There are three key components that define effective differentiated instruction in the classroom: content, process and products. When teachers are able to incorporate all three components in lesson planning and instruction, academic access for students with disabilities is maximized.
There are three key components that educators have identified as essential in curriculum design. In constructing curriculum that provides educational access for students with disabilities, the key components remain consistent. Tomlinson (2000) defines those key components as "content, process and products" (ED443572).
- Teachers who are able to vary curriculum content in providing student access to learning objectives and outcomes are effectively implementing differentiated instruction in the classroom.
- A teacher’s ability to align learning goals with state standards is essential in providing conceptual learning objectives that focus on the concepts and skills that are required of their diversity of student learners.
- For students with disabilities, conceptual learning and lesson expectations must be further aligned with IEPs (Individualized Education Programs) that provide a template of diagnostic skills and quantifiable learning outcomes.
For a science teacher who has a 9th grade student in a Biology class with an IEP (reading- 6th grade level and mathematical skills- 7th grade level), differentiated instruction of a science lesson on "Cells," can be modified to meet the diagnostic skills of the learner. Science concepts can be differentiated as broader learning opportunities for students with disabilities in providing academic access.
- The second component of process shows how student groupings are arranged to provide further access to content understanding.
- Students with disabilities in mainstream classrooms should be included in groups that are flexible and engaging.
- Groups should be changed according to the instructional expectation or lesson outcome so that movement is dynamic and interactive.
- Organization and structure of the groupings in the classroom environment can be beneficial for student learning and teacher differentiated instruction.
On-going pre and post-assessment or products of student learning outcomes can provide teachers with an instructional guide in what’s working and what skills need work for all students. However, for students with disabilities, consistent assessment and both formal and informal evaluations provide diagnostic information that is quantifiable in measuring academic growth and achievement.
Additional Reading on Differentiated Instruction
Web Site: for Teachers, Administrators, and Higher Education
www.teach-nology.com/litined/dif_instruction/
Tomlinson, C.A., (2000). Differentiation of instruction in the elementary grades. ERIC Digest. ERIC_NO: ED443572. In Tracey Hall, Ph.D. (2006). Differentiated Instruction.
http://www.cast.org/publications/ncac/ncac_diffinstruc.html
Tomlinson, C.A., (1995). Differentiating instruction for advanced learners in the mixed-ability middle school classroom. ERIC Digest E536.
http://www.ed.gov/databases/ERIC_Digests/ed389141.html