmentsbeforeplanningtheirlessons,theycanaddressthestudents'strengthsandneedsduringinstruction."[11]Pre-assessmentcanbeconductedintwoways:1)byidentifyinglearningpreferencesandinterests(i.e.Gardner'sMultipleIntelligencetest,orVisual,Auditory,orKinestheticlearner),and2)byidentifyingknowledgeofstudentunderstandings(i.e.checklists,quizzes,classdiscussion,portfolios,entry/exitcards,anticipationguides,journals,self-reflections).Bothofthesetypesofpre-assessmentareusedtodesignstudenttasks,particularlywhenastudentmightrequiresupport,enrichment,orhavedifferentlearningstyles,intelligence,orinterests.[12]Teacherscanalsodetermine,locate,andcompileappropriateresourcesanddecidetimelines/prioritiesforupcomingunits. Thegoalofdifferentiatedinstructionistodevelopengagingtasksthatchallengeandenhancelearningforeachstudent.Instructionalactivitiesareflexibleandbasedandevaluatedoncontent,process,product,andlearningenvironment.Thisinstructionalapproachandchoiceofcontentaredrivenbythedatafromstudents'assessmentresultsandfromtheoutcomesofotherscreeningtools.Pre-assessmentscangatherinformationabouteachstudent'sstrengths,comforts,orareasofweakness.Thisleadstoappropriatedifferentiationthataccommodateseachstudent'slearningneedsandpreferences.Assessmentsshouldbeusedasatooltocreateclearandmeaningfulinstructionthatguideseachstudenttowardschallengingbutnotfrustratingactivities. Ongoingassessment[edit] Assessmentistheprocessofgatheringinformationfromavarietyofsourcessuchasassignments,teacherobservations,classdiscussions,andtestsandquizzes.[12]Teachersmustassessregularlytoinforminstructionalstrategies,learnabouteachstudent'sreadiness,interests,andlearningpreferencesandtoimprovestudentlearning.Thisinformationcanbegatheredthroughdiagnostic(pre-assessments),formative,andsummativeassessments,aswellasIndividualEducationPlans,OntarioStudentRecords,studentinterestsurveys,andmultipleintelligenceorlearningstyleinventories.[9] Assessmentforlearningnotonlyincludesdiagnosticorpre-assessmentmeasuresbutalsoformativeassessment.Formativeassessmentsareusedduringaunittoprovideunderstandingaboutwhatthestudentislearning,andcontinuallyguideinstructionaldecisions.[10]Assessmentaslearningtakesplacewhenstudentsself-assesstheirworkandreflectontheirgrowthaslearners.[9]Earl(2003)saysthisistheprocessinmetacognition,and"occurswhenstudentspersonallymonitorwhattheyarelearningandusefeedback...tomakeadjustments,adaptations,and...changesinwhattheyunderstand."[13]Differentiationcanbeusedwhenapplying,demonstrating,extendingknowledge,orpracticingskillsandattitudestomonitorachievementofgoals.Thismightincludepeer/self-assessments,andpeer/teacherconferences.Assessmentoflearningistheculminatingtaskorsummativeassessment,whichtakesplaceafterthelearninghasoccurredandstudentscanshowwhatconceptsand/orskillstheylearned.[10]Differentiationcanalsobeusedherethroughavarietyofstrategiessuchastests,projects,demonstrations,writingperformances,andmore. Alltheseongoingassessmentshelptheteacherknowstudentsandtheirneedssotheycanselecteffectiveteachingandlearningstrategiesandinterventionsthatmaximizestudentachievement.Consistentprogramreviewanddiagnosisofwhole-classandindividualstudentresponsesnotonlyprovidesongoingfeedbacktoenhanceteachingandlearningforteachersbutstudentsandparentsaswell.Teachersuseongoingassessmentstogatherinformationaboutastudent'sknowledgeandcapabilities,todirectfutureplanning,tomonitorstudentprogress,andtoevaluatestudentachievement.[12]Studentsandparentscanalsousetheseassessmentstoreflectandunderstandtheirownlearningpreferencesandlevelofachievement. Content[edit] Thecontentoflessonsmaybedifferentiatedbasedonwhatstudentsalreadyknow.Themostbasiccontentofalessonshouldcoverthestandardsoflearningsetbythedistrictorstate.Somestudentsinaclassmaybecompletelyunfamiliarwiththeconceptsinalesson,somestudentsmayhavepartialmasteryofthecontent–ordisplaymistakenideasaboutthecontent,andsomestudentsmayshowmasteryofthecontentbeforethelessonbegins.TheteachermaydifferentiatethecontentbydesigningactivitiesforgroupsofstudentsthatcoverdifferentareasofBloom'staxonomy.Forexample,studentswhoareunfamiliarwiththeconceptsmayberequiredtocompletetasksonthelowerlevelsofBloom'staxonomy:knowledge,comprehension,andapplication.Studentswithpartialmasterymaybeaskedtocompletetasksintheapplication,analysisandevaluationareas,andstudentswhohavehighlevelsofmasterymaybeaskedtocompletetasksinevaluationandsynthesis. Whenteachersdifferentiatecontent,theymayadaptwhattheywantstudentstolearnorhowstudentsaccesstheknowledge,understanding,andskills(Anderson,2007).Intheseinstances,educatorsarenotvaryingstudentobjectivesorloweringperformancestandardsforstudents.Theyusedifferenttexts,novels,orshortstoriesatareadinglevelappropriateforeachindividualstudent.Anotherexamplewouldbeincludingvisuals,maps,orgraphicorganizerstointroduceorreinforceconceptsasopposedtoonlyprovidingwrittenororaltext.Thisprovidesstudentswithdifferentmethodsofviewing,consideringandabsorbingcontent.Teacherscanalsouseflexiblegroupsandhavestudentsassignedtolikegroupslisteningtoaudiobooksoraccessingspecificinternetsources.Studentscouldhaveachoicetoworkinpairs,groups,orindividually,butallstudentsareworkingtowardsthesamestandardsandobjectives. UnderstandingbyDesign[edit] UnderstandingbyDesign(UbD),whichwasdevelopedbyGrantWigginsisaneducationalstrategythatmaybeusedtoinformcontentinadifferentiatedclassroom.[14]ThismodelwasfurtherrefinedbyCarolAnnTomlinsonandJayMcTighe,whomaintainedthatUbDanddifferentiatedinstruction(DI)formanessentialpartnership.Theirpositionisthatlearningoccursnotattheindividuallevelortotheindividualbutwithintheindividualsstudentsastheyareengagedinexploringconcepts.[15]ThecombinationofUbDanddifferentiatedinstructionisexpectedtoalloweducatorstosimultaneously"craftpowerfulcurriculuminastandards-dominatederaandensureacademicsuccessforthefullspectrumoflearners.[16] UbDisdescribedasabackwarddesignmodelthatemphasizesthebeginningwiththeendinmind.[17]Here,planningthecourses,units,andindividuallessonsareundertakenbasedonthedesiredresult.[17]Forinstance,whenteachingaliterarypiece,theteacherfirstdecidesthegoalandhowthestudentswillbeassessedtodetermineifsuchgoalisachieved.[14]Theframeworkalsorecognizestheimportanceofassessmentandemploysevaluativeorsummativeassessmentmodelsasthebasesofgrading.[18] Process[edit] Tounderstandhowstudentslearnandwhattheyknow,pre-assessmentandongoingassessmentareessential.Thisprovidesfeedbackforbothteacherandstudent,withtheultimategoalofimprovingstudentlearning.[7]Deliveryofinstructioninthepastoftenfolloweda"onesizefitsall"approach.Incontrast,differentiationisindividuallystudentcentered,withafocusonappropriateinstructionalandassessmenttoolsthatarefair,flexible,challenging,andengagestudentsinthecurriculuminmeaningfulways. Studentsvaryinculture,socioeconomicstatus,language,gender,motivation,ability,disability,learningstyles,personalinterestsandmore,andteachersmustbeawareofthesevarietiesastheyplaninaccordancewiththecurricula.Byconsideringvariedlearningneeds,teacherscandeveloppersonalizedinstructionsothatallchildrenintheclassroomcanlearneffectively.[19] Theprocessofhowthematerialinalessonislearnedmaybedifferentiatedforstudentsbasedontheirlearningstyles,takingintoaccountwhatstandardsofperformancearerequiredfortheagelevel.Thisstageofdifferentiationallowsstudentstolearnbasedeitheronwhatmethodiseasiestforthemtogainknowledge,orwhatmaychallengethemmost:somestudentsmayprefertoreadaboutatopic(ormayrequirepracticeinreading),andothersmayprefertolisten(orrequirepracticeinlistening),oracquireknowledgebymanipulatingobjectsassociatedwiththecontent.Informationmaybepresentedinmultiplewaysbytheteacher,andmaybebasedonanyavailablemethodsormaterials.ManyteachersuseareasofMultipleIntelligencestoprovidelearningopportunities. Commonalitiesintheassessmentresultsleadtogroupingpracticesthataredesignedtomeetthestudents'needs."How"ateacherplanstodelivertheinstructionisbasedonassessmentresultsthatshowtheneeds,learningstyles,interests,andlevelsofpriorknowledge.Thegroupingpracticesmustbeflexible,asgroupschangewithregardtotheneedthatmustbeaddressed.Regardlessofwhetherthedifferentiationofinstructionisbaseduponstudentreadiness,interests,orneeds,thedynamicflowofgroupingandregroupingisoneofthefoundationsofdifferentiatedinstruction.Itisimportantforadifferentiatedclassroomtoallowsomestudentstoworkalone,ifthisistheirbestmodalityforaparticulartask.(Nunley,2004) Differentiatingbyprocessreferstohowastudentcomestounderstandandassimilatefacts,conceptsandskills(Anderson,2007).Afterteachingalesson,ateachermightbreakstudentsintosmall"ability"groupsbasedontheirreadiness.Theteacherwouldthengiveeachgroupaseriesofquestions,basedoneachgroup'sappropriatelevelofreadiness-skills,relatedtotheobjectivesofthelesson.Anotherwaytogroupthestudentscouldbebasedonthestudents'learningstyles.Themainideabehindthisisthatstudentsareatdifferentlevelsandlearnindifferentways,soateachercan'tteachthemallthesameway. Anothermodelofdifferentiation,layeredcurriculum,offersstudentachoiceofassignmentsbutrequiresthattheydemonstratelearningtopasstheassignment.Thiseliminatestheneedforpre-assessmentandisusefulforteacherswithlargeclassloads,suchasinhighschool(Nunley,2004). Product[edit] Theproductisessentiallywhatthestudentproducesattheendofthelessontodemonstratethemasteryofthecontent:tests,evaluations,projects,reports,orotheractivities.Basedonstudents'skilllevelsandeducationalstandards,teachersmayassignstudentstocompleteactivitiesthatdemonstratemasteryofaneducationalconcept(writingareport),orinamethodthestudentprefers(composinganoriginalsongaboutthecontent,orbuildinga3-dimensionalobjectthatexplainsmasteryofconceptsinthelessonorunit).Theproductisanintegralcomponentofthedifferentiatedmodel,aspreparationoftheassessmentsdeterminesboththe'what'and'how'ofinstructiondelivery. Whenaneducatordifferentiatesbyproductorperformance,theyareaffordingstudentsvariouswaysofdemonstratingwhattheyhavelearnedfromthelessonorunit(Anderson,2007;Nunley,2006).Itisdonebyusingmenuunitsheets,choiceboardsoropen-endedlistsoffinalproductoptions.Itismeanttoallowstudentstoshowwhattheylearnedbasedontheirlearningpreferences,interestsandstrengths. ExamplesofdifferentiatedstructuresincludeLayeredCurriculum,tieredinstruction,tic-tac-toeextensionmenus,Curry/Samaramodels,RAFTwritingactivities,andsimilardesigns.(Seeexternallinksbelow.) Indifferentiatedinstruction,teachersrespondtostudents'readiness,instructionalneeds,interestsandlearningpreferencesandprovideopportunitiesforstudentstoworkinvariedinstructionalformats.Aclassroomthatutilizesdifferentiatedinstructionisalearner-responsive,teacher-facilitatedclassroomwhereallstudentshavetheopportunitytomeetcurriculumfoundationobjectives.Lessonsmaybeoninquirybased,problembasedandprojectbasedinstruction. Whilesignificantresearchhasshowntheeffectivenessofproductbaseddifferentiatedinstructionatprimaryandsecondarylevel,effectiveusehasalsobeendemonstratedinhighereducationinsomecircumstances.[20] Learningenvironment[edit] Differentiatingthroughtheenvironmentisimportantasitcreatestheconditionsforoptimallearningtotakeplace.AccordingtoTomlinson(2003),"Environmentwillsupportordeterthestudent'squestforaffirmation,contribution,power,purpose,andchallengeintheclassroom,"(p. 37).[21]Thelearningenvironmentincludesthephysicallayoutoftheclassroom,thewaythattheteacherusesthespace,environmentalelementsandsensitivitiesincludinglighting,aswellastheoverallatmosphereoftheclassroom.[7]Theteacher'sgoalistocreateanenvironmentthatispositive,structured,andsupportiveforeachstudent.Thephysicalenvironmentshouldbeaplacethatisflexiblewithvariedtypesoffurnitureandarrangements,andareasforquietindividualworkaswellasareasforgroupworkandcollaboration.Thissupportsavarietyofwaystoengageinflexibleanddynamiclearning.Flexibleseatingisamethodusedtodifferentiateseatingassignmentswithinthelearningenvironment.Intheflexibleseatingmodel,studentschoosethetypeofseatingandlocationintheclassroomthatwillallowthemtolearnbest.[22]Eachstudentchoosesforthemselveswithinteacherguidelines.Teachersshouldbesensitiveandalerttowaysthattheclassroomenvironmentsupportsstudents'abilitytointeractwithothersindividually,insmallgroups,andasawholeclass.Theyshouldemployclassroommanagementtechniquesthatsupportasafeandsupportivelearningenvironment. Helpingparentslearnaboutdifferentiatedinstruction[edit] AccordingtoCarolAnnTomlinson,[23]mostparentsareeagerfortheirstudentstolearn,grow,succeedandfeelacceptedinschool.Sharingthesegoalsisimportant.Adifferentiatedclassroommay"lookdifferent"fromwhatparentsexpect.Theteachercanhelpthemdevelopaclear,positiveunderstandingofdifferentiatedinstructionandhowitbenefitstheirchildrenbylettingparentsknowthat: Thegoalofdifferentiatedinstructionistomakecertainthateveryonegrowsinallkeyskillsandknowledgeareas,encouragingstudenttomoveonfromtheirstartingpointsandtobecomemoreindependentlearners. Inadifferentiatedclassroom,theteachercloselyassessesandmonitorsskills,knowledgelevels,intereststodetermineeffectivewaysforallstudentstolearn;theteacher'slessonplanisdrawnupwiththosevariousskills,levels,andinterestsinmind. Differentiatedlessonsreflecttheteacher'sbestunderstandingofwhatwillbesthelpachildtogrowinunderstandingandskillatagivenmoment.Thatunderstandingevolvesasthecoursecontinues,asthechilddevelops,andasparentscontributetoteachers'understanding. Whenparentscometoschoolandtalkabouttheirchildren,theysharetheirperspectiveswiththeteacher.Theteacherviewsthestudentmorebroadly,specificallyinrelationtostudentsofthesameageandinlightofdevelopmentalbenchmarks.Theparent,ontheotherhand,hasadeepersenseofthestudent'sinterests,feelings,andchangesovertime.Thecombinationofthewide-anglelensviewpointoftheteacherwiththecloseuplensoftheparentsresultsinafullerpictureforeveryone. Criticism[edit] Educationcriticsontheoriesofdifferentlearningstyleshaveusedthisasanavenuetoalsocriticizedifferentiatedinstruction.OnesourceincludesMikeSchmokerofEducationWeek,whoclaimsthatafteralengthyemailexchangewithanarchitectofDI,sheconceded"There[is]nosolidresearchorschoolevidence"insupportofDI.[12][24]InEducationalResearch,JohnGeakestates,"theevidenceconsistentlyshowsthatmodifyingateachingapproachtocaterfordifferencesinlearningstylesdoesnotresultinanyimprovementinlearningoutcomes,"andthatimplementinglearningstyles,citingVAKspecifically,does"notreflecthowourbrainsactuallylearn,northe individualdifferencesweobserveinclassrooms."[25]InPsychologicalScienceforthePublicInterest,Pashleretal.note,"theliteraturefailstoprovideadequatesupportforapplyinglearning-styleassessmentsinschoolsettings.Moreover,severalstudiesthatusedappropriateresearchdesignsfoundevidencethatcontradictedthelearning-styleshypothesis...[W]efeelthatthewidespreaduseoflearning-stylemeasuresineducationalsettingsisunwiseandawastefuluseoflimitedresources."[26] Seealso[edit] Tracking(education) References[edit] ^Tomlinson,Carol(2001).HowtoDifferentiateInstructioninMixed-AbilityDifferentiatedInstructionprovidesaccessforallstudentstothegeneraleducationcurriculum.Themethodofassessmentmaylookdifferentforeachchild,howevertheskillorconcepttaughtisthesame.Classrooms(2 ed.).Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment.ISBN 978-0871205124. ^Tomlinson,CarolAnn(2004-06-01)."Point/counterpoint".RoeperReview.26(4):188–189.doi:10.1080/02783190409554268.ISSN 0278-3193.S2CID 219711221. ^Rock,MarciaL.;Gregg,Madeleine;Ellis,Edwin;Gable,RobertA.(2008-01-01)."REACH:AFrameworkforDifferentiatingClassroomInstruction"(PDF).PreventingSchoolFailure:AlternativeEducationforChildrenandYouth.52(2):31–47.doi:10.3200/PSFL.52.2.31-47.ISSN 1045-988X.S2CID 144948134. ^Boelens,Ruth;Voet,Michiel;DeWever,Bram(2018-05-01)."Thedesignofblendedlearninginresponsetostudentdiversityinhighereducation:Instructors'viewsanduseofdifferentiatedinstructioninblendedlearning".Computers&Education.120:197–212.doi:10.1016/j.compedu.2018.02.009.hdl:1854/LU-8550786.ISSN 0360-1315. ^Echevarría,Vogt&Short,J;Vogt,M;Short,D(2017).MakingcontentcomprehensibleforEnglishlearners:TheSIOPmodel(5thed.).Pearson. ^Lawrence-Brown,D(2004)."DifferentiatedInstruction:InclusiveStrategiesForStandards-BasedLearningThatBenefitTheWholeClass".AmericanSecondaryEducation.32(3):34–62. ^abcMinistryofEducation.(2007).Differentiatedinstructionteacher'sguide:Gettingtothecoreofteachingandlearning.Toronto:Queen'sPrinterforOntario. ^Tomlinson,C.A.(1999).Thedifferentiatedclassroom:Respondingtotheneedsofalllearners.NewJersey:PearsonEducation. ^abcHume,K.(2008).Startwheretheyare:Differentiatingforsuccesswiththeyoungadolescent.Toronto:PearsonEducationCanada. ^abcStrickland,C.A.(2007).Toolsforhighqualitydifferentiatedinstruction.Virginia:AssociationforSupervisionandCurriculumDevelopment. ^Chapman,C.AndKing,R.(2005).Differentiatedassessmentstrategies:Onetooldoesn'tfitall.ThousandOaks:CorwinPress. ^abcdThamesValleyDistrictSchoolBoard.(2012).Whatisdifferentiatedinstruction.RetrievedWednesday,October24,2012fromhttp://www.tvdsb.ca/programs.cfm?subpage=91423 ^Earl,L.(2003).Assessmentsaslearning:Usingclassroomassessmenttomaximizestudentlearning.ThousandOaks:CorwinPress. ^abFox,Jenifer;Hoffman,Whitney(2011).TheDifferentiatedInstructionBookofLists.SanFrancisco,CA:Jossey-Bass.pp. 20.ISBN 9780470952399. ^Fusco,Esther(2012).EffectiveQuestioningStrategiesintheClassroom:AStep-by-StepApproachtoEngagedThinkingandLearning,K-8.NewYork:TeachersCollegePress.p. 53.ISBN 978-0-8077-5329-3. ^Tomlinson,C.A.&McTighe,J.(2006).IntegratingDifferentiatedInstructionandUnderstandingbyDesign.Virginia:ASCD ^abGlass,KathyTuchman(2009).LessonDesignforDifferentiatedInstruction,Grades4-9.ThousandOaks,CA:CorwinPress.pp. 1.ISBN 978-1-4129-5981-0. ^McTighe,Jay;Willis,Judy(2019).UpgradeYourTeaching:UnderstandingbyDesignMeetsNeuroscience.Alexandria,VA:ASCD.pp. 70–71.ISBN 978-1-4166-2734-0. ^Tomlinson,CarolAnn(1999)."MappingaRouteTowardaDifferentiatedInstruction".EducationalLeadership.57(1):12. ^McKee,Connor(2020)."DifferentiationTechniquesandTheirEffectivenessforVideoGameArtandDesignLecturesinHigherEducation".TheComputerGamesJournal.9:75–90.doi:10.1007/s40869-020-00096-3.S2CID 210716123. ^Tomlinson,C.A.(2003).Fulfillingthepromiseofthedifferentiatedclassroom:Strategiesandtoolsforresponsiveteaching.Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment. ^"AdvantagesandDisadvantagesofFlexibleSeating-ProQuest".search.proquest.com.Retrieved2021-04-06. ^Tomlinson,CarolAnn(2001).HowtoDifferentiateInstructioninMixed-AbilityClassrooms(2nd ed.).NewJersey:Pearson.pp. 41–42.ISBN 978-0-13-119500-4. ^Schmoker,Mike(27September2010)."WhenPedagogicFadsTrumpPriorities".EducationWeek.EducationWeek.Retrieved2015-10-27. ^Geake,John(June2008)."NeuromythologiesinEducation"(PDF).EducationalResearch.50(2):123–133.doi:10.1080/00131880802082518.S2CID 18763506.Archivedfromtheoriginal(PDF)on2016-03-04.Retrieved2015-10-27. ^Pashler,Howard;McDaniel,Mark;Rohrer,Doug;Bjork,RobertA.(December2008)."LearningStyles:ConceptsandEvidence".PsychologicalScienceinthePublicInterest.9(3):106–116.doi:10.1111/j.1539-6053.2009.01038.x.PMID 26162104. Thisarticleneedsadditionalcitationsforverification.Pleasehelpimprovethisarticlebyaddingcitationstoreliablesources.Unsourcedmaterialmaybechallengedandremoved.Findsources: "Differentiatedinstruction" – news ·newspapers ·books ·scholar ·JSTOR(February2008)(Learnhowandwhentoremovethistemplatemessage) Furtherreading[edit] Allan,S.D.,&Tomlinson,C.A.(2000).Leadershipfordifferentiatingschoolsandclassrooms.Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment. Anderson,K.M.(2007)."Tipsforteaching:Differentiatinginstructiontoincludeallstudents".PreventingSchoolFailure.51(3):49–54.doi:10.3200/PSFL.51.3.49-54.S2CID 144613998. Ellis,E.;Gable,R.A.;Gregg,M.;Rock,M.L.(2008)."REACH:Aframeworkfordifferentiatingclassroominstruction"(PDF).PreventingSchoolFailure.52(2):31–47.doi:10.3200/PSFL.52.2.31-47.S2CID 144948134. Fountain,Heather.DifferentiatedInstructioninArt.Worcester,MA:DavisPublications,Inc.,2013. Heacox,D.(2002).DifferentiatingInstructionintheRegularClassroom.Minneapolis,MN:FreeSpiritPublishingInc. Jackson,R.(2008)TheDifferentiationWorkbook:AStep-by-stepguidetoplanninglessonsthatensurethatyourstudentsmeetorexceedthestandards.Washington,DC:Mindsteps Levy,H.M.(2008)."Meetingtheneedsofallstudentsthroughdifferentiatedinstruction:Helpingeverychildreachandexceedstandards".TheClearingHouse.81(4):161–164.doi:10.3200/tchs.81.4.161-164.S2CID 144504110. Nunley,K.(2004).Layeredcurriculum(2nded.).Amherst,NH:Brains.org Nunley,K.(2006).Differentiatingthehighschoolclassroom:Solutionstrategiesfor18commonobstacles.ThousandOaks,CA:Corbin. Rebora,A.(2008).Makingadifference.TeacherMagazine,2(1),26,28–31. Tomlinson,C.A.(2001).HowtoDifferentiateInstructioninMixed-AbilityClassrooms.Virginia:ASCD. Smets,W.andStruyven,K.(2018),Aligningwithcomplexity:system-theoreticalprinciplesforresearchondifferentiatedinstruction,FrontlineLearningresearch,6(2),doi:10.14786/flr.v6i2.340 Externallinks[edit] DifferentiatedInstructionResourcesfromASCD InformationondevelopingRAFTactivities CarolTomlinson:DifferentiationExpert DifferentiatedInstruction–ReadingRocketsandAmericanFederationofTeachers(AFT) DifferentiatingforHighAbilityStudents–LessonPlanet Ajournalpaperdescribinghowdifferentiatedlabexerciseswereusedtoteachundergraduatesprogramming Pre-assessment Retrievedfrom"https://en.wikipedia.org/w/index.php?title=Differentiated_instruction&oldid=1109488581" Categories:TeachingPedagogyEducationalpracticesHiddencategories:ArticleswithshortdescriptionShortdescriptionisdifferentfromWikidataArticlesneedingadditionalreferencesfromFebruary2008Allarticlesneedingadditionalreferences Navigationmenu Personaltools NotloggedinTalkContributionsCreateaccountLogin Namespaces ArticleTalk English Views ReadEditViewhistory More Search Navigation MainpageContentsCurrenteventsRandomarticleAboutWikipediaContactusDonate Contribute HelpLearntoeditCommunityportalRecentchangesUploadfile Tools WhatlinkshereRelatedchangesUploadfileSpecialpagesPermanentlinkPageinformationCitethispageWikidataitem Print/export DownloadasPDFPrintableversion Languages CatalàDeutschEspañolFrançaisBahasaIndonesiaעבריתNederlandsShqipСрпски/srpski Editlinks