with Technology Integration
Becky Ford/Kay Bolen
Differentiation of Instruction does not
mean that you individualize instruction
or provide something “different” from
the normal lesson for a few struggling or
It means that you think proactively,
from the beginning, and the “normal”
lesson includes more than one avenue
It means that you think about the
diversity of your learners when you
are planning and don’t ever again fall
into the trap of thinking that “One size
Differentiation simply means “shaking
up” what goes on in the classroom so
students have multiple options for
taking in information, making sense of
ideas, and expressing what they learn.
-Dr. Carol Tomlinson
Kids come in different
shapes and sizes as
well as interests,
learning profiles, and
ensure high quality
individual growth, and
build a sense of
Differentiate according to students’:
-how students learn best.
-refer to a student’s knowledge,
understanding, and skill related to a
particular sequence of learning.
-refers to topics that peak students’
curiosity/or topics that students’ have
a passion to study.
-refers to what teachers teach.
-refers to how a student makes sense
of, or comes to understand, the
information, ideas, and skills that are at
the heart of the lesson.
-refers to assessment or demonstrations
of what students have come to know,
understand, and be able to do as a result
of the learning process.
What strategies can
teachers use to
instruction into the
able to Do
Writing Example- Writer’s Voice
-Definition of voice
-Techniques used to communicate voice
-A clear writer’s voice communicates the writer’s
-Identify and describe writers’ voices in literature
-Hypothesize/explain the relationship between writers’
perspectives and their voices
-Develop writer’s voice in order to communicate one’s
ENSURE MAXIMUM LEARNING…
Begin Slowly- Just Begin!!
Choices of books
Explorations by Interest
Games for Mastery
Multiple level questions
Varied journal prompts CBT
Work in groups
Teams, games, and tournaments
R.A.F.T. (role audience format topic)
An Anchor Activity is a strategy that allows
students to work on ongoing assignment
directly related to the curriculum that can be
worked on independently throughout a unit
or a semester. An Anchor Activity is a logical
extension of learning a unit, an elaboration of
important goals and outcomes that are tied to
the curriculum, and tasks that students are
Tiering is an instructional and management
which teachers differentiate to meet students
at their readiness level, interest level, or by
their learning profile.
Tiered activities are very important when a
teacher wants to ensure that students with
different learning needs work with the same
essential ideas and use the same key skills.
RAFTing is a strategy that integrates reading and
writing in a non-traditional way.
Students take what they have read and create a new
product that illustrates their depth of understanding.
The format is incredibly flexible and offers limitless
opportunities for creativity. When you are first using
a “RAFT” with your students, you will develop the
specifics for each element in the acronym.
ROLE: In developing the final product, what role will the
students “take on”? Writer? Character?
AUDIENCE: Who is the audience for the product? Other
students? Parents? Local community? School board?
FORMAT: What is the best product (writing format) that will
demonstrate the students’ in-depth understanding of their
interactions with the text? A writing task? Art work?
TOPIC: This is the when, who, or what that will be the
focus/subject of the final product. Will it take place in the same
time period as the reading? Who will be the main focus of the
product? What event will constitute the centerpiece of the
Self-directed learning is personalization of
learning. Student individual characteristics, talents,
interests and academic backgrounds are assessed.
Then students direct their own learning at a pace
agreed by the student, parents and teachers. In a
student-centered, engaging learning environment,
students are given a great deal of responsibility for
and input into their own learning. The role of the
teacher is to facilitate or guide learning rather than
Ex: WebQuests, Software, Websites, etc.
What Do I Have to Do?
Take a lesson from Comprehensive
Curriculum, incorporate a High-Prep DI
activity using technology to develop a
Lesson Plan Template is provided.
Engage in hands-on DI technology
ASCD Video- Rick Wormeli
Planning Effectively for Differentiated Instruction in the Classroom
Start with good curriculum.
Continuously assess where students are
Create a sense of community
Use flexible grouping
Use multiple instructional DI strategies
In Rick’s Classroom, Look For:
The nature of the learning environment
Connections between teacher and students
Quality of curriculum
The nature and uses of assessment
Your own questions about Differentiation
How Rick could incorporate technology into
What do you think you are already
doing in your instruction that
meets the needs of your students?
Make notes or questions as we go
through the video.
After viewing the video,
list some teaching
strategies observed that
could be implemented in
Rick differentiated by:
Readiness, Content, Product
According to students’
Readiness, Interest, Learning Profiles
High-Prep Differentiation Strategies
R.A.F.T. (Role Audience Format Topic)
In what ways can a teacher
activities into an existing
curriculum using technology ?