Transcript Differentiated Instruction


Myth 5: I believe that many individuals feel
that the only way to effectively teach in a
differentiated classroom is by implementing
groups. Since most of the activities revolve
around group work, most educators believe
that it is the only way to DI. Is group work
an appropriate way to serve more students
that are on similar levels? Yes. In turn, it
definitely isn’t the only way to deliver
instruction to students on a daily basis.

Myth 6: When instructed on DI, I was told that
individualized instruction is the most effective way to
teach and deliver what is best for students. It is nearly
impossible to deliver individualized instruction to 20+
students daily in every subject that is taught. I feel
that an effective DI classroom can implement
activities that are provided by the teacher but
completed by the student independently. One
example that was provided in an earlier blog was
that the teacher made up totes of activities for each
student. When students were at centers, they were
to complete was in the tote for them. What a
wonderful way to deliver individualized instruction to
students without one to one conferencing.

Myth 11: This myth discusses the fact that
“basics” are ignored with DI. I could see
how some individuals might think this
when looking at an DI classroom as a
whole, but this is definitely far from the
truth. Even though certain concepts
may be emphasized upon, other skills are
being implemented as well. Plus, many
skills are being built upon as learning
occurs.

Myth 13: “DI is only for students with
learning disabilities.” All students benefit
from DI in the classroom because of many
different aspects. It helps low students gain
that explicit instruction that is needed on a
level that they need it, allows average
students to increase knowledge and skills
and provides gifted students with the higher
level thinking that they need to succeed
even more. DI can be used to help a wide
variety of students succeed.

Myth 19: DI does not just provide students
that are on a higher level with “busy work”
but provides them with high quality
activities that increase their knowledge,
higher level thinking skills and more. The
myth stated that students are “recruited” to
help other students instead of working on
an activity independently. I believe that
students gain valuable leadership skills
when allowed to “lead” a group and help
others that may be at a lower level with
them.
Blog Responses: Mark Pennington
“Not only was a substantial portion of the daily
content in the hands of students, teachers also
devolved the methods of learning to their
students via student choice.” Allowing students
to choose their method of learning is a HUGE
advantage to a DI classroom. It allows students
to take more responsibility and pride in their work.
Plus, it is such a wonderful motivation factor for
students to choose what style would work best for
them in that particular learning situation.


Time differentiated activities to support
student success.
› Some students do not manage time
appropriately and will not complete the task at
hand without direct teacher instruction. Pairing
those students with others who stay on task and
lessening the time that they will work
independently will help with time management.
› Making their “job” in the center a choice of two
or more high interest activities. This will help
motivate students to work within the time limit to
complete their work.

Assign students into groups or seating
areas smoothly.
› I typically group students into three to four
groups of colors (usually red, blue, yellow
and green). I then color code everything
that is related to those groups (name tags,
folders, book tubs, etc.) so that students can
easily find their color and then their name. It
may be more difficult to set up in the
beginning but eliminates wasted instruction
time.

Using Readiness to Differentiate Content,
Process, and Product
› Assigning homework at different difficulties.
› Developing in class work at different levels
for better understanding.
› Teaming up students based on student
readiness.
› Pushing all students above their “comfort
zone” to help stretch to a new level of
competency.

Drawing on Existing Student Interests
 Educators understanding students on a
personal level to know interests. Writing and
reading can improve significantly based on
student interests and needs.
 Using prior knowledge to help bridge ideas or
skills that are less familiar to them.
 When using interests to motivate and guide
learning, students realize that there is a match
between school and their own personal
desires to learn.

Combined Preferences:
› A combination of learning preferences are intertwined to create
a very personal learning profile for each student.

Gender-Based Preferences:
› Males and females learn differently with a wide variety of
learning patterns.

Culture-Influenced Preferences:
› How students learn and process information is largely based on
culture and upbringing. Educators must take this into
consideration when differentiating instruction.

Intelligence Preferences:
› The way that students think and process information and how
students approach learning.

Learning Style Preferences:
› Environmental and personal preferences of how students learn
the best.