IRVINGTON PUBLIC SCHOOLS

Differentiated Instruction
How to Ensure Success for All Students

Dr. Ethel J. Hasty

Superintendent of Schools

Dr. Neely Hackett

Assistant Superintendent
Curriculum and Instruction
March 2012

PREFACE
This Differentiated Instruction Handbook has been developed with the intention of promoting the
importance of differentiation in the classroom, and assisting educators with issues related to
implementation of differentiated instruction. It is a tool to use to guide instruction and planning for
differentiated instruction.
As you read through the content of this handbook you will discover that certain ideas and principles
of differentiated instruction are in line with your current philosophy and educational approach. If
this is the case, this guide should be used as a check against your current practice and as an
opportunity to consider new ideas for implementation. If you have not yet established a consistent
approach for a differentiated classroom, you should consider implementing some of these strategies
that are offered to enhance your efforts to meet the diverse needs of your students.
This handbook is not a complete work; it will evolve as the Irvington Public School educators
continue to explore differentiated instructional practices. As you undertake this important work,
please consider sending comments and suggestions for use in future updates to Mary Mitchell,
Director of Staff Development.
I look forward to working with you on your differentiation journey.

Mary Mitchell
Director of Staff Development

TABLE OF CONTENTS
Preface
Table of Contents
Introduction To Differentiated Instruction
Definition of Differentiated Instruction
Why Differentiate Instruction?
Knowing the Learner: Students Traits
Guiding Questions To Help Teachers Know The Learner
Characteristics of A Differentiated Classroom
Flexible Grouping
Tiered Assignments
Tiered Activities: Examples
Using Bloom's Taxonomy To Differentiate Instruction
Learning Centers
Models for Lesson Plans
Lesson Plan for Social Studies in the Third Grade
Lesson Plan: Map Skills
Lesson Plan: Landforms
Appendices
A - Instructional Structures To Support Differentiated Instruction
B- Comprehensive Guide For Planning Differentiated Instruction
C- How to Write Tiered Lessons and Units
D -Write your Own Differentiated Activities
References

2
3
4
5
6
7
8
9
10
11
12 -16
17
18-19
20-26
21-22
23-24
25-26
28-29
30-31
32
33
34

Introduction To Differentiated Instruction

The theory behind differentiated instruction is that teachers should vary and adapt their approaches
to fit the vast diversity of students in the classroom (Tomlinson, 1995, 1999a; Hall, 2002). Teachers
who differentiate instruction recognize that students differ in many ways, including prior knowledge
and experiences, readiness, language, culture, learning preferences, and interests. These teachers
realize they must differentiate instruction in order to reach all students. Through differentiated
instruction students will achieve the same learning goals different paths.
With the Common Core State Standards in place, ALL students are expected to achieve at high
levels. By differentiating instruction in the classroom, teachers provide all students with multiple
options for making sense of ideas to help ensure that higher learning levels are achieved.
Building Blocks of Successful Differentiated Instruction
These Building Blocks of differentiated instruction address the needs of diverse learners. They
reflect an approach to teaching and learning that requires teachers to do things differently for
different learners. Forsten, et.al. have identified the following six building blocks of successful
differentiated instruction.
1. Knowing the Learner: Teachers need to know as much as possible about their students to teach
them well, including learning styles, personal interests, multiple intelligences, and personal
qualities such as personality, temperament and motivation.
2. Traits of a Quality Teacher: The teacher believes all students can learn, has the desire
and capacity to differentiate instruction, understands diversity and thinks about students
developmentally, is open to change and is well-versed in best practices.
3. Quality Instruction: Instruction needs to be interesting to students and relevant to their lives. It
should be appropriately complex and focused on concepts and principles. Finally, the instruction
should focus on quality, not quantity; and should stress depth of learning, not just coverage of
content.
4. Classroom Learning Environment: There is a pervasive expectation of growth. The teacher
teaches for success. Positive discipline is practiced, and furniture is arranged to promote
group work, and flexible grouping.
5. Instructional Delivery and Best Practices: The teacher includes flexible grouping, cooperative
learning, learning stations and centers, web quests, tiered assignments, and balanced literacy.
6. Assessment, Evaluation and Grading: Assessment is an ongoing process and includes multiple
measures: portfolios, observations, skill checklists, oral and written reports, demonstrations,
performances, work samples, models, drawings, graphs and posters, quizzes and tests.

Definition of Differentiated Instruction

Differentiated instruction is a collection of approaches that respond to the diverse learning needs in
the classroom to increase the probability of student success. It is teaching with student differences
in mind. Differentiated instruction requires the teacher to have an understanding of the learners so
he or she can purposefully plan instruction and assessment to best meet the learners' needs.
Differentiated instruction is simply providing instruction in a variety of ways to meet the needs of a
variety of learners. (Kathie F. Nunley, 2007).
Differentiated instruction is responsive teaching. To create classrooms that are responsive to
students' learning needs, teachers must adapt and vary activities through differentiated instruction.
Differentiated instruction is responsive to the learning preferences, interests and readiness of the
individual learner. It is responding to varying student needs by providing a balance of modeled,
shared, guided, and independent instructional strategies.

Differentiated Instruction is:

A BLEND of whole-class, group, and individual instruction. In a differentiated classroom:

1.
2.
3.
4.
5.

Students come together as a whole group to begin a lesson.

Students move out to pursue learning in small groups or individually.
Students come back together to share, make plans for additional investigations.
Students move out again for work.
Students come together again to share or review, and so on. (Tomlinson, 2001).

Student Centered. Teachers differentiate instruction to provide appropriately challenging

learning experiences for all their students. They understand the need to help students take
increasing responsibility for their own growth.

Rigorous. Students are provided with challenging instruction to motivate and improve their
learning. Students are challenged and engaged in content that conveys depth and breadth.

Relevant. Instruction is focused on essential learning. When appropriate, students make

choices about what they will learn and how they will show what they have learned.

Why Differentiate Instruction?

Teachers differentiate instruction primarily for the following reasons:

To maximize each students growth.

Teachers differentiate instruction because it allows them to adapt their practice to effectively
teach all students.

To increase student motivation and achievement.

When students receive the appropriate level of challenge and support, they are engaged,
motivated and their achievement improves.

To connect with the learners.

Differentiating instruction allows the teacher to forge strong connections between the
content and the students, and that improves student learning.

To help students become independent learners.

We differentiate instruction to help students become more independent. When students work
as members of a community, discipline problems decrease.

To foster student responsibility.

Differentiation promotes student investment and ownership in the learning process through
the offering of choices about how to learn and express knowledge.

To meet curriculum standards for each learner.

All students are expected to master the Common Core Standards. Differentiated instruction
is a proven way to help ensure that students are not left-behind.

Knowing the Learner: Student Traits

Differentiating instruction begins with knowing the students and their learning needs. When
teachers know their students, they can better support them in their learning. Today, the students in
the classrooms have varied cultural and linguistic backgrounds, different interests, and readiness
levels. To ensure optional learning for all students, the teacher must address the following student
traits: readiness, interest, learning preferences, and affect.
Readiness
Student readiness is the current knowledge, understanding, and skill level of a student as related to a
particular sequence of learning. Readiness does not mean student ability; it reflects what the
student knows, understands, and is able to do. Readiness can vary widely over time, topic, and
circumstance. Knowledge of a students readiness to learn a particular concept is critical when
preparing to differentiate instruction.
Interest
Interest refers to those topics of pursuits that evokes curiosity and passion in a learner. Interest is a
major motivating factor for learning. According to (Csikszentmihalyi, 1990; Maslow, 1962; Sousa,
2001), students whose interests are tapped and deepened are more likely to be engaged and to
persist in learning. Therefore, teachers should make conscientious efforts to link the required
content to student interest in order to hook the learner.
Learning Profiles
Learning profile refers to how students learn best. A student's learning profile is influenced by an
individuals preferred learning style, intelligence preference, academic interests, and cultural
background. By tapping into a students learning profile, teachers can extend the ways students
learn best.
Affect
Student affect has to do with how students feel about themselves, their work, and their classroom as
a whole. Positive affect is far more likely to support student learning than is negative, or even
neutral affect. Student affect is the gateway to helping each student become more fully engaged and
successful in learning (Tomlinson, 2003).

Guiding Questions to Help Teachers Know the Learner

As teachers plan and deliver differentiated instruction, they should be guided by the following
issues and questions:
Assessment: Who Am I Teaching?
Students Readiness:
What do I know about my students backgrounds, previous learning, and skill development?
What can I learn from test data and other measurements of achievement?
What is the range of readiness in my classroom, and how might I respond to that range?
What type of formative assessments do I use during instruction to monitor student progress?

Students Interests:
What do I know about my students interests (in school and out), motivation, and goals?
How can I learn more through classroom pre-assessment and formative assessment?
What is the pattern of interests in my classroom, and how might I respond to that pattern?
Students Learning Profiles:
What do I know about my students favored learning styles and/or intelligences?
How might cultural, socio-economic, or family background influence their learning profiles?
What is the pattern of learning profiles in my classroom, and how might I respond to that
pattern?

Characteristics of A Differentiated Classroom

Key characteristics that shape teaching and learning in an effective differentiated classroom are
provided below (Tomlinson, 1995):

1.

Instruction is concept- focused and principle driven: All students have the opportunity to
explore and apply the key concepts of the subject being studied. Instruction stresses
understanding or sense-making rather than retention and regurgitation of fragmented bits of
information. The instruction enables struggling learners to grasp and use powerful ideas and,
at the same time, encourages advanced learners to expand their understanding and
application of the key concepts and principles.

2.

Assessment is ongoing and tightly linked to instruction. Teachers constantly gather

information about how their students are doing in order to plan instruction. They do not
assume that all students need a given task or segment of study, but continuously assess
student readiness and interest, providing support when students need additional instruction
and guidance.

3.

Flexible grouping is consistently used: In a differentiated class, students work in many

patterns. Sometimes they work alone, sometimes in pairs, sometimes in groups. In a
differentiated classroom, whole-group instruction may also be used for introducing new
ideas, when planning, and for sharing learning outcomes. Sometimes tasks are readinessbased, sometimes interest-based, sometimes constructed to match learning style, and
sometimes a combination of readiness, interest, and learning style.

Students are active explorers: Teachers guide the explorations. Because varied activities
often occur simultaneously in a differentiated classroom, the teacher works more as a guide
or facilitator of learning rather than as a dispenser of information. Together, the teacher and
the students plan, set goals and monitor progress.

5.

The teacher attends to student differences: In a differentiated classroom, the teacher attends
to students emotions or feelings as well as to student cognition. The teacher understands
the need to teach the human being in the classroom as well as the content.

6.

Teachers ensure relevant and engaging activities for all students. Each students work should
be equally interesting, appealing and focused on essential understandings and skills. Students
should see all tasks as worthwhile and valuable.

Source: Tomlinson, 1995

Flexible Grouping
Flexible grouping is a key practice of differentiated instruction. Flexible grouping was defined by
Radencich and McKay (1995) as "grouping that is not static, where members of group change
frequently". Flexible learning groups provide students with opportunities to work in a variety of
groups that vary over time based on student readiness, interests and learning preferences. It allows
the teacher to personalize learning activities according to students needs while providing additional
instruction or extended learning experiences to particular students or groups. Flexible groups are the
types of groups used to manage tiered assignments.
Implementation Guidelines - Flexible Grouping should be:
Determined by teacher perceptions or evidence of learning needs.
Purposefully planned using information collected (interest surveys, learning profile
inventories, exit cards, quick writes, observations).
Based on individual students' proficiency and content mastery, or based on different traits of
their learning (e.g., student interest, learning profile and/or readiness).
Homogeneous and heterogeneous in regards to students' traits.
Used to address needs observed during learning times.
Fluid in group membership (e.g., Students consistently working in a variety of groups).
Geared to accomplish curricular goals, e.g. what the student should know and be able to do.
Managing Flexible Groups:

Create tasks that students can manage by themselves after you give the directions.
Group and regroup students as appropriate for particular activities.
Post the names of the group members in the classroom.
Form groups as needed.
Provide opportunities for students to work within a variety of groups.
Practice moving into group situations and assuming roles within the group.
Provide clear, specific directions for each task.
Provide guidelines for when and how students can get assistance from you.
Establish procedures for what to do when students finish their work.
Develop guidelines for when students may be out of their seats.

Source: Judy Rex, 2003

Tiered Assignments

10

Tiering is a process of adjusting the degree of difficulty of a question, a task, or product to match a
students current readiness. Tiered assignments are teacher-prescribed learning activities that are
specifically designed to respond to the differences in students readiness, interests, or learning
preferences. When teachers tier assignments, they make slight adjustments within the same lesson
to meet the needs of students. All students learn the same fundamental skills and concepts but
through varying modes and activities. The teachers challenge is to ensure that all tasks, regardless
of the tier level, are interesting, engaging, challenging, and aligned to the behavioral objective.
Tiered assignments can be adjusted in any of the following ways:

Level of complexity
Amount of structure
Materials provided
Time
Level of independence required

Pacing of the assignment

Number of steps required for completion
Form of expression (letter, essay, report,
research paper, short story)

Many teaching tools can be tiered: assignments, activities, homework, experiments, materials, and
writing prompts. Two or three tiers are sufficient. Tiered activities should build understanding,
challenge students appropriately at their readiness level, and encourage respect for all learners.
Tiered assignments should be:

Different work, not simply more or less work.

Equally interesting and engaging.
Fair in terms of work expectations and time needed.
Requiring the use of key concepts, skills, or ideas.
Aligned to the behavioral objective.

Different Ways to Tier a Lesson/Activity (Heacox, 2006)

Tier by level of challenge and complexity: When teachers tier by level of challenge and
complexity, they address the needs of students at introductory levels as well as the needs of
students who are ready for more advanced work.
Tier by resources: When teachers choose materials at various reading levels and complexity
of content, they are tiering assignments by resources.
Tier by outcomes: Students use the same materials but have differentiated outcomes.
Tier by process: Students work on similar outcomes, but use different processes to the
answers.
Tier by product.

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Tiered Activities: Examples

Example 1: Heroes and Villains*
Language Arts Literacy/ Middle School
Tier one (The struggling student):
Chart characteristics of the hero and the villain from the book using a graphic organizer.
Tier two (On grade level):
Identify the characters of heroes and villains and write examples from your book on a chart.
Summarize in a paragraph what makes the character a hero or a villain.
Tier three (Advanced level):
What redeeming characteristics do the villain of the book exhibit? What is the "shadow side" of the
hero character in the book? Write and present a convincing argument for the villain's positive
qualities and the hero's negative qualities
Example 2: Insects
Grade 1
Tier one (The struggling student)
Observe and identify the structures of an insect larva and of an insect adult (mealworm, wax worm,
milkweed bug, silkworm or butterfly).
Tier two (On grade level)
Illustrate the life cycle of a wax worm (mealworm, milkweed bug, silkworm or butterfly).
Tier three (Advanced):
Compare the stages of the life cycle of a wax worm to the life cycle of another insect.

* Source: Heacox: Differentiating Instruction in the Regular Classroom, 2002.

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Tiering by level of Challenge and Complexity

When teachers tier activities by complexity, they provide varied tasks to address the needs of
students who are at the introductory levels of learning as well as those who are ready for more
abstract, in-depth, or advanced work.
Example 1: Creating Brochures
Tier one : Create an environmental brochure that will inform your classmates
about an environmental issue related to the rainforest.
Tier two : Create an information brochure that will info rm your classmates o f
differ ent points of view about an environment issues relating to rainforests.
Tier three : Create an informational brochure that presents various positions on an
environmental issue related to rainforest. Determine your position on the issue and
present a convincing argument for it in your brochure.
In these examples, studen t s are asked to research a topic and to design an
international brochure, but the focus of their research is different , and the content
varies from factual to analytical to persuasiv e. (Heacox, 2000)

Example 2 : Structure and Function

Physical Science
High School
Tier one: Describe the atomic model and explain how electron configuration is related to the
Periodic Table and to chemical properties.
Tier two: Compare and contrast the atomic model, electron configuration and chemical properties
of an alkali metal, a halogen, and a noble gas. Explain the placement of each in the Periodic Table.
Tier three: Based on the atomic model, electronic configuration, and chemical properties of an
alkali metal, a halogen, and a noble gas, explain the placement of each in the Periodic Table. Create
a method for describing the chemical properties of other elements based on their relative positions
to the elements indicated above.

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Tiering by Level of Complexity and Challenge

Example 3: Global Warming
Grade 4
Background: After whole group class reading of a current events issue in the Time for Kids
magazine such as global warming, students complete a related activity differentiated by complexity.
(Shown below)
Tier one: (Struggling students)
Students are asked to write a public service announcement using jingles, slogans, or art to convey
why global warming is a problem and what people can do to prevent it.
Tier two: (On grade level)
Students conduct a survey of peer awareness and understanding of global warming. They design a
limited number of questions and decide how to report their results such as with charts or in a
newscast.
Tier three: (Advanced)
Students debate the issue about the seriousness of global warming, each side expressing a different
viewpoint. They must provide credible evidence to support their opinions and arguments.
Example 4: Activities for Book Presentations
Elementary
Lower levels of Blooms:
Tier one (Struggling and on grade level):
List story elements. (knowledge)
Book summary. (comprehension)
Support a conclusion about a character with evidence from the book. (application)
Higher levels of Blooms:
Tier two (Advanced):
Discuss the theme or authors purpose for writing the book. (analysis)
Create a new ending for the story. (synthesis)
Critique the authors writing and support your conclusion.(Evaluation)

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Tiering by Process and Product

Tiering by Process: Teachers tier by process when the students work on similar outcomes, but use
different processes to get the answers.
Examples 1: Counting
Kindergarten
Tier 1 :( Struggling students)
Find a way to count and show how many students are in our class today.
Be ready to tell how you found out your answer.
Tier 2: (On Grade level)
Find a way to count and show how many students are in our class today.
Count how many are absent today.
Be ready to tell how you found your answer.
Tier 3: (Advanced)
Find a way to count and show how many students are in our class today.
Count how many are absent today
Count and show how many boys are here today
Count and show how many are absent today.
Be ready to prove your answer.
Example 2: Perimeter
Fourth Grade
Tier 1 (Struggling Student):
A family is building a rectangular playhouse that is 4 feet wide and 6 feet long. Use grid paper to find and
show the perimeter of the playhouse. Work with a partner to find dimensions of other polygons that could
have the same perimeter as the first polygon.

Tier 2 (Grade Level Expectation):

Use the problem we talked about in class and design 5 other play areas that have the same perimeter
as the one that is 18 feet long and 25 feet wide. Explain to the group and the teacher how you found your
answers.

Tier 3 (Advanced):
A family just bought a new dog. The family is trying to enclose a portion of their yard for the dog to have
room to play. They have 80 units of fencing. Show at least 3 possible combinations for enclosing the yard so
that the dog has room to play. Write an explanation about the combination that gives the dog the most room.
Write an equation to prove the perimeter you chose is 80. Record and label your solutions on grid paper and
be prepared to justify your thinking.
This activity is differentiated by product.

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Tiering by Process and Product

Example 3: Angles and Angle Measure
Elementary
Tier 1 (Struggling Students):
Make a poster showing the three types of angles we discussed: right, acute, and obtuse. Draw and
label an example of each type. Then look through magazines and catalogs to find at least two
examples of each type of angle and add the pictures to your posters. Your poster should teach us
about right angles!
Tier 2 (On -Target Students):
Compose a story or poem about angles. You must use all three types of angles that we have talked
about. Be sure your story or poem includes the distinguishing characteristics of the types of angles
and clearly teaches us about angles. Illustrate a cover page for your story or poem.
Tier 3 (Advanced Students):
Design and draw a building that has no right angles. Write three paragraphs describing your
building and its angles. In your description, include what the building would be used for. What
will the doors and windows be like in your building? Will your design be popular with the general
public? Why or why not?

This activity is differentiated by product.

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Using Bloom's Taxonomy to Differentiate Instruction

Bloom's Taxonomy enables teachers to categorize activities by levels of challenge and complexity.
They can then modify or adapt the activities to offer a wide range of critical thinking. Following is
an overview of the taxonomic levels with examples of activities written at the different levels of
challenge and complexity. (Heacox, 2002)
1.

Knowledge Level: Recognize or recall information.

Example: List China's most important exports.

2.

Comprehension: Translation, interpretation, and extrapolation are elements of

comprehension.
Example: Explain the reason the great wall of China was built.

3.

Application: The student applies learned knowledge to new situations.

Example: Organize a time line of the Ming Dynasty.

4.

Analysis: Higher order questions that require students to think critically and in depth.
Identify the motives, reasons, and causes. Consider and analyze available information to
reach a conclusion.
Example: Compare and contrast the judicial systems of China and the United States.

Synthesis : The process of putting together parts or elements to form a whole.

Example: Compose a letter to the editor of a Chinese newspaper suggesting possible ways
to resolve the conflict between the government and the people on personal rights and
freedom.

6.

Evaluation: The cognitive skill of appraising and making judgments about the value of
ideas, objects, or conditions.
Example: Who do you think was the most important figure in early Chinese history?
Defend your choice.

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Learning Centers
Learning Centers allow teachers to facilitate differentiated instruction by grouping students in
meaningful ways. There are many things that a teacher can do in the classroom to facilitate
differentiated instruction through the use of Learning Centers.
What Is a Learning Center?
A Learning Center is a place or activity that invites students to practice and apply strategies that
have been taught or modeled in shared inquiry or whole group instruction. The Learning Center is
another way teachers can provide students with choice and encourage them to work independently.
They provide students with opportunities for choice and with a voice in their own learning, which
builds a sense of autonomy (.e.g., being responsible for their own learning). (Gregory & Chapman,
2002).
Learning Centers should be based on targeted standards designed to meet the needs of a variety of
learners. Students should keep records of the work they do while at a learning center in order to
account for what they accomplish during each center visit.
Learning Center Workspaces
Learning Centers include clearly defined workspaces that facilitate movement and easy transitions
in the classroom. Any of the following could be used:
Student Desktops
Lab Stations
Tables
Computer Stations
Carpet Squares
A Corner of the Classroom
Rugs and Carpets
Designated Areas of the
Classroom (Library, etc.)
Designing Learning Centers
A Learning Center should include a collection of materials designed with a purpose in mind. Multilevel tasks should be designed for each center. Ensure that the following are in place:

The process and procedures that students will use to get help.

The role and responsibilities of students while at the Learning Center.

Clearly defines tasks and activities: The tasks should address remediation, ongrade level, and accelerated learners.

Assessment: Students should have a clear understanding of what they are

expected to do, and how their work will be assessed.

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Managing Learning Centers

Learning Centers can be implemented and managed using many different formats. Most
kindergarten and first grade classrooms begin by having a teacher- directed center where the teacher
can focus on specific targeted skills though direct instruction. While the teacher is modeling
appropriate strategies other students are visiting independent learning centers or stations. Students
sign up for a center each day and during the course of the week rotate through 4 to 5 different
Literacy Stations. Another strategy is to allow students to visit two Learning Centers each day.
Assessing Learning Centers Activities
In a differentiated classroom, assessment is ongoing. Data drives instruction and the way
teachers design lessons. Assessment is essential during center time. It is important that
the teacher move in and out of centers to interact with learners and monitor progress.
Monitoring how well students accomplish tasks at the Learning Centers is important for
student accountability and for the teacher's awareness of when centers need to change.
Assessment provides the teacher with the necessary information to reorganize flexible
groups, determine needed materials, assist groups who become stuck and need feedback
in order to move on, and design centers that target specific learning objectives.
Types of assessment include:

Teacher Observation
Checklists
Rubrics
Anecdotal Records

Student Created Products

Student Conferences
Portfolios
Student Self Assessments

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Model Lesson Plans
For Differentiated Instruction

This section contains an array of model lessons for different subjects and grade levels.
These examples give teachers models of differentiated lessons. The lessons can be adapted
to suit the needs of the teacher or can be used as a spring board to new lessons.

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A Differentiated Instruction Lesson Plan for

Social Studies in the Third Grade
(Source: Differentiated Instruction: A Guide for Elementary Teachers. Benjamin, 2002.)

Initial Activity : Whole Group Direct Instruction

To generate interest about maps, Mrs. Francis has displayed numerous maps around the classroom.
She orchestrates a class walk-around, noticing the level of interest that individual students express
about the maps: How closely are they looking? Where do they look first? What are they saying
and asking? Are they making connections to background information?
She then asks the students to tell what theyve seen. She notices their levels of interest and accuracy
of the language that they use to talk about maps. She asks them if they have any maps or globes of
their own, if they ever helped their parents use a map, if they think they see maps every day, and, if
so, what kind and what are they used for?
She then poses three questions and writes them on the board for think-pair-share:
1. How many different kinds of maps do you know?
2. How many maps have you seen in the last week?
3. What kinds of information can be given on a map?
After posting the information from the think-pair-share, Mrs. Francis solicits additional map
vocabulary from the class: What other words do we use when were talking about maps? She asks
them to take all of the words now on the board and organize them into a tree-and-cluster diagram,
reminding them that this kind of diagram is also a type of map.
The first abstract concept that Mrs. Francis wants to establish is the difference between two maps of
the same place that give different information (types of maps) and two maps of two different areas
that give the same kind of information (fields).
Mrs. Francis has gleaned a partial body of evidence about the candidates for the advanced grouping
based upon her observations of them in this lesson and the level of thinking that they demonstrate
on their concept maps. She will make her final decision after reviewing the following preassessment performance task:
Now that weve looked at some maps and talked about maps, Id like everybody to make a map of
an imaginary place. The place could be a state or a country. It has to be big enough to have many
cities, some bodies of water, and some of the other features that we talked about. Give your map as
much information as you think it should have to make it useful, but dont give it too much
information, or the readers will get confused. Make sure everything is labeled.

21

Mrs. Francis evaluated the map-making performance task against the following criteria:
Uses accurate terminology.
Shows an understanding of the kinds of information that maps can provide.
Has both details and generalities.
Has the elements of a map; the maps show a variety of features.
She divided the class into five groups, four of which were heterogeneous, and one consisting of the
advanced students. She set up learning stations, as shown below. At each station, the four
heterogeneous groups did tasks that got the students used to working with maps and using map
language. The advanced group worked on a more abstract level. Each group was given a small,
color-coded adhesive marker to serve as their groups flag. Every child had a travelers journal in
which to write and/or draw what they learned at each station.

Station 1:
Globes

Resources at the Learning

Station:
Two globes and a wall map
of the world

Heterogeneous Groups
(Concrete to abstract)
Locate the five continents and
four oceans on both the globe
and the wall map. (Mark each
with your groups flag.)

Advanced Group
(Advanced)
What differences do you notice
between the way landmasses
appear on the wall map and on the
globe? Why do you think these
differences exist?

Station 2:
State Maps

Four types of maps of the

same state; an atlas

What do all four maps have in

common? How are they
different?

Station 3:
Local Maps
Station 4:
Language of
Maps

Maps of the school district

(one for each student)
Social studies
textbooks

Show where your house is

located on the map.
Look at the glossary of the social
studies textbook. Find 20 terms
that we use to talk about maps.
Find examples of each term in
the textbook maps, and record
the term and the page in your
travel journal.

Station 5:
Math of
Maps

Social studies textbooks;

math textbooks; distancemeasuring instruments

Mark the routes of two trips that

you think would be
approximately the same distance
away from each other on the
local map. Then, by referring to
the scale and your measuring
instrument, get an accurate
measure of the distance of each
trip. Compute the difference
between the two distances.
(Remember, you need to travel
on roads, not like a bird.)

Think of 4 other kinds of

information that a map of a state
could have, and draw rough
sketches of two of them.
Show the route that your school
bus takes from your house.
Look at the glossary of the social
studies textbook. Find 20 terms
that we use to talk about maps.
Find examples of each term in the
textbook maps. Make a chart that
shows the types of maps that each
of these terms would be used for.
Some terms will apply to all types
of maps.
Suppose your mother has five
errands to run on Saturday
morning. Map out a route that
will take her the shortest amount
of time. Give her directions,
including the distances between
each point of her route.

A sharing out follows the center activities.

22

Lesson Plan: Map Skills

Differentiation Strategy: Tiered Lesson by complexity.
Subjects: Social Studies

Grade Levels: 6-7

Objective (s):Using a map key, a map scale, and a map of New Jersey, students will be able
to interpret three different symbols on the map, and calculate the distances between five different
locations.
Whole Class Activities
1. The class will brainstorm all the different
ways they have seen maps being used.
Uses will be listed on board or chart
paper.
2. Teacher will show students various kinds
of maps. Each student will identify
different elements on a map such as scale,
key, compass rose, lines of latitude and
longitude, cities, landforms, etc.
3. Teacher will explain how to use a map
scale and how to measure distances
from point to point on a map. In
heterogeneous groups of 4, students will
figure out distances between various
points on a state, USA or world map.
Tier 1 Activities
1. Students will work in pairs. Each pair
will be given a state road map and a list
of 8-10 major cities. Using the map
scale, they will figure distances between
each major city and highlight the shortest
route to go from one city to another.
2. Each student will make a grid map of the
classroom including a scale and a key
with symbols.

Assessment
All students involved in brainstorming
Involved in discussion.
List should have 10 or more examples.

Required items identified correctly.

All items are included.

Everyone in the group is participating.

All required distances are calculated
correctly.
Students can explain how they figured
out their answers.

Assessment
Accurately identifies each city.
Distances calculated correctly.
Route between cities is the shortest way
to go.
Map is neatly drawn.
Scale is correct.
Key uses three or more symbols.

23

Tier 2 Activities
1. Students will work in pairs. Each pair will be
given a state road map and a list of 15 cities,
small towns and tourist areas. Using the map
scale, they will figure distances between each
place and highlight two logical routes to go
from one place to another for all 15 locations.
2. Each student will make a grid map of their
neighborhood, including a scale and a key
with symbols.

Assessment
Accurately identifies each location;
and distances.
Calculated done correctly.
Shows two different routes to go from
one place to another.
Map is neatly drawn.
Scale is correct.
Key uses three or more symbols.

Tier 3 Activities
1. Students will work in pairs. Each pair will be ?
given a state road map and a list of 18 cities,
small towns, tourist areas and bodies of water.
Using the map scale, they will figure distances
between each place and highlight their
preferred route, visiting each place once.
They will write a paragraph explaining their
preferred route and will provide three or more
logical reasons to defend their preferences.
2. Each student will make a detailed grid map of ?
a local shopping mall, including a scale,
compass rose and a key with symbols.

Assessment
Accurately identifies each location.
Distances calculated correctly.
Logical explanation of why their route is
preferred.
Has 3 or more reasons.
Has correct spelling, punctuation and
grammar.

Whole Class Culminating Activities

1. Students will return to the heterogeneous
groups they were in during the initial
instruction. All will share and explain the
maps they have made.
2. Students will invent and name an
imaginary continent or island and draw a
map of it including cardinal and
intermediate directions, a scale, compass
rose and key, and at least five towns, cities,
water ways, or other interesting features.
3. All maps will be shared and explained to
the whole class.

Assessment
Group cooperation and sharing.

Map is neatly drawn.

Details of entire mall are included.
Scale and compass rose are accurate.
Key uses ten or more symbols.

Oral explanation is clear.

Corresponds to the map being displayed.

Maps are neatly drawn.

Visually attractive.
All required elements.
Shows creative and original thinking.

24

Tiered Lesson Plan: Landforms

Differentiation Strategy: Tiered lessons in readiness by complexity.
Subject: Geography

Grade Levels 6-7

Objectives: Using the charts provided, the students will be able to:
1. Identify four different landforms and two different bodies of water.
2. Compare and contrast four physical features of the land on a graphical
organizer.
Whole Class Activities
1. Discuss city, suburb, small town and farms.
Find out who visited each of these.

Assessment
All participating in discussion.

2. Divide into heterogeneous groups. Assign

each group one of the four areas listed above.
Each group will make a chart listing
information about their area.

Chart has 10 or more details.

Details are accurate for area assigned.

3. Share charts, comparing and contrasting

them.

Accurate comparisons.

Assessment
All 8 words defined correctly.
Pictures show meanings of words

1.

2.

1.

Tier 1 Activities
Using a dictionary or glossary, write the
definitions of these words: mountain,
valley, plain dessert, river, lake, ocean
island. Illustrate each word.
Color an outline map of the United States
showing mountains, plains and deserts each
in a different color. Indicate which color is
for which landform. Add oceans and lakes
if desired.
Tier 2 Activities
Create an illustrated dictionary using 20
words that name or describe the earth's
physical features. Choose the words from
your book or from any other reference.

Landforms shown accurately on map.

Color representations indicated on
map key.
Assessment
Words are alphabetized.
Pictures show meaning or words.
Accurate definitions.

25

Tier 3 Activities
Give students a copy of the Landforms
Poems by Nancy Polette. Working in pairs
with a visual organizer, students will read
the poems, then write and define
descriptive nouns and adjectives that refer
to the landform for each poem. Six words
are underlined in each poem. Challenge the
students to find additional words.
In pairs, students will write their own poem
using descriptive words about oceans, lakes
or rivers.

1.

2.

Whole Class Culminating Activities

Give all students copies of the Landforms
Poems. Read aloud together. With the help
of Level 3 students, identify and define
unknown words.

1.

Assessment
Define 6 or more words in each poem.
Detailed definitions.

Use at least 6 descriptive words.

Verse is at least 6 lines long.
Assessment
All participate.
Words are identified.
Words are defined through the
discussion.

2.

Share products from leveled activities.

Informal observation.

3.

Discuss and do a web making connections

between the physical features and manmade features of the earth.

Web shows several accurate connections.

Key uses three or more symbols.

26

Appendices

A - A Summary of Differentiated Instruction Structures

28-29

B- Comprehensive Guide For Planning Differentiated Instruction

30-31

C- How to Write Tiered Lessons and Units

32

D - Write your Own Differentiated Activities

33

27

Appendix A
A Summary of Differentiated Instruction Structures
The table provides descriptions of differentiation strategies (e.g., ways in which the strategies are
primarily used to differentiate instruction), and guidelines for their use. The strategies should be
selected based on the lesson taught, and the needs and interests of students in their classroom.
Strategy

DIFFERENTIATED INSTRUCTION STRUCTURES

Rationale for Use
Guidelines for Use

Learner Centers Learning centers

can be stations or collections of
materials learners use to explore
topics or practical skills.
Provisions can be made to allow
student choice.

Flexible Grouping Students work

as part of many different groups
depending on the task and/or
content. Sometimes students are
placed in groups based on
readiness, other times based on
interest and/or learning
preference.

Anchor Activities- Activities that

students can do by themselves if
they finish work before their
classmates. Activities include
reading a book-of-choice, writing
in their journals, keeping learning
logs, using graphic organizers.

Tiered Assignments A teacher

uses varied levels of activities to
ensure that students explore ideas
at a level that builds on prior
knowledge and promotes
continued growth. Students use
varied approaches to exploration
of essential ideas.

Allows student choice and the

possibility of matching tasks
with the learners readiness or
learning preference.
Encourages continuous
development of student skills
Enables students to work at an
appropriate pace.

Allows both collaborative and

independent work.
Gives students and teachers a
voice in work arrangements.
Keeps students from being
labeled as advanced or
struggling. Allows students to
work with a wide variety of
peers.
Activities can be varied to
support student readiness or
learning preferences.
Typically, students can
complete the activities at their
own desks or in the quiet
corner.

Blends assessment and

instruction.
Allows students to begin
learning where they are.
Allows for reinforcement or
extensions of concepts and
principles based on student
readiness.

Centers should:
Be clearly organized with
directions for each task.
Focus on learning goals and
essential questions.
Provide for learning
preferences.
Have students keep track of
their work through the use of
Learning Logs, Journals.
Vary groups based on preassessment data, interest,
learning preference, etc.
Ensure that all students have
been given the skills to work
collaboratively.

The activities should be

connected to the objectives,
the topics or the themes.
Post a list of acceptable
anchor activities in the
classroom.
Make sure that students know
that their primary work is their
class work, not the anchor
activities.
Ensure that the task is focused
on the objective.
Use a variety of resource
materials of differing levels of
complexity, abstractness, etc.
to ensure appropriate
challenge.

28

DIFFERENTIATED INSTRUCTION STRUCTURES

Strategy
Rationale for Use
Guidelines for use
Multiple Level of Questions-The
teacher adjusts the types of
questions and the ways in which
they are presented based on what
is needed to advance problemsolving skills and responses.

Choice Boards - Choice boards

and learning menus outline a
variety of instructional options
targeted towards the learning
goals. Students are able to select
the choices, which most appeal to
them.

Address student readiness

and learning preferences.
Ensures that all students will
be accountable for
information and thinking at a
high level and that all students
will be challenged.
All students benefit from this
strategy because all can
benefit from a wide range of
questions and responses.
Example: The teacher
prepares a list of questions
about a topic that the whole
class is studying. During a
discussion, the teacher asks
initial questions to specific
students, based on readiness.
Allows student choice, and
taps into student interest.
A way to empower students,
the teacher directs the menu
process, but the student is
given control over his/her
choice of options, order of
completion.
Can be differentiated by
readiness, and according to
student interest

Web Quests. The Web Quest is a

teacher-designed Internet lesson
developed with specific learning
goals to give individuals or small
groups of students the opportunity
to use research, and develop
problem-solving skills.

Support students in the

research process and problemsolving.
Encourages independent
learning.

Use 3-5 seconds of wait time

before accepting student
answers.
Adjust the complexity,
abstractness, type of response
necessary.
If appropriate, give students a
chance to talk to partners or
write down their answers
before responding.
Encourage students to build
upon their own answers and
the answers of other students.
Ask follow-up probing
questions to challenge
students' thought process.

Ensure that the activities vary

in content, process, and
product .
Check -in with students
periodically
Require students to keep logs
of their progress.
Include choices that reflect a
range of interests and learning
preferences.
Guide students in the choice
of activities so that they are
challenged, but not frustrated.
Provide clear instruction on
the use of choice boards.
Provide specific and relevant
Internet links for students
Develop guidelines for
students.

29

Appendix B
A COMPREHENSIVE GUIDE FOR PLANNING
DIFFERENTIATED INSTRUCTION
(Use portions applicable to your teaching and learning needs)
1. Be clear about what you want the student to:
Know (facts, information).
Be able to do as a result of the learning experience(s).
2. Decide on the behavioral objective and select the following:
The resources needed to implement the instruction.
Varied support systems (reading teams, audio recordings, direct instruction,
groups, visual organizers).
3. Pre-assess student readiness so you can make appropriate plans regarding clarification of the
content. Ensure that the pre-assessment provided you with a clear understanding of the
students ability to grasp concepts and skills rather than just facts; and that the preassessment focused accurately on the items outlined in #1 above.
4. As you assign students to groups or tasks, ensure that:

Student groups assignments vary.

Students are encouraged to work up.
Provisions are made (if appropriate) for students who need or prefer to work alone.
Group-size matches student need.

5. As you create differentiated activities, ensure that:

All activities call for high-level thinking.

All activities appear equally interesting to your learners.
Readiness -based activities vary in levels of challenge/complexity.
Interest- based activities provide students with some choices to make about how to
apply skills and understandings or how to express them.
Each activity is focused on one or a very few key concept(s) and generalization(s).
Each activity requires all students to make sense of the key concept(s) and
generalization(s).
Expectations for high quality task completion are clearly delineated for students.
You have planned for obtaining ongoing assessment data from the activity.
You have planned for bringing closure to the tasks.

30

6. When creating assignments for differentiated products, ensure that:

The assignments vary in levels of challenge/complexity based on student readiness.

The assignments require all students to use the key concepts, generalizations, ideas,
and skills to solve problems, extend understandings, and/or create meaningful
products.
There are plans for summative evaluation by teacher, and the student based on the
product criteria.

7. Consider and think about:

The use of instructional strategies such as high-level questioning, tiered assignments,

Learning Centers, etc. to help you vary learning options.
The use of small groups for direct instruction (re-teaching, extension).
Sampling students to assess understanding, and group processes.
Meaningful tasks for reinforcement, extension, and exploration when students
complete required work.
Adapted from Carol Ann Tomlinson, University of Virginia

31

Appendix C
How To Write Tiered Lessons and Units
Writing tiered lessons and units can be challenging. Below are some steps to guide your planning.
_____ 1. Establish which standards, objectives, knowledge or skills all students need to know at
the end of this lesson or unit. Use your curriculum standards as your guide.
_____ 2. Think about activities you have done with students in the past to reach the standards or
objectives. Make a list of all activities you can think of.
_____ 3. Add more activities to your list as you brainstorm with other teachers or get ideas from
the textbook, Internet or other resources.
_____ 4. Decide which of these are appropriate learning activities for all students. These will
become your whole class activities.
_____ 5. Some of the activities on your list will most likely be easier than others. Put an
indication of the level of tier you think each activity might be. Consider your class and
decide on how many levels you need to have. You usually will have two or three levels
but occasionally you may have four levels.
_____ 6. Think about ways to expand or extend the easier activities so they will be challenging for
higher ability students and ways to simply the more difficult activities so that your
struggling students can do them successfully.
______7. Look carefully at your list of activities. Many times you will have more activities than
your students could possibly do given the amount of time you have for the class period.
Decide which activities are essential and which could be eliminated. You may want to
save a few of the activities to use with students who finish their work before the others.
______8. Check again to make sure all activities will lead to students learning and mastering the
standards and objectives.
____9.

Make certain that activities at all levels are engaging and interesting. Nothing
discourages achievement faster than students thinking that the other group is the one
with the fun, interesting or enjoyable activity while the learning activity they have been
assigned is not fun or interesting.

32

Appendix D - Design Your Own Differentiated Activities

Directions: Choose one content catalyst, one process, and one product to design differentiated
activities.
Content Catalysts
advertisement
commercial
anecdote
art activity
article
artifact
artwork
autobiography
biography
case study
chart
comic strip or cartoon
computer software
dance or drama
performance

demonstration
diagram
display
editorial
editorial cartoon
excerpt
exhibit
fable, folk tale, myth
field trip
historical fiction
interview
letter to editor
metaphor, analogy
mini-lecture

model
moral dilemma
movement
movie or video
music
newspaper
novel
open-ended question
panel discussion
picture, photograph,
illustration
picture book
plan
poetry

PowerPoint presentation
problem
profiles of people from
books or magazines
quotations
scenario
simulation
slogan
speaker
speech
story
survey or research
results
timeline
Web site

Processes
adapt
analyze
appraise
assess
calculate
categorize
choose
classify
compare/contrast
compose
construct
convert
create
critique
decide
deduce
demonstrate
design
detect

determine
develop
diagram
differentiate
distinguish
dramatize
employ
estimate
evaluate
examine
experiment
express
forecast
formulate
hypothesize
illustrate
implement
incorporate
infer

initiate
innovate
integrate
interpret
invent
investigate
judge
justify
make
manipulate
model
operate
organize
practice
predict
prioritize
produce
question
rate

record
refine
reflect
reformat
research
respond
review
revise
select
sequence/order
solve
support
synthesize
transform
translate
use
value
verify
write

Products
advertisement
advice column
animated film
book jacket
campaign for product or
candidate
comic book

costume design
critical review
demonstration
experiment
fairy tale/folktale
formula
guidebook

investigative report
limerick
magazine article
mask
oral presentation
photo essay
pictorial tour

play
policy statement
puppet show
radio program
rhyme/riddle
slide show/PowerPoint
presentation

33

References
Gregory, G. H., & Chapman, C. (2002). Differentiated instructional strategies: One size doesnt fit
all. Thousand Oaks, CA: Corwin Press.
Heacox, D. (2009). Making Differentiation a Habit Minneapolis, MN: Free Spirit.
Heacox, D. (2002). Differentiating Instruction in the Regular Classroom. Minneapolis, MN: Free
Spirit.
Nunley, Kathy F. (2006). Differentiating the High School Classroom: Solution Strategies for 18
Common Obstacles. Thousand Oaks, CA. Corwin Press.
Tomlinson, C. A. (2003). Fulfilling THE Promise OF THE Differentiated Classroom. Alexandria,
VA: Association for Supervision and Curriculum Development.
Tomlinson, C. A. (2001). How To Differentiate Instruction In Mixed-Ability Classroom, 2ND
Edition. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. A. (1999). The Differentiated Classroom: Responding to the Needs of all Learners.
Alexandria, VA: Association for Supervision and Curriculum Development.
Winebrenner, S. (1992). Teaching Gifted Kids in the Regular Classroom. Minneapolis, MN: Free
Spirit.

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