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Step by Step �Guide to Differentiating

Responding to students’ educational needs, learning styles, personality profiles,

and interests

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Heather J. Pinedo-Burns, Ed.D.

Teachers College, Columbia University

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There is an �Ebb & a Flow to Differentiated Instruction

To Review…

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Differentiation is a �Cycle Of:

Reflection

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Assessment

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Planning

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Enactment

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Beginning with the �Public Policy Analyst���Which facet most needs differentiation? Where do your students’ need support?

  • What is the problem?
  • Where is the evidence?
  • What are the causes?
  • What is the existing policy?
  • What policies can you create to correct the problem?
  • What is the best policy to correct the problem?

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What will you differentiate?

  • Content

What do you want your students to learn?

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  • Process

How do you want your students to learn?

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  • Product 

How will your students demonstrate their knowledge?

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Often Differentiation is in response to

Student’s academic needs:

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reading level

content skill level

pacing

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We can differentiate in response to student:

Readiness

Reading Level

Content Skill level

Learning Profile

Interests

Personality

Pacing & more

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Begin with ONE Lesson

First, what is the OBJECTIVE of the lesson?

 

Begin with one tier or group before creating the tasks for the other students? How do you support your students’ learning? How will you fashion the lesson for your talent pool students?

 

Then, consider the possible ways to approach differentiating the content/process/product for the other groups?

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In Creating Your Plans – Consider…

What is the Objective/Goal/Purpose of the lesson?

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What will you have the students do? What steps are necessary? Is there a sequence of steps?

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Are the all of the tasks respectful?

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How will you assess the students’ learning? What might the final ‘products’ look like?

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Talent Pool Focus

How are you challenging your students, specifically, your Talent Pool group?

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Do each of your activities push or challenge your students comfortably?

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