Differentiated Instruction
 


A Look At Differentiating Instruction: Tips for Teachers
This article provides details on specific, practical strategies for formative assessment, organizing for differentiated group work, and tips for managing a differentiated classroom.
Publication Date: February 2009
Publisher: Center for Comprehensive School Reform and Improvement

Academic Support
This article discusses the design and purpose of academic support programs and offers some representative examples of common forms of academic support.
Publication Date: Updated August 2013
Publisher: Great Schools Partnership

Differentiated Instruction, Professional Development, and Teacher Efficacy
This study demonstrated that teacher efficacy is an important dimension in implementing the process of differentiation regardless of what level or what content area the teacher taught (elementary, middle, or high school). Implications and future directions for research are also discussed.
Authors: Felicia A. Dixon, Nina Yssel, John M. McConnell, and Travis Hardin
Publication Date: 2014
Publisher: Journal for the Education of the Gifted

Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review of Literature
This review of literature examines a need for “differentiated” or academically responsive instruction. It provides support in theory and research for differentiating instruction based on a model of addressing student readiness, interest, and learning profile for a broad range of learners in mixed-ability classroom settings.
Authors: Carol Ann Tomlinson, Catherine Brighton, Holly Hertberg, Carolyn M. Callahan, Tonya R. Moon, Kay Brimijoin, Lynda A. Conover, & Timothy Reynolds
Publisher: Journal for the Education of the Gifted

Differentiating the Reading Experience for Students
This strategy guide explains approaches that can help you differentiate the reading experience for students depending on their age, interests, and ability. Sample lesson plans are included.
Author: Phil Wilder
Publisher: National Council of Teachers of English

Differentiation
This article defines differentiation, identifies the difference between differentiating and scaffolding, and illustrates the differentiation concept and its major components strategies.
Publication Date: November 2013
Publisher: Great Schools Partnerships

Differentiation for Learning Profile
This overview describes differentiation for learning profile as a proactive approach in which teachers sometimes design different options that reflect students’ learning preferences, with all activities leading to the same outcomes. 
Publication Date: 2011
Publisher: Association for Supervision and Curriculum Development

Differentiation Through Flexible Grouping: Successfully Reaching All Readers
Flexible grouping acknowledges that all grouping patterns—large groups, small groups, teams, partners, and individuals—have value because they all offer the reader slightly different experiences with different outcomes. This document includes descriptions and examples for different grouping strategies.
Author: Michael P. Ford
Publication Date: December 2005 
Publisher: Learning Point Associates


How Does Changing “One-Size-Fits-All” to Differentiated Instruction Affect Teaching?
This rigorous literature review analyzed how 28 U.S.-based research studies conducted between 2001 and 2015 have defined, described, and measured changes in teaching practices related to implementation of differentiated instruction in P - 12 classrooms.
Authors: Rhonda S. Bondie, Christine Dahnke, and Akane Zusho
Publication Date: May 2019
Publisher: American Educational Research Association

Interest Matters: The Importance of Promoting Interest in Education
This research manuscript describes four interest-enhancing interventions: attention-getting settings, contexts evoking prior individual interest, problem-based learning, and enhancing utility value. It includes the science behind the interventions and policies that put student interest at front of the class
Authors: Harackiewicz, Smith, and Priniski
Publication Date: October 2016
Publisher: Policy Insights from the Behavioral and Brain Sciences


The Five Dimensions of Differentiation
This article focuses on differentiation and the ways that teachers can meet the academic needs of all of their students. It includes challenges and solutions about how differentiation can be implemented with a variety of strategies that can be used to differentiate, challenge, and engage all students.
Authors: Sally M. Reis and Joseph S. Renzulli
Publication Date: 2015
Publisher: Gifted Education Press Quarterly

The Use of Graphic Organizers in Inclusive Classrooms for Students with Significant Cognitive Disabilities
This Ties Inclusive Practice Series TIPS sheet expands on the traditional graphic organizer formats to show how they can be differentiated to meet the needs of students with the most significant cognitive disabilities through the use of Universal Design for Learning (UDL).
Authors: Elizabeth Reyes, Shawnee Wakeman, and Jessica Bowman
Publication Date: 2020
Publisher: University of Minnesota, TIES Center

UDL Guidelines: Examples and Resources
Each guideline includes examples and resources that clarify what is meant by each of the UDL checkpoints 
and gives teachers ideas of ways to implement UDL in their classrooms.
Publication Date: 2018
Publisher: CAST

Using Instructional Routines to Differentiate Instruction: A Guide for Teachers
This publication offers 72 formatted activities called Instructional Routines, which provide a structure for teaching specific foundational reading skills. Included is a table which displays the alignment between the Instructional Routines and the Common Core State Standards organized by the five reading components (phonemic awareness, phonics, fluency, vocabulary, and comprehension).
Author: Marcia Kosanovich
Publication Date: March 2012
Publisher: Center on Instruction

Using Universal Design for Learning to Design Standards-Based Lessons
This article presents a process that teachers can use as they develop standards-based lesson plans. By applying UDL during the lesson planning process, teachers can identify clear goals and develop flexible methods, assessments, and materials that address the needs and preferences of varied learners. General educators and special educators can use this process to develop inclusive lesson plans that address all learners, with and without disabilities.
Authors: Kavita Rao and Grace Meo
Publication Date: November 2016
Publisher: SAGE Journals


What Makes Differentiated Instruction Successful?
This article discusses how differentiating content, process, products, learning environment with ongoing assessment and flexible grouping makes this a successful approach to instruction.
Author: Carol Ann Tomlinson
Publisher: Reading Rockets

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