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The Benefits of Differentiated Instruction in the Classroom

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Pam Piovesan

on 19 October 2015

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Transcript of The Benefits of Differentiated Instruction in the Classroom

What is Differentiated Instruction?
Called DI for short
Type of instruction that maximizes student growth, recognizing that students have different ways of learning, different interests, and different ways of responding to instruction.
DI is NOT one size fits all.
DI is student-focused for diversity in heterogeneous settings.
DI is NOT extra work for teachers and not only for students with identified LD and IEPs.
Why use it? Benefits
When students are learning in a style that suits them, they are happier and more willing to try.
They can develop better independence.
Students will stay on task, motivates the unmotivated.
Students look, act and think differently, which is why DI is so important for a positive classroom and learning.
It meets the needs of diverse learners.
Accommodates those who need it. IDEA.....
Do the same content, but at different levels
Strategies on How to Use It
Computers, iPads and books on tape
Reconfigure the classroom based on student needs
Give a group of students direct instruction (the ones who learn best that way). You might not have all the students all together all of the time
Meet with small groups to re-teach or use the buddy system
Presenting info: visually, hands-on, and auditory
Give students different options to present their knowledge
Tomlinson, C. A. (August, 2000). Differentiation of Instruction in the Elementary Grades. ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education. Retreived from

Bright Hub Education. (2012). The roots of differentiated instruction in teaching. [Data file]. Retrieved from

Daily Implications of Differentiated Instruction - A Teacher's View of DI:

"I see daily how difficult it is to differentiate instruction. Teachers can have students that range 3 grade levels in math and reading within their classrooms. It is a daily struggle to keep tabs on each student and their level of readiness.
Once we know where they are, then we tackle the task of adapting our lessons to meet the needs of individuals.

We also must not forget to differentiate for the gifted as well as those who are below level.

The important thing to remember as teachers is that differentiation should [not] be quantitative, but qualitative.
It isn't enough to just give struggling students less work.
We have to tailor the assignments to match the needs of our students.
Assessment must also be a large piece of the differentiation puzzle
By conducting daily, informal assessments, teachers can alter what they teach and how the information is presented.

I think that to really enact change when it comes to
differentiating instruction, it must first become an integral piece of training pre-service teachers.

Current teachers also need training
through professional development to help them become proactive in their approach to teaching students with varying ability levels.
Differentiation can not just be another strategy in a teacher's toolbox. It needs to be a way of life in the classroom, a daily occurrence that happens without hesitation."

When creating lessons, teachers must consider the following in order to use DI effectively...

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