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What is differentiated instruction?
What is differentiated instruction?
Differentiation is...
Differentiation is...
A practice, based on the idea that one size cannot fit all as each learner experiences the curriculum differently, to ensure that all learners are guided and supported to have access to quality core curriculum. The skillful teacher, therefore, needs to know the curriculum very well so as to appropriately modify instruction so that each learner comes away with knowledge, understanding, skills and dispositions necessary to take on the next important phase of learning.
Teachers can differentiate instruction through
content
process
product
environment
according to students'
readiness
interest
learning profile
Watch this video for a quick overview of what DI means.
Thinking questions:
Why should we differentiate instruction?
What makes a differentiated classroom?
What skillsets must a teacher possess to effectively differentiate instruction?
What is one thing you think you can work on to become better at differentiating instruction?
A common critique of DI by teachers is that it takes up too much time (which we do not have) to prepare for it.
Watch this video to learn about possible differentiation strategies by content, process and product without much more effort.
Thinking questions:
What was your impression towards DI before watching the video? Has it changed?
What is one way you can differentiate by content, process or product in the upcoming topic?
Positive Classroom Culture and Differentiated Instruction videos
Positive Classroom Culture and Differentiated Instruction videos
Video 1
Video 1
What do you think Teacher A could have done to encourage positive student-student relationships when differentiating instruction for her students?
What do you think Teacher A could have done differently in setting expectations and routines in the use of the interest corner?
What are some of your current practices in promoting a positive classroom culture when differentiating instructions for your students?
Video 2
Video 2
In considering her learners' preferences when preparing for her Science lessons, what has Ms Tan done right? What more could she have done?
As students are at different readiness levels for the assigned tasks across the different learning stations, what could Ms Tan have done differently?
Video 3
Video 3
In designing the assessment tasks, what were some considerations Ms Lim made to ensure that the tasks would be:
purposeful in helping to measure her students' attainment of the learning outcomes, and
meaningful for her profile of students?
What other considerations should Ms Lim bear in mind when using different assessment tasks to support the needs of diverse learners in her subject classroom?
What should Ms Lim bear in mind to ensure that the feedback she provides is purposeful and meaningful for the diverse learners in her subject classroom?
More resources
More resources
Check out useful information on how we might use the STP to support lower readiness students
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