Differentiated Instruction - Coggle Diagram
Learn by seeing
Learn by doing
Learn by listening
Does culture play in to the way students learn?
How many different ways of instruction are there?
Ensuring that we meet the needs of all students in order for them to learn more successfully
In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process, and product in anticipation of and response to student differences in readiness, interest and learning needs
What Differentiated Instruction is and is NOT
Differentiated instruction is NOT chaotic
Differentiated instruction is NOT just another way to provide homogeneous grouping
Differentiated instruction is NOT just "tailoring the same suit of clothes"
Differentiated instruction IS proactive
Differentiated instruction IS more qualitative than quantitative
Differentiated instruction IS rooted in assessment
Differentiated instruction provides multiple approaches to content, process and product
Differentiated instruction IS student centered
Differentiated instruction IS a blend of whole-class, group and individual instruction
Differentiated instruction IS organic
Tomlinson, C. A. (2001). How to differentiate instruction in mixedability classrooms, 2nd edition. Association for Supervision & Curriculum Development.
Sternberg, R. J., & Li-fang Zhang. (2005). Styles of Thinking as a Basis of Differentiated Instruction. Theory Into Practice, 44(3), 245–253.
Methods of Instruction and related styles
Lecture with executive/hierarchical
Thought-based questioning with judicial/legislative
Cooperative learning with external
Problem solving of given problems with executive
Projects with legislative
Reading with internal/hierarchical
Reading for details with local/executive
Reading for analysis with judicial
Memorization with executive/local/ conservative
Reading for main ideas with global/ executive
Small-group discussion with external/ judicial
Small-group recitation with external/ executive