Differentiated Instruction

Debby Raper presented the concept of differentiated instruction in several Roadmap workshops with middle/high school teachers. The goal of differentiated instruction is to balance the learning needs of the students and the requirements of the curriculum. In a differentiated classroom the teacher recognizes that all learners vary in their readiness, interest and learning profiles and works to address the individual needs. 

The task can seem overwhelming. However through a adaptable approach, ongoing assessment of student needs and flexible grouping, teachers can provide all students with quality learning experiences.  The secret is to implement differentiated learning in steps. The elements of the curriculum (content, processes and products) can be addressed in a way that takes students needs into account.

The 3 elements of curriculum that can be differentiated are:

•  Content - students are given materials at a level that allows them to have success in understanding.  For example, using text or novels at more than one reading level.   
  
•  Process - teacher modifies the activities used as well as the teaching process. The  Appendix provides strategies and activities that can be modified to meet the needs of learners. Reviewing the CRISS strategies from Larsen classrooms provide additional ideas.  
  
•  Products - students demonstrate what they have learned through a variety of products.  

Differentiating instruction is not an easy task and will not happen overnight but it is important to provide meaningful and challenging instruction to all our students.

Click here for resources provided to support teachers in this goal.  Information on how to start using differentiated learning with mixed-ability groups, and with advanced learners, and reconciling the philosophy of differentiated instruction with standards-based teaching are some of the topics available.