Research shows differentiated instruction is effective for high-ability students as well as students with mild to severe disabilities.
• When students are given more options on how they can learn material, they take on more responsibility for their own learning.
• Students appear to be more engaged in learning, and there are reportedly fewer discipline problems in classrooms where teachers provide differentiated lessons.
• Differentiated instruction requires more work during lesson planning, and many teachers struggle to find the extra time in their schedule.
• The learning curve can be steep and some schools lack professional development resources.
• Critics argue there isn’t enough research to support the benefits of differentiated instruction outweighing the added prep time.
There are 4 ways to differentiate instruction:
• Content- what are you teaching?
• Process- How will you teach it?
• Product- What will be the outcome?
• Learning Environment- whole group? Small group?
• Use Bloom’s Taxonomy (think lower-level to higher-order thinking).
• In Revised Bloom’s Taxonomy:
Remember, understand, apply, analyze, evaluate, create. Use robust verbs in your lesson plans. What will the students do?
•A flexible classroom allows for independent, paired, and group work.
•“Wiggle chairs”, floor space, and a quiet area are essential.
•Examples:
•Break some students into reading groups to discuss the assignment.
•Allow students to read individually if preferred.
•Create quiet spaces where there are no distractions.
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