What is Differentiated Instruction?
Differentiated instruction is a way for teachers to meet the needs of all learners - from the struggling learner to the advanced learner, and those in between. Differentiation is not "tracking", giving advanced students more problems or work from the next grade, or individualized lessons for each student. Differentiation is quality over quantity, based on ongoing assessment, flexible with grouping, and student centered.
Different learning styles (think Gardner's theory of Multiple Intelligences) and varied levels of thinking skills (think Bloom's Taxonomy) are tools teachers use in differentiated classrooms.
*A side note on Bloom's Taxonomy: The terminology has changed for each of the "levels". Remembering is the name for the lower order thinking skill...going up to creating as the highest. Turning the terms into action verbs makes it a little more clear as to what is expected at each level.
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There is a lot of research out there around differentiated instruction. My favorite resources are works by Carol Ann Tomlinson. Much of differentiation is done naturally in mixed-ability classrooms, but it is important to note that when it is done well, the work is purposeful, based on a variety of data collections (including observational), and focuses on varied approaches to content, process, and product.
I created a presentation as a part of a Masters class that I took on differentiation, and realized that it would be helpful information to share with parents. Keep in mind that there is not one "formula" or "recipe" to follow for successful differentiation. Each classroom looks as different as the children who fill them! Please check out the following link to learn more about differentiated instruction:
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