Differentiated Instruction: An Introduction

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Differentiated Instruction An Introduction
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What is Differentiated Instruction?

• The primary goal of differentiated instruction
  is for teachers to focus on procedures that
  ensure effective learning for varied individuals
  (Tomlinson and McTighe, 2006, p. 3).
• All children are different. Students vary in
  ways such as background knowledge, learning
  styles, skills, and interests.
• We can no longer use one-size-fits-all learning
  (Knowles, 2009, p. 26).

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The role of the teacher

• The teacher must assess where students are and
  begin from there (Knowles, 2009, p. 26).
• The teacher should meet students where they are
  in the learning process (Tomlinson, 2000, p. 25).
• The teacher should also establish learning goals
  for their students (Tomlinson, 2000, p. 27).

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• The teacher should work to develop lessons and
  assessments for different learning styles.
• The teacher must frequently give informal
  assessments and talk with students on a regular
  basis to determine learning styles, strengths,
  and interests (Knowles, 2009, p. 26).
• Teachers must challenge students as well as help
  those that are struggling.
• The teacher should guide learners in making
  choices about whats best for them (Tomlinson,
  2000, p. 27).

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Reference List

• Knowles, L. (2009). Differentiated Instruction
  in Reading Easier Than It Looks!. School
  Library Media Activities Monthly, 25, 26-28.
  Retrieved May 20, 2009, from ERIC database.
• Tomlinson, C. (2000). Differentiated
  Instruction Can It Work?. The Education
  Digest, 65, 25-31. Retrieved May 20, 2009 from
  ERIC database.
• Tomlinson, C. and McTighe, J. (2006).
  Integrating Differentiated Instruction and
  Understanding by Design. Alexandria, VA
  Association for Supervision and Curriculum
  Development.