Differentiated Curriculum

What does differentiation mean to

teachers and to students?

LCPS AES FACILITATORS K-12

You cannot discover new oceans
unless you have the courage to
lose sight of the shore.
ANONYMOUS
 Definition #1
Carol Ann Tomlinson
At its most basic level, differentiating
instruction means “shaking up” what
goes on in the classroom so that
students have multiple options for taking
in information, making sense of ideas,
and expressing what they learn.
 Definition #2
Susan Winebrenner
Differentiation means providing…
students with different tasks and activities
than their age peers--tasks that lead to
real learning for them. There are five
elements of differentiation: content,
process, product, environment, and
assessment.
Susan Winebrenner notes that:

When an educator does not have

the appropriate background and
knowledge of differentiated
strategies, all children suffer
cognitive or affective harm in the
classroom.
 Definition #3
Peter D. Rosenstein
Differentiation for…students consists of
carefully planned, coordinated learning
experiences that extend beyond the core
curriculum to meet the specific learning
needs evidenced by the student. It
combines the curricular strategies of
enrichments and acceleration and
provides flexibility and diversity.
 Why Differentiate?

• What do we do when they don’t know it?

• What do we do when they already know it?

ALL STUDENTS DESERVE AN ENRICHED CURRICULUM

STUDENTS NEED
OPPORTUNITIES TO
EXTEND THE REGULAR
CURRICULUM.
ALL STUDENTS DESERVE AN ENRICHED CURRICULUM

Therefore: Teachers may need to

provide activities extending the
regular curriculum. Such activities
will allow students to work during
school time independently studying a
topic of passion or extreme interest.
Research Shows that…

75-90% of the material assigned to a

given grade level is redundant learning
for advanced kids. Therefore, much of
their class time is spent on tasks that
are quite meaningless and frustrating for
advanced learners.
 Principles of Differentiation

1. Present content that is related to broad-

based issues, themes, or problems.

2. Integrate multiple disciplines into the

area of study.
 Principles of Differentiation

3. Present comprehensive, related, and

mutually reinforcing experiences
within an area of study.

4. Allow for the in-depth learning of a self-

selected topic within the area of study.
 Principles of Differentiation

5. Develop independent or self-directed

study skills under guidance of an
educator.
6. Develop productive, complex, abstract,
and/or higher level thinking skills.
7. Focus on open-ended tasks.
 Principles of Differentiation

8. Develop research skills and methods.

9. Integrate basic skills and higher level
thinking skills into the curriculum.
10. Encourage the development of
products that challenge existing ideas
and produce “new” ideas.
 Principles of Differentiation

11. Encourage the development of products that

use new techniques, materials, and forms.

12. Encourage student outcomes by using

appropriate and specific criteria through self-
appraisal, criterion -referenced and/or
standardized instruments.
NORMAL IS ONLY A
SETTING ON THE
WASHING MACHINE
Who benefits from a differentiated
curriculum?
How is it beneficial?

• All students benefit from appropriately

challenging learning experiences.
• Teachers benefit because they can
target essential skills that all students
must have in order to meet the school
accountability requirements.
 Planning Curriculum and
Instruction

• Start with good curriculum.

• Continuously assess where students are.
• Create a sense of community.
• Use flexible grouping.
• Use multiple instructional strategies.
Teaching for Learner Success
The Role of the Teacher in the
Differentiated Classroom

• Using Whole Class Instruction

• Helping groups work successfully
• Observing group function
• Coaching for success
• Teaching and re-teaching small groups
• Monitoring students’ growth
• Bringing Closure
 Managing The Classroom
Principles and Practices for Managing a
Differentiated Classroom

• Describing tasks • Using Space Flexibly

• Providing Clear Directions • Organizing Material
• Getting Help • Using Time Flexibly
• Assigning Groups • Explaining Differentiation
• Distributing Materials • Charting Progress
 Conclusion

According to Peter Rosenstein:

“Differentiation for students consists
of carefully planned, coordinated
learning experiences, and learning
needs evidenced by the student…
 Conclusion

… It combines the curricular

strategies of enrichment and
acceleration and provides
flexibility and diversity…
 Conclusion

…Appropriate differentiation
allows for increasing levels of
advanced, abstract, and complex
curriculum that are substantive
and that respond to the learner’s
needs.”
Peter Rosenstein
 REFERENCES
ASCD -- Association for Supervision and
Curriculum Development (2001). At work in the
differentiated classroom, facilitator handbook. Carol
Ann Tomlinson, ed.
Gallagher, J. J. (June 1998). Accountability for
gifted students. Phi Delta Kappan. 79 (10), p. 739.
Johnson, A. (Fall 2001). Gifted Child Today.
How to use thinking skills to differentiate curricula
for gifted and highly creative students. 24 (4). p. 58.
 REFERENCES
Principles of a differentiated curriculum for the
gifted/talented retrieved from the internet on
December 1, 2003.
http://www.ih.k12.oh.us/MSHERRMANN/PRINDIFF.htm

Reis, S. M., Kaplan, S. N. et. al. (November 1998).

Equal does not mean identical. ASCD. 56 (3).

Tomlinson, C. A. (Jan 2000). Differentiated

instruction: Can it work? The Education Digest.
Retrieved on December 1, 2003.
http://www.aea11.k12.ia.us/curriculum/differentiated.html
 REFERENCES

Tomlinson, C.A. and Kalbfleisch, M. L.

(November 1998). ASCD. Teach me,
teach my brain: A call for
differentiated classrooms. 56 (3).