Differentiated Instruction for Diverse Learners

Gayle Y. Thieman, Ed.D.

Portland State University

Individuals with Disabilities Education Act I.D.E.A.

• 1975 PL 94-142 to ensure all children with disabilities have free appropriate public education with special education services to meet unique needs; provided federal funding to states

• 1986 requires early intervention and pre-school programs be provided from birth

• 1983,1990 requires culturally relevant intervention and assessments linked to instruction

• 1997: requires collaborative partnerships, family-friendly practices, emphasizes need to provide services in least restrictive environment (partial or full inclusion in regular education setting)

• 1990 Americans with Disabilities ACT (ADA accommodations)• Section 504 of Civil Rights Act ) requires accommodations to

individuals with impairment that affects major life activities (ADHD, physical handicap, etc.)

Some Definitions

• Individual Education Plan (IEP): reviewed, updated annually for each student receiving special education services, includes assessment data, learning goals, accommodations

• Specially Designed Instruction: provided by SPED staff (e.g., individual, small group, tutorial)

• Related Services: provided by specialists (e.g. physical therapy, speech/language, counseling, transportation)

Accommodation Modification InterventionChange in how student accesses information but same content/skills

Change in content & learning expectations

Additional instructional strategy

Preferential seating in regular classroom

Works individually in resource room

Explicit teaching of behavior expectations

Reduce essay length but similar requirements

Substitute oral report for written essay

Tutoring in how to write a paragraph

Extended time on test or assignment

Require proficiency on fewer learning outcomes

Assistance with homework completion

Reduced number of math problems—same level of difficulty

Science worksheet with simplified vocabulary

Remedial math class

Digital textbook ; enlarged font on handouts

Textbook on tape or text with lower reading level

Additional period of reading instruction

Student uses word processor to write essay

Student dictates story rather than writing it

Small group instruction on grammar

Differentiated Instruction is the teacher’s response to learners’ needs

guided by principles of differentiation such as

respectful tasks

ongoing assessment& adjustment

flexiblegrouping

WHAT CAN BE DIFFERENTIATED?

CONTENT PROCESS PRODUCT

According to students’

Readiness Interests Learning Profile

MODIFY ACCESS TO INSTRUCTIONAL CONTENT : same skills & concepts

• Math manipulatives• Texts, e.g. novels at multiple reading levels• Reading partners• Tape recordings or videos of books• Highlighted texts• Web quests

• Curriculum compacting (TAG)• Graphic organizers• Reteaching• Synopsis of unit• Peer/adult mentors• Scaffolding• Independent study

Modify Process or activity by which learner makes sense of concepts or skills based on

readiness, interest, learning style

• Tiered activities or projects at different levels

• KWL• Learning logs• Journals with

varied prompts• Learning centers

• Literature circles• Role playing• Jigsaw• Think-pair-share• Model making• Instructional

strategies for “multiple learning modalities”

Differentiate Product by which student demonstrates learning

• Provide options for student choice• Varied working arrangements• Varied resources• Varying degrees of difficulty• Variety of assessments

• Differentiate timelines• Use formative & summative evaluation• Peer & self evaluation• Develop rubrics with students• Authentic audience

Checklist for Group Work

• Students understand task & expectation for each member• Task is interesting & matches instructional goals• Task requires genuine collaboration and important

contribution from each member• Timelines are brisk. Students know what to do next.• “Way out for students who are not succeeding with the

group• Opportunity for teacher/peer coaching & in-process

quality checks

Linking Quality Teaching & Differentiation. • Curriculum is based on

essential ideas & skills related to the discipline

• Curriculum is relevant, coherent, & connected

• Clear expectations for learning

• Instruction, activities, products focus on goals

• Lesson interests & engages learners

• Activities & products require higher level thinking & complex problem solving

• Students understand criteria for high quality work

• Classroom environment is respectful of each student & group as a whole

Resources for Promoting Differentiation

• Haager, D. & Klingner, J. (2005). Differentiating instruction in inclusive classrooms. Pearson

• Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. ASCD

• Tomlinson, C.A. & Allan,S.D. (2000) Leadership for differentiating schools and classrooms. ASCD

• Tomlinson, C.A. (2001) How to differentiate instruction in mixed-ability classrooms. 2nd ed. ASCD

• Tomlinson, C.A. & McTighe, J. (2006). Integrating differentiated instruction and understanding by design. ASCD