What is differentiated instruction?
Carol Tomlinson provides a concise explanation of what it means to differentiate instruction.
A rationale for differentiation in today’s schools
Carol Tomlinson explains why it is imperative that we differentiate instruction in today’s classrooms.
Two misconceptions about DI – that there is a disconnect with standards and that DI is only for certain students
Carol Tomlinson explains how learning standards and differentiation are aligned with one another and that DI is not a restrictive approach designed for certain types of students.
A misconception about DI – that it is an ‘add-on’ activity
Carol Tomlinson addresses a common misconception about DI by clarifying that it is not an extra thing to do in the classroom.
A misconception teachers sometimes have - "I already differentiate."
Carol Tomlinson discusses a common misconception of teachers who lack a clear understanding of DI – they often believe they already differentiate.
Four common misconceptions about DI
Kristina Doubet discusses some misconceptions about DI, clarifying that whole-class instruction occurs in a differentiated classroom, that DI is not a case of high-level versus low-level students, that it is a proactive approach to meeting the varied learning needs of students, and addresses students’ differing interests and learning preferences as well as readiness.
Suggestions on how to begin differentiating instruction
Carol Tomlinson offers insights to teachers for getting started with differentiating instruction in the classroom.
Next-step ideas on how to increase expertise with DI
Carol Tomlinson provides suggestions for teachers who are already on the journey and are looking for next steps to increase their expertise in differentiating instruction.
Engaging resource specialists in planning differentiated lessons
Kelly A. Hedrick explains the important role resource specialists can play in collaboratively planning differentiated lessons with classroom teachers.
Carol Tomlinson stresses the importance of creating curriculum that engages students, promotes understanding, and sets high expectations for all.
Quality curriculum is focused around important ideas worth understanding
Jay McTighe describes the relationship of Understanding by Design, (a curriculum and assessment design model) and Differentiated Instruction, and explains how curricular units should be focused around important transferable ideas, or understandings.
Using essential questions as a path to understanding
Jay McTighe discusses essential questions and how they can be used to help students examine important ideas and develop understanding.
Building a supportive community of learners in a differentiated classroom
Carol Tomlinson describes the benefits of building a "sense of team" for both students and teachers in a differentiated classroom.
Helping students understand the concept of differentiation – what’s fair in the classroom
Monica Harrold describes how she has helped her students to understand that they have different learning needs in the classroom and to understand the concept of differentiated instruction.
Building community in the secondary classroom
Kristina Doubet offers ideas for building a supportive learning community in the secondary classroom, including ways for teachers and students to get to know each other, to help students understand differentiation, and to establish routines.
Using multiple intelligence activities to differentiate on the basis of learning profile
Jessica Hockett offers tips for appropriately using activities based on Howard Gardner’s multiple intelligences to differentiate instruction in response to students’ varied learning preferences.
Using learning centers to meet students’ varied needs
Marcia Imbeau offers some insights into using learning centers and ensuring that they are differentiated for students varied needs.