Differentiated Teaching Instructions has five basic elements when we design the learning tasks for students

 

 

Element I: Readiness is for growth

Principle 1: Draw on current knowledge, skills, and understanding a student has in relation to the learner outcomes

Principle 2: A good readiness match pushes the student a little bit beyond his or her comfort zone and then provides support in bridging the gap between the known and unknown.

 

Element II: Interest is for motivation

Principle 1: Connect activities to what students enjoy or are interested in to motivate learning

Principle 2: Relating big ideas to student interests

Principle 3: Providing choice of tasks and products to demonstrate learning

Principle 4: Accessing varied materials and technologies

 

 

Element III: Learning Profile is for efficiency

Principle 1: The goals of learning profile differentiation are to help individual learners understand modes of learning that work best for them, and to offer those options so that each learner finds a good learning fit in the classroom.

Principle 2: Use student’s preferred mode of learning to extend learning

Principle 3: Flexible grouping (individual/ peers)

Principle 4: Teacher varies mode of presentation (visual, auditory, kinesthetic, concrete, and abstract)

Principle 5: Adjustments for gender, culture, language differences, etc.

Principle 6: Some prefer auditory modes – others visual channels – touch or movement.

Principle 7: It is possible to provide different looks in different portions of the classroom.

 

 

Element IV: Environment

Principle 1: Learn best when they can move – others need to sit still

Principle 2: Some enjoy a room with lots to look at, color, things to touch and try- other a more plain room because the busy room is distracting.

Principle 3: Some prefer a great deal of light and others prefer a darker room.

 

 

Element V: Flexible learning spaces and options within learning environment

Principle 1: Traditional/ Evolving

Principle 2: Competitive/Cooperative

Principle 3: Supervision of learners/ Empowerment of learners