Lecture Notes: Differentiating Instruction by Larry Ferlazzo

Introduction

• Differentiating instruction is not about creating separate lessons for each student.
• It's a mindset, not a set list of strategies.
• It's about making decisions in the moment and recognizing diverse student needs.
• Fairness does not mean treating everyone equally.

Key Concepts

• Differentiation: Adapting teaching to meet diverse student needs.
• Rick Wormley: Fairness means recognizing different gifts and challenges.
• Carol Tomlinson's Three Areas of Differentiation:
  • Content
  • Process
  • Product

Differentiating by Content

• Allow student choice in research topics or essay prompts.
• Focus on the main learning objectives.
• Example: A student interested in football writes an argument essay on football instead of natural disasters.

Differentiating by Process

• Change student groupings:
  • Mixed ability groups or same ability groups.
  • Pair English proficient buddies with English language learners.
• Adapt learning environments:
  • Let students choose how they engage (e.g., sit on desks to read).

Differentiating by Product

• Allow students to express learning in varied formats (not just essays or tests).
• Encourage creative projects (e.g., doodles that represent key concepts).
• Offer extra opportunities for students to express their knowledge (e.g., extra page on tests).

Implementation Strategies

• Building strong relationships with students to understand their strengths and interests.
• Demonstrating flexibility in teaching approaches.
• Developing a class culture that appreciates different treatment based on individual needs.

Conclusion

• Differentiation requires open-mindedness and active listening.
• Many more methods exist to support diverse student abilities beyond those discussed.
• Cultivating a responsive and understanding classroom environment is key.