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| The term Differentiated Instruction has evolved over time. The core of it's meaning is universal with educators: match how you teach to those you teach. |
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| "Differentiated Instruction as
I have used the term for the last twelve or so years refers to
modifications made for all students (including but not limited
to gifted students). Even if the two terms were "open for
grabs" and I could select the one I wanted to use, I'd stick
with differentiated instruction. My reason for that is that the
essence of curriculum is the concepts/principles or the essential
understandings (depending on whose terms you're using). Those elements
very rarely change when you differentiate. In that way, the CURRICULUM
stays focused on the essential meaning (or the nature of the discipline--again,
depending on whose terms you use)--and it's actually HOW you have
students work with the curriculum that varies--not so much the
curriculum itself. I think it's somewhat confusing to talk about
differentiating curriculum especially in a time when teachers feel
WHAT they teach is mandated. I'm not a believer in test-driven curriculum. I think it's our obligation/opportunity as teachers to help students learn for deep understanding and meaning. Those elements belong to everyone. It is certainly the case that information and skills can be varied based on student needs--as can pacing, complexity, resources, support systems, etc. But the core of meaning should not be differentiated." -CTomlinson (email conversation w Suzanne Goff ~july2006) |
| "...differentiation is intended
as a network of policies, strategies, and frameworks that help
more children access, process, understand, and apply the important
concepts, principles, and skills in the various disciplines. From
my perspective, differentiation is also intended to promote learning
attitudes and habits related to motivation, effort, expertise,
curiosity, focus, and challenge. That means that its challenge
is to enhance the schooling process for all kids by addressing
the factors that explain the variance in their achievement and
the effectiveness of our curriculum and teaching strategies. As
such, a situation could arise that demands differentiated instruction
(DI). A different situation could demand curriculum differentiation
(CD)...Instructional strategies are one of these facets of curriculum.
Hence the term DI. But we can also vary/differentiate content,
resources, grouping strategies, pacing, assignments and assessment
techniques. Given the definition of curriculum as a design plan,
I prefer to refer to differentiated curriculum (design plans).
But then that's just my preference and decision." -DBurns (email conversation w Suzanne Goff ~july2006) |
| "Differentiating instruction invites educators to rethink traditional educational practices that were based upon a time when students were more similar in background and readiness. Educators today must embrace differentiated instruction for students and assume a confident attitude that they can organize and manage this instruction...Differentiated instruction personifies great teaching and what many great teachers aspire to do. Teachers want to differentiate instruction because they want to do what is best to enable students to be their best. Their instruction engages students as partners in learning who share the responsibility of being active participants in learning and assessing growth." -BKingore Differentiating Instruction |
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last
update 07/31/09 |
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