This video is part of a five-part online course on "Teaching High School Students" by arguably the foremost expert on differentiation, Carol Ann Tomlinson. This three and a half minute video provides an explanation of the approach as a means of "responsive teaching." It provides the "why" behind differentiation, not specific strategies, so it provides a sound theoretical foundation for subsequent study.
Too often, educators assume that differentiating means providing individualized instruction for every student. Subsequently, they give up in the face of such a daunting challenge. This white paper debunks that myth and provides common sense guidance on the role of standards and assessment, the need for diverse reading material, the use of flexible groupings, and the difference between daily lessons and culminating activities.
This blog post provides a "starter kid" for the teacher wanting to begin efforts at differentiation without an enormous investment of time. It includes links to videos, blog posts, and other resources and contains practical advice from a classroom teacher who has done the work of culling numerous resources herself.
Ready for more? This slide deck from Edutopia provides 18 strategies for how to structure differentiated learning in the high school classroom. Tips on using project-based assignments, interest surveys, various learning styles, student choice in activities, individualized feedback, and mini-lessons are provided, all in the words of the actual teachers who have used them successfully.
This article provides further detail about six different ways to "tier" instruction, how to use learning "menus," implement a "cubing" strategy, layer curriculum, use the KUD (know, understand, do) approach, and apply technology appropriately. It also provides links to numerous great websites for further exploration.
This 12-minute video from the Teaching Chanel was developed for new teachers but is applicable for veterans who are new to differentiation. It features conversations between a veteran educator and the new teacher he is mentoring and provides an explanation of "tiered" or "scaffolded" instruction. It provides guidance on how to teach the same concept with multiple levels of complexity by grouping students differently and apply varied ways to reach different learning styles.