Differentiated Instruction Strategies

What is the primary goal of differentiated instruction?

• To engage students by tailoring lessons to individual interests, needs, and strengths

• To teach all students the same way

• To focus only on students with disabilities

• To simplify lesson planning for teachers

Who is a significant figure in the development of differentiated instruction?

• Carol Ann Tomlinson

• John Dewey

• Maria Montessori

• Howard Gardner

Which of the following is NOT a component of differentiated instruction?

• Standardized testing

• Content differentiation

• Process differentiation

• Product differentiation

How can teachers implement content differentiation?

• By providing reading materials at varying readability levels

• By using the same textbook for all students

• By focusing only on auditory learning

• By giving the same assignments to all students

What is a benefit of differentiated instruction for students with disabilities and English language learners?

• It helps them keep pace with learning objectives

• It allows them to skip classes

• It focuses solely on their weaknesses

• It separates them from other students

What do you think is meant by differentiating instructions and not differentiating the standards?

Evaluate responses using AI:

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Dan is one of two students in Ms. Kane's 5th grade class under the "least restrictive environment" provision. Dan has a very limited attention span and says he usually cannot follow what is going on in class. One of the IEP objectives for Dan is "Given a 10-12 minute lecture/oral lesson, Dan will take appropriate notes as judged by the teacher."

Which of the following strategies has the best potential to help Dan meet this goal by the end of the year?

• Ms. Kane grades Dan's notes on lecture/oral lesson materials and incorporates the grade into Dan's overall class grade

• Ms. Kane allows Dan to tape-record the lecture/oral lesson, rather than taking notes, and then listen to the tape at home to learn the material.

• Ms. Kane provides Dan with a graphic organizer, or a skeleton outline, of the lecture so Dan can fill in the missing information as it is provided.

• Ms. Kane seats Dan with a student he says he likes and allows Dan to ask that student questions as the lecture/oral lesson proceeds

Organize these options into the right categories

Groups:

(a) Differentiation

,

(b) Without Differentiation

• Reactive when a lesson isn't reaching who it was intended for

• Offering choice in assignments to best suit academic growth

• Encouraging student self-assessment and reflection

• Delivering the same lesson to all students regardless of individual needs

• Not adjusting instruction based on student needs

• Providing only one way for students to demonstrate understanding

• Assigning the same tasks to all students without options

• Proactively plans a variety of ways to "get at" and express learning

• Providing multiple options for demonstrating understanding

• Flexible grouping

• Grouping students by levels

• Using varied resources to support different learning styles

Organize these options into the right categories

Groups:

(a) Differentiation

,

(b) Without Differentiation

• Assigning the same tasks to all students without options

• Using varied resources to support different learning styles

• Flexible grouping

• Offering choice in assignments to best suit academic growth

• Encouraging student self-assessment and reflection

• Providing multiple options for demonstrating understanding

• Delivering the same lesson to all students regardless of individual needs

• Grouping students by levels

• Proactively plans a variety of ways to "get at" and express learning

• Reactive when a lesson isn't reaching who it was intended for

• Not adjusting instruction based on student needs

• Providing only one way for students to demonstrate understanding

What would you find most challenging when trying to present a differentiated lesson?

30 sec video