1. Differentiated Instruction
Claudia Mewald
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2. Five Major Tasks of Teachers
1. Designing teaching goals & objectives/aims and
developing learning designs
2. Understanding learner characteristics and
implementing learning profiles
3. Understanding and implementing ideas about
the nature of learning and motivation, e.g.
developing learning profiles
4. Selecting and implementing ways of teaching
(approaches, methods, strategies) in learning
designs
5. Assessing learning processes and outcomes
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3. Rationale
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4. Differentiated instruction is the process of
recognizing the students' various background
knowledge, readiness, language, preferences in
learning, interests, and to react responsively
when planning for instruction. Differentiated
instruction is an approach to teaching and
learning for students of differing abilities in the
same class. The intent of differentiating
instruction is to maximize each student’s
growth and individual success by meeting each
student where he or she is, and assisting in the
learning process. Source: http://www.efdlrs.com/~crown/di/act-1890.html
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5. (c)Mewald 5
http://prekandksharing.blogspot.co.at/2012/04/differentiating-power-of-clipboard-and.html

6. We differentiate according to the learner’s …..
background knowledge, readiness, language,
preferences in learning, interests
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http://prekandksharing.blogspot.co.at/2012/04/differentiating-power-of-clipboard-and.html

7. Background knowledge & language
Diagnostic testing or Formative assessment
• a range of formal and informal assessment
procedures
• employed by teachers during the learning process
• to modify teaching and learning activities to
improve student attainment
• typically involves qualitative feedback (rather
than scores) for both student and teacher
• feedback focuses on the details of content and
performance
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8. Formative assessment
• teacher observation
• classroom discussion
• analysis of output/products
• homework assessments become
formative when the
• diagnostic tests information is used to
adapt teaching and
learning to meet the
learner’s needs
Brown & Wiliam 1998b
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9. Diagnostic testing
A1 : YLE Flyers
A2 : KET
B1 :PET
http://www.cambridgeenglish.org/prepare-and-practise/find-free-resources/
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10. Preferences in learning
http://prekandksharing.blogspot.co.at/2012/04/
differentiating-power-of-clipboard-and.html
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11. http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/questions.cfm
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12. (c)Mewald 12

13. http://www.thinkingclassroom.co.uk/LinkClick.aspx?fileticket=iACSmiz7w8w%3d&tabid=66
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14. MI Profile
http://www.thinkingclassroom.co.uk/linkclick.aspx?fileticket=144
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15. Display MI Profile, self-chosen work and targets
.... e.g. for KEL meetings
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16. http://koinonia-all.org/homeschool/learnstyles.htm
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17. (c)Mewald 17

18. (c)Mewald 18
http://www5.milwaukee.k12.wi.us/school/aal/international-baccalaureate/ib-attitudes/

19. (c)Mewald 19

20. Backward design
1. Identify
desired
results 2. Determine
What should the acceptable
pupils be able to evidence
do at the end of a 3. Plan learning
sequence? experiences
What can we and instruction
assess? How can
this be done? What and how can
Wiggins & McTighe, 2005:16
we teach to reach
the desired results?
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21. Learning designs
3. Expected
1. ANC outcome and its
2. E8 BIST assessment
4. Achieve-
ment
test
5. Diagnostic
test
Requires
differentiation
6. Learning
design
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22. Planning for differentiation means ...
• using varied teaching approaches
• using varied strategies for providing input and
eliciting output (celebrating success)
• using varied assessment strategies
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23. Planning for differentiation
Tomlinson (2010)
http://www.diffcentral.com/model.html
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24. (c)Mewald 24
Tomlinson (2010) http://www.diffcentral.com/model.html

25. Instructional Strategies for differentiation
• RAFTS • Independent Studies
• Graphic organisers • Intelligence preferences
• Scaffolded reading • Orbitals
• Cubing • Complex Instruction
• Tic-Tac-Toe • 4MAT
• Learning contracts • Web Quests & Web
• Tiering Inquiry
• Learning/Interest Centres • ETC
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Tomlinson (2010) http://www.diffcentral.com/model.html

26. Role Audience Format Topic (R.A.F.T.)
• is a writing strategy
• helps students understand a topic from different
perspectives
• provides a focused writing assignment
• encourages students to analyze the content while
assuming different roles and addressing different
audiences
• motivates students by allowing for choice and
involving them in the topic in a personal way
www.learningthroughlistening.org
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27. RAFT - Instructions
1. Identify the goal of the reading or listening (lesson)
2. Choose a text (book, video …) to read or watch/listen to
3. Identify a number of roles (R) the learners can assume
as they write/speak about the topic
4. Decide who the audience (A) will be and what format
(F) the writing/discussion will follow.
5. After reading/listening the learners choose from the
R.A.F.T. options.
6. Writing/speaking can be done individually or in groups
Adapted from www.learningthroughlistening.org
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28. Example: Bend it like Beckham
Role Audience Format Topic
Jess Jules informal her love to Joe and her guilty
letter conscience towards her family
and her best friend
Mrs. Praxton her husband text message Jess has just to come to visit
Jules and it seems the girls
have a lesbian relationship
Mr. Bhamra Equality and formal letter complains that he was kicked
Human Rights out of a cricket club because
Commission of his race
Mr. Bhamra her mother informal the upcoming wedding and
letter her daughter Jess
Joe Mr. and Mrs. informal to ask for permission to let
Bhamra letter Jess play in the finals
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29. Graphic organisers
• Flow chart
• Spider Map
• KWS / KWL (H)
• Sense chart
• Cluster diagram
etc.
http://www.eduplace.com/graphicorganizer/
http://my.hrw.com/nsmedia/intgos/html/igo.htm
http://www.enchantedlearning.com/graphicorganizers/
http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1kwlh.htm
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30. 8 most effective strategies to scaffold reading
• Comprehension monitoring
• Cooperative learning
• Graphic organizers
• Story structure
• Question answering
• Question generating
• Summarization
• Multiple Strategy
http://www.phschool.com/eteach/language_arts/2002_12/essay.html
http://www.reading.org/advocacy/nrp/index.html
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31. Scaffolded reading
Planning
Graded goals based on standards
Expected
descriptors and appropriate Assessment
outcomes reading strategies
Learners: readiness, interests, learning profiles
Implementation
1
Pre-reading Post-reading
Input texts & reading tasks
tasks tasks
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32. Multiple Strategy
1. Making assumptions & gist questions
Look at he pictures and answer my questions.
What kind of text is this?
Who is the story about?
What is the story about?
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33. Multiple Strategy
2. Question generating – e.g. Information gap
Ask your partner questions and fill the gaps.
Elizabeth is a beautiful princess. She lives in ________and has
wonderful clothes. She wants to marry _________. His name is
Ronald.
One day ___________acomes to her castle and lives in a castle and ha
Elizabeth is beautiful princess. She smashes it. It
burns all her clothes and it carries off __________________.His name
________________. She wants to marry a prince.
_____________.
________________ is very angry but she has an idea. She looks
everywhere forday a dragon comes The only thing she finds is a
One something to wear. to her castle and _____________.
____________. She puts it on and runs __________________. Ronal
burns ___________________and it carries off Prince
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34. Multiple Strategy
3. Listen to / read the story.
Listen to the story or read it silently. Then put
the statements into the correct order.
A dragon destroys her clothes and her castle and carries off
Prince Ronald.
Wearing a paper bag, Elizabeth finds the dragon.
Elizabeth is a beautiful princess who wears fancy clothes.
But Ronald tells her to come back when she is dressed like
a real princess.
She wants to marry Prince Ronald.
She outwits the him to save Ronald.
http://www.youtube.com/watch?v=hIPrb-sA6Uo
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35. Multiple Strategy
4. Summarizing
Summarize the story.
Use key words / phrases / sentence starters /
sample text.
Use linking words, sentence starters etc.
Draw the summary.
Act out the story.
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36. Cubing
Cubing gives students the opportunity to construct
meaning about a topic through six different ways:
• Description (What is it like?)
• Comparison (What is it similar to or different from?)
• Association (What does it make you think of?)
• Analysis (How is it made or what is it composed of?)
• Application (What can you do with it? How is it used?)
• Argumentation (Take a stand, arguing for or against it)
http://sddial.k12.sd.us/esa/doc/teachers/differ_instruc.htm
http://www.readwritethink.org/parent-afterschool-resources/games-tools/mystery-
cube-a-30188.html
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37. (c)Mewald 37

38. Tic-Tac-Toe
https://pantherfile.uwm.edu/edyburn/www/tictactoe.html
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39. Learning contracts
http://www.iu29.org/resources/Documents/StudLearnContract.pdf
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40. (c)Mewald 40

41. Tiering
1. Choose a concept from Standards that students should
know or understand and choose whether to tier according
to readiness, interest, or learning profile.
2. Assess student's profile, readiness, and/or interest.
3. Create an activity or project that is clearly focused on the
concept.
4. Adjust the activity to provide different levels of difficulty.
5. Match students to appropriately tiered assignment.
More complex Simpler task
Target task
task
www.pps.k12.or.us/files/tag/Tiered_Instruction-Foundation.ppt
Simpler task with
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42. Learning/Interest Centres
• Learning/Interest Centres structure the classroom to allow
students to work in groups
• Students move through the centres, which are based on a
set of skills or activities established by the teacher
• Centre rotation can be done in a specific time or based on
individual student needs
• Learning/Interest Centres structure learner groups and
skill-based activities to maximize student autonomy and
time-on-task
www.iatefl.org/component/option.com
http://www.youtube.com/watch?v=CIa0vHdChN8
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43. Independent Studies
• Topics selected by students for in-depth study
• Students and teacher agree on a statement of student
objective, research, and planned presentation
• Students design products to demonstrate their
understanding of a topic
• Independent study encourages student autonomy in
planning and problem solving
http://www.adifferentplace.org/classroom.htm
http://www.ntuaft.com/TISE/Access%20Folder/Differentiated%20Learning/Differentiated%20Inst
ruction%20-%20Introduction.htm
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44. Intelligence preferences
http://www.edutopia.org/multiple-intelligences-howard-gardner-video
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45. Orbital studies
• done individually or in small groups
• short term (3-6 weeks) projects
• students choose their own topic that orbits
around the curriculum
• students investigate independently
• presentation to five of their classmates for 10-20
minutes
• display or demonstration
• 1 page handout
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46. Complex Instruction
• developed by Elizabeth Cohen, Rachel Lotan, and their
colleagues at the Stanford School of Education
• goal of CI is to provide academic access and success
for all students in heterogeneous classrooms
• 3 major components: Multiple ability curricula,
Instructional strategies, Teachers recognize and treat
status problems
http://www.stanford.edu/group/pci/images/logo_color.gif
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47. Complex Instruction
Multiple ability curricula
• designed to foster the development of higher-order
thinking skills through group work activities
organized around a central concept or big idea
• tasks are open-ended
• Students work interdependently to solve problems
• tasks require a wide array of intellectual abilities so
that students from diverse backgrounds and different
levels of academic proficiency can make meaningful
contributions to the group task
http://www.stanford.edu/group/pci/images/logo_color.gif
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48. Complex Instruction
Instructional strategies
• teacher trains the students to use cooperative norms
and specific roles to manage their own groups
• teacher is free to observe groups carefully, to provide
specific feedback, and to treat status problems which
cause unequal participation among group members
http://www.stanford.edu/group/pci/images/logo_color.gif
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49. Complex Instruction
Teachers recognize and treat status problems
• the more that students talk and work together, the more they
learn
• students who are social isolates or students who are seen as
lacking academic skills often fail to participate and thus learn
less than they would if they were more active in the groups
• teachers use status treatments to broaden students'
perceptions of what it means to be smart, and to convince
students that they each have important intellectual
contributions to make to the multiple-ability task
http://www.stanford.edu/group/pci/images/logo_color.gif
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50. 4MAT
http://www.4mat.eu/4mat-what-is-it.aspx
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51. 4MAT
Type 1 - wants to know WHY
The imaginative type likes being absorbed into feelings and spending time reflecting,
seeking personal meaning and involvement. Type 1 is focused on personal values for
them selves and others and making connections. Favourite question: Why?
Type 2 - wants to know WHAT
The analytic type likes listening to and thinking about information, seeking facts,
thinking through ideas, formulating ideas - and learning what the experts think.
Favourite question: What?
Type 3 - wants to know HOW
The common sense type likes thinking and doing. Type 3 are most happy
experimenting, building and creating usability. They like tinkering and applying useful
ideas. Favourite question: How?
Type 4 - wants to find out WHAT IF
The dynamic type likes doing and feeling. They are constantly seeking hidden
possibilities and exploring ideas to create original adaptations, they learn by trial and
error and self-discovery. Favourite question: What if?
http://www.4mat.eu/method-learning-styles.aspx
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52. WebQuests
• focus on doable and interesting tasks – ideally scaled down versions
of things that adults do as citizens or workers (=authentic)
• require higher level thinking, not simply summarizing = include
synthesis, analysis, problem-solving, creativity and judgment
• make good use of the web
• are more than a research report or a step-by-step science or math
procedure - simply distilling web sites and making a presentation
about them isn't enough
• are more than just a series of web-based experiences - go look at
this page, then go play this game, then go here and turn your name
into hieroglyphs doesn't require higher level thinking skills ….
http://webquest.org/index-create.php
http://questgarden.com/51/22/4/070608090111/index.htm
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53. ETC
Educational Technology Clearinghouse
Digital resources for Florida's schools
http://etc.usf.edu/
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55. Task
• Discus which strategies would suit your
learning design
• Use them in your learning design
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56. Input through film
Example
“Moments”
http://film-english.com/2013/03/04/moments-2/
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57. Discuss the
questions in
pairs.
What does the woman look like?
What kind of person do you think she is?
What has she done in her life?
How is she feeling right now?
What’s she looking at?
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http://film-english.com/2013/03/04/moments-2/

58. Discuss the
questions in
pairs.
What does the man look like?
What kind of person do you think he is?
What has he done in his life?
How is he feeling now?
What’s he looking at?
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http://film-english.com/2013/03/04/moments-2/

59. The two photos are taken from a short film. Work in
groups of 4 and create a story in which the man and
woman are characters.
- 10 minutes to take notes
- one student from each group will present their story
You are going to watch a short film. Sit back to back -
the person facing the screen tells the other what
he/she can see.
Compare your stories with the story you saw in the
film.
http://player.vimeo.com/video/17896628
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60. Task:
Develop materials to scaffold / differentiate the picture
description.
Develop materials to scaffold / differentiate the story
telling.
Develop materials to scaffold / differentiate the story
viewing.
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61. http://de.scribd.com/doc/127931410/Homelessness-Discussion-Questions
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62. Input through pictures
Welcome Home! by Sylvia White (1995, Paperback)
ISBN-10: 0516481932 | ISBN-13: 9780516481937
Show students pictures of different homes around the
world. Discuss how basic needs and comforts might be
met in each home. Show students the picture of a
homeless family (e.g. White, 1995, page 25).
Compare this family with any other family.
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63. Task:
Collect pictures and materials to describes different
homes.
Develop differentiated materials to describe pictures
of homes / places.
Develop differentiated materials to describe how
people live in different places of the world.
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64. Input through graphs
http://www.nationalhomeless.org/factsheets/How_Many.html
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65. Input through music
Adulterated song
text:
Underline the
words that are
not correct.
Listen to the
song.
http://www.youtube.com/watch?v=6DFluKXQfiw
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66. Input through poetry
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67. Input through text / reading
Reading:
How can you
differentiate the
reading task?
http://www.bbc.co.uk/news/uk-20696458
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68. Input through text / listening
Listening:
How can you
differentiate the
listening task?
http://www.covenanthouse.org/homeless-kids/theres-always-tomorrow
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69. Bibliography
• Black P. & Wiliam D. (1998a). Assessment and classroom learning.
Assessment in Education, 5 (1): 7-74.
• Black P. & Wiliam D. (1998b). Inside the black box: Raising standards
through classroom assessment. Phi Delta Kappan, 80 (2): 139-148.
(Available online: http://www.pdkintl.org/kappan/kbla9810.htm.)
• Maduakolam, I. & Ibeneme, O.T. (2010) Differentiating instruction to meet
the needs of diverse technical/technology education students at the
secondary school level. African Journal of Teacher Education. Vol. 1/1, pp.
106-114.
• Oaksford L. & Jones L. (2001) Differentiated instruction abstract.
Tallahassee, FL: Leon
County Schools.
• Wiggins G. & McTighe J. (2005) Understanding by Design. Expanded 2nd
Edition. VA: Pearson Education/Association for Supervision & Curriculum
Development.
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