10 Instructional Strategies for the Differentiated Classroom

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In a Differentiated Classroom, teachers begin where students are, not from the front of the textbook. They recognize the strengths and areas of growth in each individual and use multiple instructional practices to meet student needs and boost them up a level. No student’s roadmap for learning is identical to anyone else’s and differentiating in Process, Product, & Content recognizes these differences.

Carol Ann Tomlinson is a leading expert in this field and I often draw upon her work to support literacy learning in the classroom and with teachers. Her methods and instructional practices are practical and applicable to any grade level or discipline. It is the teacher, not a set of curriculum materials, that makes the difference in the learner’s achievement. Teachers who differentiate shape what is learned, how it is learned and the learning environment based on the student.

The “How” in a Differentiated Classroom is often the area most educators find most challenging. Because of this need, I highlighted 10 Instructional Strategies (based off of Tomlinson’s work) that promote differentiation in the classroom. Just as all learners are different, so too are instructional practices and a classroom full of individuals may require the savvy teacher to employ multiple practices simultaneously.

 

About sfarnsworth

Educational Services Consultant: Literacy, Technology, and AIW. Certified Google Innovator. Staff Developer
This entry was posted in #edchat, beliefs, Differentiation, edchat, Education, Professional Development, Skills, students, Teacher and tagged , , , , , , , , , , , , , , , , , . Bookmark the permalink.

One Response to 10 Instructional Strategies for the Differentiated Classroom

  1. plwyatt says:

    Thank you for this thoughtful post. I have shared it with my colleagues. Differiation is difficult to implement effectively. Your organizer will help many with the “how” to make it happen. Thanks again for the post!!

    Like

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