Differentiated instruction
Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information (often in the same classroom) in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in their ability.
[1] Differentiated instruction means using different tools, content, and due process in order to successfully reach all individuals.
[6] Teachers can differentiate in four ways: 1) through content, 2) process, 3) product, and 4) learning environment based on the individual learner.
[10] Chapman and King (2005) note that when "teachers strategically administer pre-assessments before planning their lessons, they can address the students' strengths and needs during instruction.
"[11] Pre-assessment can be conducted in two ways: 1) by identifying learning preferences and interests (i.e. Gardner's Multiple Intelligence test, or Visual, Auditory, or Kinesthetic learner), and 2) by identifying knowledge of student understandings (i.e. checklists, quizzes, class discussion, portfolios, entry/exit cards, anticipation guides, journals, self-reflections).
This instructional approach and choice of content are driven by the data from students' assessment results and from the outcomes of other screening tools.
Assessment is the process of gathering information from a variety of sources such as assignments, teacher observations, class discussions, and tests and quizzes.
Formative assessments are used during a unit to provide understanding about what the student is learning, and continually guide instructional decisions.
"[13] Differentiation can be used when applying, demonstrating, extending knowledge, or practicing skills and attitudes to monitor achievement of goals.
The teacher may differentiate the content by designing activities for groups of students that cover different areas of Bloom's taxonomy.
For example, students who are unfamiliar with the concepts may be required to complete tasks on the lower levels of Bloom's taxonomy: knowledge, comprehension, and application.
Another example would be including visuals, maps, or graphic organizers to introduce or reinforce concepts as opposed to only providing written or oral text.
Understanding by Design (UbD), which was developed by Grant Wiggins is an educational strategy that may be used to inform content in a differentiated classroom.
[14] This model was further refined by Carol Ann Tomlinson and Jay McTighe, who maintained that UbD and differentiated instruction (DI) form an essential partnership.
[15] The combination of UbD and differentiated instruction is expected to allow educators to simultaneously "craft powerful curriculum in a standards-dominated era and ensure academic success for the full spectrum of learners.
Students vary in culture, socioeconomic status, language, gender, motivation, ability, disability, learning styles, personal interests and more, and teachers must be aware of these varieties as they plan in accordance with the curricula.
This stage of differentiation allows students to learn based either on what method is easiest for them to gain knowledge, or what may challenge them most: some students may prefer to read about a topic (or may require practice in reading), and others may prefer to listen (or require practice in listening), or acquire knowledge by manipulating objects associated with the content.
"How" a teacher plans to deliver the instruction is based on assessment results that show the needs, learning styles, interests, and levels of prior knowledge.
(Nunley, 2004) Differentiating by process refers to how a student comes to understand and assimilate facts, concepts and skills (Anderson, 2007).
The product is essentially what the student produces at the end of the lesson to demonstrate the mastery of the content: tests, evaluations, projects, reports, or other activities.
When an educator differentiates by product or performance, they are affording students various ways of demonstrating what they have learned from the lesson or unit (Anderson, 2007; Nunley, 2006).
Examples of differentiated structures include Layered Curriculum, tiered instruction, tic-tac-toe extension menus, Curry/Samara models, RAFT writing activities, and similar designs.
According to Tomlinson (2003), "Environment will support or deter the student's quest for affirmation, contribution, power, purpose, and challenge in the classroom," (p. 37).
Teachers should be sensitive and alert to ways that the classroom environment supports students' ability to interact with others individually, in small groups, and as a whole class.
According to Carol Ann Tomlinson,[23] most parents are eager for their students to learn, grow, succeed and feel accepted in school.
"[25] In Psychological Science for the Public Interest, Pashler et al. note, "the literature fails to provide adequate support for applying learning-style assessments in school settings.
