Understanding Differentiated Instruction
What is Differentiated Instruction?
Also known as "differentiation" or "DI," differentiated instruction is an instructional approach that acknowledges the reality that students differ in ways that significantly affect their learning. It contends that teaching and learning are more effective when teachers proactively plan to address student differences.
Some of the Student Differences that can Affect Learning
*Culture *Language *Race *Gender *Poverty *Background experiences *Learning disabilities *Emotional difficulties *Cognitive delays *Physical disabilities *Autism *Giftedness
*Peer relationships *Speech/hearing/vision problems *Chronic medical issues *The nature of adult support systems *Approaches to learning *Entry points into particular segments of learning *Interests *Past experiences with school
*Peer relationships *Speech/hearing/vision problems *Chronic medical issues *The nature of adult support systems *Approaches to learning *Entry points into particular segments of learning *Interests *Past experiences with school
Differentiation at a Glance
Odds are that you are probably using some elements now...
Remember, you are probably using various aspects of differentiation right now in your classrooms. But are you being explicit about the ways in which you differentiate? In others words:
Odds are that you already incorporate some of these aspects of differentiation into your
classrooms. As you venture into the world of differentiated instruction, look at what you are already doing. Then consider the principles and strategies of differentiaton. Select and use those that complement the efforts you already make to meet the diverse needs of your students.
- Are you conscious of the efforts you make to meet the needs of all your students?
- Do you keep track of the ways you address individual learning styles and preferences?
- Do you arrange classrooms and structure lessons to increase student motivation?
- Whenever possible, do you provide students with options and choices regarding how they are going to learn and how they are going to show their learning?
- Do you vary the ways in which you assess student learning?
- Do you use cooperative learning and grouping strategies to increase student participation?
Odds are that you already incorporate some of these aspects of differentiation into your
classrooms. As you venture into the world of differentiated instruction, look at what you are already doing. Then consider the principles and strategies of differentiaton. Select and use those that complement the efforts you already make to meet the diverse needs of your students.
Know, Understand, and Do (KUD)
A fundamental premise of differentiating instruction is that you, as the classroom leader, have to take steps that guarantee your students will learn what they need to meet curriculum guidelines and state standards.
That means before you begin a unit of study, you need to know exactly what you expect from students. Of course, this is nothing new, but too often it’s a simple step we neglect as we instruct our students. One suggestion many practitioners of differentiation offer is the KUD method. As you prepare a unit, explicitly detail exactly what it is you want students to Know (K), Understand (U), and Do (D).
Carol Ann Tomlinson, author of numerous articles and books focusing on differentiation, suggests that only when educators have defined for themselves the outcomes they expect from students, can they begin to effectively develop units of study designed to meet student needs. She says the first step in designing an effective and differentiated unit is to focus. Using KUD helps teachers maintain focus.
Steps
1. Before beginning any unit, decide what you want students to Know (K), Understand (U), and Do (D). Keep in mind the following elements that differentiate each of these processes.
Know: (facts, vocabulary, definitions, places, information)
Example: Multiplication tables
Understand: (essential truths, principles and generalizations, big ideas of a discipline, I want students to understand that)
Example: I want students to understand that multiplication is another way to add numbers
Do: (basic skills, thinking skills, planning skills, uses verbs or phrases)
Example: Students solve problems requiring multiplication.
2. Use the chart as a framework to guide instruction.
3. Prominently display the KUD chart so students know the expectations.
That means before you begin a unit of study, you need to know exactly what you expect from students. Of course, this is nothing new, but too often it’s a simple step we neglect as we instruct our students. One suggestion many practitioners of differentiation offer is the KUD method. As you prepare a unit, explicitly detail exactly what it is you want students to Know (K), Understand (U), and Do (D).
Carol Ann Tomlinson, author of numerous articles and books focusing on differentiation, suggests that only when educators have defined for themselves the outcomes they expect from students, can they begin to effectively develop units of study designed to meet student needs. She says the first step in designing an effective and differentiated unit is to focus. Using KUD helps teachers maintain focus.
Steps
1. Before beginning any unit, decide what you want students to Know (K), Understand (U), and Do (D). Keep in mind the following elements that differentiate each of these processes.
Know: (facts, vocabulary, definitions, places, information)
Example: Multiplication tables
Understand: (essential truths, principles and generalizations, big ideas of a discipline, I want students to understand that)
Example: I want students to understand that multiplication is another way to add numbers
Do: (basic skills, thinking skills, planning skills, uses verbs or phrases)
Example: Students solve problems requiring multiplication.
2. Use the chart as a framework to guide instruction.
3. Prominently display the KUD chart so students know the expectations.
Example
The Holocaust, 8th grade language arts and social studies unit
K: Students will know the effects of the Holocaust.
U: Students will understand how prejudice can lead to cruel and often unimaginable events.
D: Students will write about the effects of prejudice in a variety of creative/informational formats.
Heredity and Genetics Unit, 9th grade general science
K: Students will know heredity, dominant/recessive traits, Mendel’s theory, inheritance, Punnett squares, probability, meiosis, and asexual/sexual reproduction.
U: Students will understand that change is inevitable.
D: Students will do the following:
The Holocaust, 8th grade language arts and social studies unit
K: Students will know the effects of the Holocaust.
U: Students will understand how prejudice can lead to cruel and often unimaginable events.
D: Students will write about the effects of prejudice in a variety of creative/informational formats.
Heredity and Genetics Unit, 9th grade general science
K: Students will know heredity, dominant/recessive traits, Mendel’s theory, inheritance, Punnett squares, probability, meiosis, and asexual/sexual reproduction.
U: Students will understand that change is inevitable.
D: Students will do the following:
- Predict what a person might look like using the Punnett square;
- Draw and explain mitosis and meiosis;
- Rate websites;
- Classify dominant and recessive traits as they relate to Mendel’s pea plants;
- Show a model of a DNA strand with a key;
- Interview a person whose career or hobby deals with genetics or heredity;
- Survey people in the class for their eye and hair color and then chart the results using a pie, line, or bar graph.
Resources