Differentiated Instruction

As defined by Tomlinson (2001), differentiation is the recognition, articulation, and commitment to plan for students’ differing needs.

"The idea of differentiating instruction is an approach to teaching that advocates active planning for and attention to student differences in classrooms, in the context of high quality curriculums." - Carol Tomlinson

"Differentiated instruction is when the teacher provides different learning activities and supports to students in order to move students to the same learning goals." -New Teacher Center

"Differentiated instruction adapts learning to the students’ unique differences. The strategies and activities are student centered, based on readiness, planned with flexible grouping designs, and changed as needed to meet the needs of all learners. These personalized experiences give students access to all of the information and skills they can assimilate in their learning journeys.

Differentiated instruction focuses on the diverse needs of the individual learners. The first step in developing a differentiated instructional program is to provide an introduction to the philosophy and an overview of the benefits for learners. After the introductory phase, teachers need to identify existing practices that effectively differentiate instruction." – Chapman & King 2005

New Teacher Center resource attached.

Sources:

New Teacher Center. (2003). Essential Components of Differentiated Instruction [Seminar Handout]. Santa Cruz, CA: Author

New Teacher Center. (2009). Foundations in Mentoring. Santa Cruz, CA: Author

Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition. Columbus, OH: Pearson Merrill Prentice Hall.