UNIT 8: DIFFERENTIATED INSTRUCTION - MIND MAP
Before
• Meets the needs of all
learners
• Addresses various individual
learning styles: Auditory,
visual, kinesthetic, hands-on
• Incorporates student’s
interests across all content
areas
• Considers student’s
strengths and weaknesses
• Flexible grouping and fluid
movement
• Giving student’s choices with
learning activities
• Student centered learning
stations
• Collaboration with students
• Continually changes and
adapts as needed
After
• Meets mixed-ability
classrooms and learners
• “Multiple approaches to
content, process, and
product” (Tomlinson, 2001,
pg. 4)
• Reflective process that
requires lots of preparation
• Students take responsibility
for their learning, learn from
each other, and along-side
their teacher
• Incorporates whole group,
small group, and
individualized instruction
• Data and assessments drives
instructional practices
• Enrichment/higher-level
thinking opportunities for
advanced learners
• Continually changes and
adapts as needed
Now
• Differentiate content, process,
and product to meet the needs
of all learners based on
readiness levels, interests, and
learning styles
• Differentiate the process for
students to reach common
learning goals
• Knowing students through the
use of learner profile activities
• Teacher is the facilitator of
information so students can
take ownership for their
learning
• Incorporates whole group,
small group, and
individualized instruction
through tiered instruction and
activities
• Challenges all learners a little
beyond their comfort zone and
includes choice and flexibility
• Family involvement to support
student’s academic success
• Reflective process that
requires pre-planning,
continually changes, and
adapts to students needs,
interests, and learning styles