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2.9 Differentiated Instruction Differentiated instruction (i.e., adjustment of concept, level of difficulty, strategy for instruction, amount of work, time allowed, product or performance that demonstrates learning) is used to meet the learning needs of all students. 
Suggested Evidence
Related Resources Tools Dialogue Guide for Facilitators Dialogue Guides are models for conducting interactive discussions across stakeholders in states and districts. These packages make new use of dependable and publicly available information. Each Guide circulates a common set of source materials and suggested procedures for involving various audiences. In this manner, stakeholders (families, practitioners, professional associations, professors, policymakers, legislators) all over the country can begin interacting in new ways around implementation issues. Publication Date: May 2005 Publisher: IDEA, NASDSE, US Office of Special Education Differentiation of Instruction in the Elementary Grades Dr. Tomlinson discusses the definition of differentiated instruction and how it can assist in creating engaging instruction. Author: C. Tomlinson Publication Date: 2003-2004 Publisher: Educational Resources Information Center (ERIC) How to Differentiate Instruction This article provides a four-step process to differentiation and offers other resources for more information. Publication Date: 2007 Publisher: Teachnology Articles NEW! A Summary of Nine Key Studies: Multi-Tier Intervention and Response to Intervention for Students Struggling in Mathematics This report summarizes nine studies regarding evidence-based practices for Tier 2 interventions, as well as explains how to use RTI to help students struggling to learn mathematics. Author: Benjamin Clarke, Russell Gersten, and Rebecca Newman-Gonchar Publication Date: 2009 Publisher: Center on Instruction NEW! Improving Adolescent Literacy: Effective Classroom and Intervention Practices This guide offers strategies that teachers can use to increase the reading ability of adolescent students. The recommendations aim to help students gain more from their reading tasks, improve their motivation for and engagement in the learning process, and assist struggling readers who may need intensive and individualized attention. Publication Date: 2008 NEW! Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades The IES Practice Guide has researched and evidenced based strategies for teachers to use when identifying and helping their primary struggling readers. Publication Date: 2009, February Publisher: Institute of Education Sciences: NCEE NEW! Effective Instruction for Adolescent Struggling Readers This group of resources is designed to guide the delivery of instruction for adolescent struggling readers and deepen knowledge of reading-related issues. Author: Joseph K. Torgesen Publication Date: 2007 Publisher: Center on Instruction NEW! Mathematics Intervention at the Secondary Prevention Level of a Multi-Tier Prevention System: Six Key Principles The author lists and describes six principles necessary for RtI in mathematics at a secondary level. Author: Lynn S. Fuchs, Ph.D. Publication Date: Retrieved November 2008 Publisher: RTI Action Network NEW! Some Classroom Management Tips This article by master teacher, Judi Fenton, provides management tips for a more efficient and productive classroom. Author: Judi Fenton Publisher: Teachers Network Academic Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction This document developed by the Center on Instruction's Reading, Special Education and ELL Strands makes recommendations for improving literacy-related instruction in the content areas or across the entire school day, interventions for students reading below grade level, and recommendations for supporting literacy development in adolescent English language learners. Author: Joseph K. Torgeson et al. Publication Date: 2007 Publisher: Center on Instruction Assessing Student Engagement Rates This article defines student engagement and describes various methods used to measure it, both in empirical research studies and at the classroom level. Author: Elaine Chapman Publication Date: 2003 Publisher: Educational Resources Information Center (ERIC) Contexts for Engagement and Motivation in Reading This article discusses engaged reading and instructional contexts that foster reading engagement and motivation. Author: John T. Guthrie Publication Date: 2001 Publisher: Reading Online Differentiating Instruction For Advanced Learners In the Mixed-Ability Middle School Classroom This article provides an outline of some vital principles for differentiating instruction, with an emphasis on the learning needs of academically advanced learners. Author: Carol Ann Tomlinson Publication Date: 1995, October Publisher: Educational Resources Information Center (ERIC) Differentiation in Diverse Settings: A Consultants Experiences in Two Similar School Districts Dr. Tomlinson describes how two districts and their leadership pursue different approaches to addressing the issues of implementing differentiated instruction throughout their schools. Particular attention is given to outlining an effective leadership plan for success in meeting the needs of diverse learners through differentiation. Author: Carol Ann Tomlinson Publication Date: August, 2004 Publisher: American Association of School Administrators Differentiation of Instruction in the Elementary Grades The author describes what makes differential instruction successful and how best to accomplish it with specific directives for elementary school teachers. Author: Carol Ann Tomlinson Publication Date: 2000, August Publisher: Educational Resources Information Center (ERIC) Extensive Reading Interventions in Grades K-3: From Research to Practice This report summarizes available data on the effects of extensive reading interventions (comprising at least 100 instructional sessions) and related implications for practice. Author: Nancy Scammacca, Sharon Vaughn, Greg Roberts, Jeanne Wanzek and Joseph K. Torgesen Publication Date: 2007 Publisher: Center on Instruction Groupwork in Diverse Classrooms: A Casebook for Educators (to edit this resource, contact WestEd) Author: Shulman, J.H., Lotan, R.A., Whitcomb, J.A. (Eds.) Publication Date: 1998 Publisher: Teachers College Press How To Use Differentiated Instruction with Students with Developmental Disabilities in the General Education Classroom This book discusses how educators can achieve inclusive classrooms that give students with different abilities the maximum opportunity for growth. It provides frameworks for planning learning environments, content, process, and products that enable students with learning challenges to succeed with meaningful curriculum. Author: Barbara Gartin, Nikki Murdick, Marica Imbeau, Darlene Perner Publication Date: 2002 Publisher: Council for Exceptional Children Interventions for Adolescent Struggling Readers: A Meta-Analysis with Implications for Practice This report focuses on interventions designed to improve students' use of reading comprehension strategies. It also considers the impact of interventions that target improved reading vocabulary, accurate decoding of unfamiliar words in text, and increased reading fluency. Author: Nancy Scammacca, Greg Roberts, Sharon Vaughn, Meaghan Edmonds, Jade Wexler Publication Date: 2007 Publisher: Center on Instruction Linking Formative Assessment to Scaffolding This article addresses four strategies that illustrate the strong connection between formative assessment and research on learning: eliciting prior knowledge, providing effective feedback, teaching for transfer of knowledge, and encouraging student self-assessment. Author: Lorrie A. Shepard Publication Date: 2005 Publisher: Association for Supervision and Curriculum Development (ASCD) Maximizing Learning in Inclusive Classrooms Drawing heavily from strategies used in special education, this article discusses how teachers can help all students make better sense of the curriculum by using a variety of organizational, graphic and mnemonic aids. Author: Rick Allen Publication Date: 2003, Spring Publisher: Association for Supervision and Curriculum Development (ASCD) Meeting the Curricular Needs of Academically Low-Achieving Students in Middle Grade Mathematics This article discusses a study in which the researchers contrasted two curricula for teaching challenging mathematics to students who were at risk for special education in mathematics. Author: John Woodward and Cyrus Brown Publication Date: 2006 Publisher: The Journal of Special Education Quality Curriculum and Instruction for Highly Able Students Dr. Carol Ann Tomlinson describes how the highly able learner begins their journey further down the learning curve then their similar age peers. Curriculum and instruction must be modified to meet the needs of these “advanced learners” to challenge them and provide opportunity for growth. Author: Carol Ann Tomlinson Publication Date: Spring, 2005 Publisher: The Ohio State University Reading Next: A Vision for Action and Research in Middle and High School Literacy The authors outline 15 key elements of an effective literacy intervention, and call on public and private stakeholders to invest in the literacy of middle and high school students today, while simultaneously building the knowledge base. Author: Gina Biancarosa and Catherine Snow Publication Date: 2004 Publisher: Alliance for Excellent Education Reconcilable Differences? Standards-Based Teaching and Differentiation Publication Date: 2000, September Publisher: Association for Supervision and Curriculum Development (ASCD) Teaching Science: Meeting the Academic Needs of Culturally and Linguistically Diverse Students This article discusses ways for teachers to address the academic needs of students who are culturally and linguistically diverse. Author: Lynne E. Houtz Publication Date: 2004 Publisher: HighBeam Research Using Instructional Design Strategies To Foster Curiosity This article discusses strategies that can foster engagement by increasing student curiosity in lesson content. Author: Marilyn P. Arnone Publication Date: 2003 Publisher: Educational Resources Information Center (ERIC) What Content-Area Teachers Should Know About Adolescent Literacy This report suggests methods for improving reading and writings skills in all classrooms. Author: Kris Anstrom, Trenace Richardson, Tanya Shuy, Rebecca J. Moak, Mary A. Campbell and Peggy McCardle Publication Date: 2007 Publisher: National Institute of Child Health and Human Development Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools, commissioned by Carnegie Corporation of New York and published by the Alliance for Excellent Education, discusses eleven specific teaching techniques that research suggests will help improve the writing abilities of the country’s 4th- to 12th-grade students. Author: Steve Graham and Dolores Perin Publication Date: 2007 Publisher: Alliance for Excellent Education Useful Links NEW! NCTM Illuminations This site provides dozens of virtual math manipulatives with lessons divided by grade level and aligned to NCTM standards. Lessons are detailed and include activity sheets. Publication Date: 2000-2008 Publisher: National Council of Teachers of Mathematics NEW! Tiered Instruction/Intervention The site offers details and information on the RtI process and articles as well as descriptions of the three tiers. Publication Date: Retrieved November 2008 Publisher: RTI Action Network Differentiated Instruction for Math This brief discusses the keys to differentiation, as well as provides six strategies to incorporating differentiated instruction in the math classroom. Publication Date: 2004 Publisher: The Access Center Differentiated Instruction: Effective Classroom Practices Report This report discusses strategies on how to implement the differentiated instruction model in the classroom, as well as explains some theory behind this method. Author: Tracey Hall Publication Date: 2002 Publisher: National Center on Accessing the General Curriculum Educational Java™ Programs This site was started in November of 1997 with the purpose of providing Java™ Applets that can be used as tools to help and enhance the education of children both at school and at home.(Description take directly from the site) Publication Date: 1997-1999 Publisher: Arcytech How to Differentiate Instruction This article focuses on providing differentiated instruction for various student populations in a range of contexts. Publication Date: 2007 Publisher: TeAch-nology.com National Center on Accessing the General Curriculum This website defines differentiated instruction and provides links to articles and books on the subject. Publisher: Center for Applied Special Technology Pattern Block Activities on the Web Dr. Margo Lynn Mankus shares her mathematics lessons, activities and blackline masters for manipulatives. Publication Date: 1998 Publisher: Margo Lynn Mankus Tips from Teachers The COMP Resource Library contains “Tips from Teachers” where educators from around the country post helpful hints under the topics of Room and Materials Arrangement, Rules and Procedures, Managing Student Work and Accountability, Maintaining Good Student Behavior, Planning and Organizing Instruction, Conducting and Facilitating Instruction to Maintain Lesson Momentum, Getting the Year Off to a Good Start, Climate Communications and Self-Management. Publisher: COMP Classroom Organization and Mangement Program Other Resources NEW! Dr. Archer Video Series “Dr. Anita Archer is a talented author and beloved teacher of teachers. This video series is one of her many gifts to the educational community. Produced with support from the Sonoma County Office of Education, it is made available at no cost thanks to her generous spirit. The series addresses strategic literacy instruction in grades K-8 using a research to practice approach grounded in pragmatic real-world application. Each video is 4 to 8 minutes long, has a particular strategic focus, and was shot unrehearsed in real time. A short viewing guide is included for each video, providing guidance for viewing and feedback for post-viewing applications.” Sonoma County Office of Education Author: Dr. Anita Archer Publication Date: 2008 Publisher: Sonoma County Office of Education Secondary Vocabulary Lessons Resource from Anita Archer Conference. Author: Dr. Anita Archer Succeeding with Standards: Linking Curriculum, Assessment and Action Planning The authors describe the processes and strategies necessary to implement a systemwide standards-based program. Chapter 3, "Defining Effective Practices for Attainment of Standards" includes sample instructional guidelines which address the issue of appropriate instruction. An essential component of making appropriate instruction available to all students is access. The authors describe access to content, instruction, knowledgeable instructors, suitable resources, time, and to a safe and healthy environment. Chapters in the book include: Curriculum and Assessment Plan, Comprehensive Assessment System, Action Planning, Reporting in Relation to Standards, Professional Development and Getting Started. The appendix includes a Learning Opportunity Survey for Teachers and a Sample School District Plan. Note: The book is available for purchase from the ASCD Web site. Use the URL above to locate the book. Author: Judy F. Carr and Douglas E. Harris Publication Date: 2001 Publisher: Association for Supervision and Curriculum Development (ASCD) The Big Picture: Effective Reading Instruction for Older Students (PDF) Resource from Anita Archer Conference. Author: Anita Archer The Differentiated Classroom – Responding to the Needs of All Learners The author offers a comprehensive look at differentiated instruction beginning with samples from effective differentiated classrooms. The author identifies the elements of differentiation, instructional strategies that support differentiation, and learning environments that support differentiation. Key principles of a Differentiated Classroom are: (1) The teacher is clear about what matters in subject matter. (2) The teacher understands, appreciates, and builds upon student differences. (3) Assessment and instruction are inseparable. (4) The teacher adjusts content, process, and product in response to student readiness, interests, and learning profile. (5) All students participate in respectful work. (6) Students and teachers are collaborators in learning. (7) Goals of a differentiated classroom are maximum growth and individual success. (8) Flexibility is the hallmark of a differentiated classroom. Note: The book is available for purchase from the ASCD Web site. Use the URL above to locate the book. Author: Carol Ann Tomlinson Publication Date: 1999 Publisher: Association for Supervision and Curriculum Development (ASCD) ©2005 WestEd. All rights reserved. |
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