Differentiated Instruction (DI)
In a differentiated classroom, common characteristics of learners are acknowledged and built upon, but student differences become acknowledged as well. In a nutshell, DI is basically "shaking it up" so that students have many entry points for learning, and are given options for expressing their learning. Currently, however, most classrooms are unitary rather than differentiated.
Misconceptions about DI:
Differentiated Instruction may commonly be mistaken for the “individualized instruction” of the 1970’s in which students were each assigned individual assignments. This model exhausted teachers and lengthened the learning process in order to “match” students to their specific learning style. DI is instead modelled as an instruction style that allows for many entry points for many learners, but the expectations and outcomes remain constant no matter how the student has approached their learning.
DI may also be misconceived as a chaotic learning environment. However, DI includes purposeful student movement and talking. Work time is structured, but also allows for freedom of choice within the framework of the lesson.
DI often requires the teacher to configure many different types of work groups. Depending on the activity, groups will be many different sizes (individual, pairs, small groups, large groups, whole class) and will often consist of many different types of learners at different skill levels. DI is not a way to provide homogeneous grouping based on skill in which the strong students will always be grouped together and struggling students will always be grouped together when working on tasks.
DI may also be misconceived as a chaotic learning environment. However, DI includes purposeful student movement and talking. Work time is structured, but also allows for freedom of choice within the framework of the lesson.
DI often requires the teacher to configure many different types of work groups. Depending on the activity, groups will be many different sizes (individual, pairs, small groups, large groups, whole class) and will often consist of many different types of learners at different skill levels. DI is not a way to provide homogeneous grouping based on skill in which the strong students will always be grouped together and struggling students will always be grouped together when working on tasks.
Differentiated Instruction Is...
PROACTIVE:
It is assumed that students learn differently, so lessons are planned to accommodate for varying needs.
QUALITATIVE:
Students are not given more or less work depending on their ability – adjusting the quantity of work is less effective than changing the nature of it.
ROOTED IN ASSESSMENT:
Teachers must gather as much information about students' learning needs through conversations, discussions, student work, observations and formal assessments. These assessments must happen periodically, not just at the end of a unit, to determine if instruction needs to be altered in any way.
MULTIPLE APPROACHES to content, process & product:
Teachers using DI will offer multiple approaches to what students learn, how they learn it, and how they demonstrate their learning.
STUDENT CENTRED:
Lessons in a differentiated classroom are engaging and relevant, and should help students take increasing responsibility for their own growth, while giving them a sense of pride in their work. Students should be active in making evaluative decisions and participate actively in group work, which inevitably teaches them to share responsibility.
A BLEND of whole class, group and individual instruction:
Students should at times be instructed as a group to ensure that everyone gets the same information, then at times learning should be pursued in small groups or individually. The class should come together at points for review or more instruction when necessary.
ORGANIC:
Teachers in differentiated classrooms understand that teaching is evolutionary. They understand that the teaching and learning process is dynamic and adjustments are made continually to accommodate for the learners' needs. As such, students and teachers are learners together. It is a way of life in the classroom, not just a teaching strategy.
It is assumed that students learn differently, so lessons are planned to accommodate for varying needs.
QUALITATIVE:
Students are not given more or less work depending on their ability – adjusting the quantity of work is less effective than changing the nature of it.
ROOTED IN ASSESSMENT:
Teachers must gather as much information about students' learning needs through conversations, discussions, student work, observations and formal assessments. These assessments must happen periodically, not just at the end of a unit, to determine if instruction needs to be altered in any way.
MULTIPLE APPROACHES to content, process & product:
Teachers using DI will offer multiple approaches to what students learn, how they learn it, and how they demonstrate their learning.
STUDENT CENTRED:
Lessons in a differentiated classroom are engaging and relevant, and should help students take increasing responsibility for their own growth, while giving them a sense of pride in their work. Students should be active in making evaluative decisions and participate actively in group work, which inevitably teaches them to share responsibility.
A BLEND of whole class, group and individual instruction:
Students should at times be instructed as a group to ensure that everyone gets the same information, then at times learning should be pursued in small groups or individually. The class should come together at points for review or more instruction when necessary.
ORGANIC:
Teachers in differentiated classrooms understand that teaching is evolutionary. They understand that the teaching and learning process is dynamic and adjustments are made continually to accommodate for the learners' needs. As such, students and teachers are learners together. It is a way of life in the classroom, not just a teaching strategy.