| In a nutshell, differentiation--which is sometimes | | | | ways (e.g. speaking, writing, drawing) |
| referred to as differentiated instruction--refers to a | | | | The following are three learner characteristics |
| method of curriculum planning and instruction that | | | | instructors can take into account when planning to |
| offers learners a wide variety of ways to acquire | | | | differentiate: · READINESS: Readiness refers to the |
| understanding. The following bullet points offer a quick | | | | understanding and preparedness learners have at the |
| and dirty guide to differentiated instruction. These | | | | start of study. Because learners vary in preparation |
| bullets outline the three elements of the curriculum that | | | | and knowledge, they require different levels of |
| can be differentiated as well as the three learner | | | | difficulty. To differentiate according to Readiness, |
| characteristics that can be taken into account while | | | | instructors can do the following: 1) Add student |
| differentiating your instruction. | | | | teach-backs to assignments; 2) Add or remove peer |
| The following elements of your curriculum can be | | | | conferencing, instruction, and models for a task; 3) |
| differentiated · CONTENT: Content is considered the | | | | Make the task more or less familiar · INTERESTS: |
| "stuff" of the curriculum. This "stuff" includes what the | | | | Interests, in terms of differentiation, can be thought of |
| instructor plans for learners to understand as well as | | | | as the learner's "academic taste buds." Because |
| the ways the learner will gain access to the desired | | | | learners have different taste buds, instructors can align |
| knowledge and skills. To differentiate according to | | | | curriculum with topics or pursuits that satisfy the palate |
| Content, an instructor can do the following: 1) Provide | | | | of each learner. To differentiate according to Interest, |
| text on multiple levels of difficulty; 2) Use part-to-whole | | | | instructors can do the following: 1) Provide a wide |
| or whole-to-part instruction; 3) Use manipulatives, | | | | variety of choices for topics and products; 2) Provide |
| Internet resources, audio recordings, and other | | | | a variety of avenues for learner exploration of a topic; |
| non-conventional "text" · PROCESS: Process refers | | | | 3) Give learners a choice of tasks and products, |
| to the activities in which learners engage in order to | | | | including learner-designed options · LEARNING |
| gain understanding of the subject. A conventional way | | | | PROFILE: Just as the height and shape of students |
| to think about Process is to consider it as the things | | | | vary, so do their learner profiles. No matter how |
| learners do in the class and for homework. To | | | | students are grouped, each group will have learners |
| differentiate according to Process, the instructor can | | | | with different interests, levels of readiness, learning |
| do the following: 1) Vary amount of support given by | | | | styles, talents, and standardized test scores. To |
| the instructor; 2) Give learners choices about how they | | | | differentiate according to Learning Profile, instructors |
| express what they learn; 3) Provide varied assignment | | | | can do the following: 1) Provide choice of spaces for |
| options at differing levels of difficulty or based on | | | | activities (e.g. desks, couches, and floor seating); 2) |
| learner interests · PRODUCT: Products are the end | | | | Present information in a variety of ways (video, |
| result, the things learners create to demonstrate what | | | | handout, lecture, peer-to-peer talks); 3)Provide learning |
| they understand and/or are able to do after they have | | | | opportunities in various modes (musical, visual display, |
| moved through the curriculum. Some examples of | | | | movement and manipulatives) |
| learning products are essays, poems, quiz/test | | | | Differentiation helps instructors engineer curriculum that |
| answers, presentations, blogs, websites, skits, videos, | | | | reaches the widest number of learner possible. With |
| plays, and other dramatizations. To differentiate | | | | the above guide highlighting the primary tenets of |
| according to Product, the instructor can do the | | | | differentiation, you can approach your curriculum--and |
| following: 1) Provide rubrics; 2) Vary types of | | | | the next faculty meeting--with a basket full of |
| resources learners can use in preparing products; 3) | | | | knowledge and tools to differentiate in all of your |
| Allow learners to design a product around essential | | | | curriculum. |
| learning goals--to express what they know in varied | | | | |