Smartboards in the Classroom

"The idea of differentiating instruction to accommodate the different ways that students learn involves a hefty dose of common sense, as well as sturdy support in the theory and research of education (Tomlinson & Allan, 2000). It is an approach to teaching that advocates active planning for student differences in classrooms." Carol Ann Tomlinson

Here's a great resource from Carol Ann Tomlinson's website on Assessment.

"Assessment is simply a way to collect information about students at all stages of learning. Teachers pre-assess to find out what their students already know about a topic; they assess continuously throughout the unit to clarify misconceptions and steer instruction; as well as at the end of course of study in order to determine if students have reached the intended goals. Teachers in differentiated classrooms not only assess but they use that data to guide their thinking, to adjust instruction, and to ensure that they are providing meaningful and relevant curriculum."

Here's a link to one of Dr. Tomlinson's texts which describes DI in detail.   

Here's a wonderful resource to help you differentiate instruction in your classroom.

by Pitiya Huu
Differentiation Class of 2006

• A clear sense of direction is a must in creating anything differentiated; this is achieved by arriving at a defined set of KUDs before even considering the centers.
• An established routine – that is practiced consistently – with which students are familiar is necessary for the smooth functioning of learning centers. Students should know where to go, where to file papers, how to move from center to center, how to get assistance, and what to do once they're at the center (instructions should be provided – written and tape recorded – for students who have difficulty reading), without the teacher having to take extra time to explain any of these routines every day.
• A system of accountability for students is also vital. If students know that their work is not being assessed, they will quickly learn that they don't need to do it. Also, without a way for the teacher to monitor student's progress, there is inadequate information from which the teacher can make accurate and updated differentiating decisions. This can be achieved from center checklists (students tick off as they complete work at each center), self-assessment (teaching students to monitor their own work against a rubric will provide a valuable skill for students and help them develop their metacognition), and folders/portfolios (where students keep their work for the teacher to assess at any point).
• Connectivity to the classroom content is also key. Work that occurs at centers may prepare students for an upcoming topic (by whetting their appetites, or even preliminarily introducing the topic), reinforce a topic/skill, or review a topic/skill. No matter what the purpose of the activity at a center (introduce, reinforce, or review), there must be a connection to what's happening in the classroom – and more importantly, students must see the connection (if not before or during the center work, then most certainly shortly thereafter).

Finally, reflection is equally important in creating an effective center. I mean “reflection” in both senses of the word; the teacher must contemplate on what's working and what's not, in a constant attempt to tailor centers to meet students' needs (i.e., differentiating by learning profile or readiness level). Also, students must see themselves reflected in (at least some of) the centers in the classroom (i.e., differentiating by interest).