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Alma Hernandez-Fryer
Differentiation Model
(Scharberg, 2015)
Tomlinson, C. A., & Doubet,
K. (2015, February 5).
How do I begin to Differentiate?
The video, interview file, website, and document I chose was because
they all focused on the importance of a differentiated classroom.
Tomlinson continues to reinforce the importance of having a DI
throughout the website and how students learn up based on their
readiness level.
Differentiated classroom can occur once a teacher begins to understand
the strengths and weakness of the students. Assessing students is
important to determine how effective the lessons were for the students.
The continuous assessment will help determine if the student needs
help independently, small group or the whole group instruction.
All task and assignments do not have to be differentiated in a classroom.
Reference
Institute on Academic Diversity . (2016.). DifferentiationCentral.com. Retrieved 03 4, 2017,
from Differentiation Central : http://differentiationcentral.com/videos/
Scharberg, K. (2015, February 5). ASCD in Service . Retrieved March 6, 2017, from
Inservice.ascd.org: http://inservice.ascd.org/differentiated-instruction-works-how-and-why-to-
do-di/
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. Upper
Saddle River, NJ, 07458: Pearson.
Tomlinson, C. A., & Doubet, K. (2015, February 5). Differentiated Instruction Works: How and
Why to Do DI. (S. Slade, Interviewer) Retreived from http://inservice.ascd.org/differentiated-
instruction-works-how-and-why-to-do-di/