During the 2002-2003 school year, Differentiated Instruction was given top priority for professional development in the Narragansett Elementary School. At least 30 teachers took part in 15 hours of training. They were given the choice of five half day sessions during the summer or five afterschool sessions in the fall of 2002. Fifteen of these teachers continued meeting bi-monthly for the entire school year. Their culminating project is a revised curriculum unit based on the standards, the principles of Differentiated Instruction. and technology integration. Teachers participating in this professional development could receive a laptop computer, college credit, or continuing education units.
What is Differentiated Instruction?
Differentiated Instruction is not a strategy; it is a way of teaching based on adapting instruction to student differences. Assessment and instruction are inseparable. The teacher of a differentiated classroom responds to varied learner needs, guided by principles of differentiation: ongoing assessment and adjustment, respectful tasks, and flexible grouping.
How can it be done?
Tomlinson identifies three elements of the curriculum that can be differentiated.
Content
Process
Product
What are some strategies that can be utilized to differentiate in the classroom?
Instructional Management StrategiesLinks and Powerpoints
Jigsaw Groups
Learning Contracts
Tiered Instruction
Learner Profiles
NES Staff Developed-Grade LevelThink-Tac-Toes and Cubing Activities
NES Curriculum Units