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DI in the classroom 
by John Gipson

I am a retired band director, now a certified substitute teacher. I have been a 'sub' for going on 9 years. Much of my experience has been in the elementary school classroom, grades 2nd through 5th, where I am expected to carry-on differentiated instruction as assigned to me in daily lesson plans written by the teacher especially for me. The plans left for me most often will have me conducting DI reading groups. 
     When I first present myself to the students, I try to get to know their names by having them raise their hands when I call roll. I also try to identify their interests by asking them questions. Being a 'substitute, I am at a disadvantage, since I don't know the students. So I try to Identify who my leaders are, who are the shy ones, who are possible 'trouble students' (attitudes, hyper, talkative, etc.) I can usually do this very quickly which helps me in assessing the needs of the students for the day. Usually the classroom teacher has the seating arranged already to best accommodate the needs of the students. Sometimes, however, it is necessary for me to reseat certain students to break up talkative groups, or to just to make it easier for some to see or hear the instruction when necessary. This regrouping is a form of DI for substitutes. It works.

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DI in the classroom 
by John Gipson

I am a retired band director, now a certified substitute teacher. I have been a 'sub' for going on 9 years. Much of my experience has been in the elementary school classroom, grades 2nd through 5th, where I am expected to carry-on differentiated instruction as assigned to me in daily lesson plans written by the teacher especially for me. The plans left for me most often will have me conducting DI reading groups. 
     When I first present myself to the students, I try to get to know their names by having them raise their hands when I call roll. I also try to identify their interests by asking them questions. Being a 'substitute, I am at a disadvantage, since I don't know the students. So I try to Identify who my leaders are, who are the shy ones, who are possible 'trouble students' (attitudes, hyper, talkative, etc.) I can usually do this very quickly which helps me in assessing the needs of the students for the day. Usually the classroom teacher has the seating arranged already to best accommodate the needs of the students. Sometimes, however, it is necessary for me to reseat certain students to break up talkative groups, or to just to make it easier for some to see or hear the instruction when necessary. This regrouping is a form of DI for substitutes. It works.

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I thought DI was going to be complicated because I have not been in the classroom for a long time. I read the articles and realized I've been seeing it used for years.
I am working in the special education department. I have students who are peer tutoring fellow students just like another person. My students are on different levels and have different strengths. My higher students help their classmates with reading and math skills. I can assess their achievements and weak areas while they are working. I can step in with other activities or information when it's needed.

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I think one think I will do differently is be more realistic about my DI. I will use it strategically and intentionally instead of everyday. I think when teachers (this teacher anyways) is told she needs to use it daily, it loses its purpose and it becomes yet another check on a checklist from the people in charge. So that is how I will make it happen... with a purpose and meaning.   

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I think one think I will do differently is be more realistic about my DI. I will use it strategically and intentionally instead of everyday. I think when teachers (this teacher anyways) is told she needs to use it daily, it loses its purpose and it becomes yet another check on a checklist from the people in charge. So that is how I will make it happen... with a purpose and meaning.   

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It's a great challenged to appeal on  different learning styles of every students in my class, whether they have disabilities or not. In my case, I always use Robert Marzano’s 9 strategies of teaching. First, teachers should promote the concepts identifying similarities and differences where students can compare and contrast concepts and ideas. They can use graphic organizers, web mapping or Venn diagram. Second, teachers should try to enhance summarizing and note taking of her/his students, this is very important because it serves as their resources that they can always go back. Third, cooperative learning is a must because social learning is important so that students can participate in constant dialogue with peers of the same age/group. Fifth, teachers should use the strategies of giving homework and constant practice. Students should be given ample opportunities to master the skills that they learned at school. Sixth, students should be given a chance to reinforce their efforts by providing recognition in a timely manner. Seventh, student should be given visuals like nonlinguistic representation like maps, graphs, videos etc.  Eight, students should be given an opportunity to generalize concepts and testing hypothesis. Lastly, students should be given cues, questions and advance organizer to enhance retention and transfer of the lessons they have learned.
These steps might sound rigorous for teachers like me but I believe that it's attainable.
In addition, lesson planning delivery should be highly structured. In this case, I always use Conventions of Learning Theory like Gagne’s Nine Events of Instructions:

1. Gain students’ attention- present a problem or interesting question.
2. Inform them about the objectives of the lesson- the students should be aware of the target goals of the lesson
3. Stimulate recall and prior learning- students should try to recall any information or concepts regarding the lesson.
4. Provide Stimulus materials- students should be given different instructional materials like graphic organizer, audio-visuals, realia, etc. so that the learning will be experiential
5. Provide guided learning- this is the application of the idea: “I do”, “We do”, and “You do”
6. Elicit performance- the teacher can use different ways to elicit performance like role-play, sharing and projects.
7. Timely and constructive feedback – immediate feedback should be provided to enhance learning.
8. Assess performance- assessment is important to identify if the teacher needs to reteach the lesson on move on a different lesson
9. Enhance retention and transfer- consistent practice is important so that students can apply it anytime and anywhere.

These steps help me a lot to achieve effective Differentiated Instruction in my class.

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I have been teaching for a while (twenty-two years to be exact). I even started before differentiated instruction was a thing. Or at least we didn't call it that. Or at least I didn't call it that. I think, though, the concept has been around for a lot longer than twenty-two years. Good teachers, in my opinion, have been doing it their whole careers. They may not have known what it was called either, but it is really common sense. If a student doesn't get it. You try other things to get the point across. One example of this in my classroom is in the area of writing a literary analysis. My regular students, some of whom are low-functioning, were required to analyze Poe's "The Masque of the Red Death" for one of two things: symbolism used by Poe and Prospero's (the main character) struggle for power. As many of my students struggled to find evidence from literary critics' articles, I gave them the same articles, only they were color-coded so that they could use them for their evidence. We talked about why that particular piece of evidence would be good to use. Hopefully, next time they will be able to find those with less help from me. We also use group work a lot.

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I love reading the different ways to make DI in the classroom work. No one way will be right or wrong, all we can do is try different techniques because remember no two children learn the same. As a teacher I will assess students first to see what they know and this can be done in many ways whether it is on paper or visually. I know it wont be easy especially when you have over 20 students in a room and you have no one to help you, but teaching and learning has to be done. We as teachers must be organized as much as possible in order to be a successful teacher then and only then can learning take place. So many times our advance students are over looked but not itinually or they are asked to do peer to peer which is okay but we need to challenge their brain as well and the way I will do this is research, and more advanced 2 or more step questions and problems. etc... I am not sure if it will work but I will never give up trying.

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Laura Beth Dick

After being out of the classroom for a few years, I was so encouraged by the video clip and readings for this week! When I began teaching ESL 12 years ago, differentiated instruction with Els in the mainstream classroom was a goal, but it was unfamiliar to many classroom teachers in my school settings. Many teachers viewed ESL and EL students as only the ESL teacher's responsibility. There was much work and encouragement to be done to stress that differentiating instruction in the mainstream classroom is not only good for language learners, but it is good for all students! All students come to the classroom with different backgrounds and learning styles. What works for one, may not work for all. I loved how the video stressed to meet students where they are to build up their confidence, which in turn, increases motivation.
When I return to teaching in ESL, I plan to continue to share strategies that not only make Els successful, but all students. For example, the lesson plan format that I found to be successful was: 1) Preview with a "hook" for something fun and engaging (such as a game or video clip) to introduce student to concept and gauge familiarity. 2) Present topic/ concept in a variety of different ways in whole group "I do" 3) Practice: vary groupings of students to practice concept "we do" with interactive techniques and then follow with "I do" independent practice. and 4) Review with a way to gauge student comprehension. In doing this format, I've found that differentiated instruction and practice is built in for student success.

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Let's Make It Happen, Captain! How I Will Make Differentiated Instruction Work In The Classroom  - Kara Barr

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Let's Make It Happen, Captain! How I Will Make Differentiated Instruction Work In The Classroom  - Kara Barr

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After reading the articles and watching the video, I realized I knew some factors regarding Differentiated Teaching, but really learned many new components (more of the meat and potatoes) of it! I already assessed students both formally and informally, but learned new ideas and types of things that I would like to try in my classroom. Some examples include: using one-minute papers, Think-Pair-Share, and using "3-way summaries" or the "Twitter" approach. This is where students respond  to a question or a topic by summarizing it using limited words and characters.

I would also like to take a more in depth approach to my teaching the students by really utilizing the specific outlined student characteristics of readiness, interests, and learner profiles. I want more lessons of mine that are used throughout the year to really incorporate these three factors. I want to add more learning choices at differing levels of difficulties with my lessons. I want to add a wide range of materials and technologies, such as incorporating Padlet! This is a great tool! I want to add more tiering and scaffolding to my lessons. I also want to creating a positive learning environment that has flexibility in regards to spaces and room set -up. I also want to incorporate more peer-on-peer collaborative work chances.

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Concerns about DI - Wk 2 by Tricia Neighbors

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Concerns about DI - Wk 2 by Tricia Neighbors

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By: Tonya R. Willis

Student learning is a very important part of the education process.  For this reason, Differentiated Instruction (DI) is significant to address the different learning styles of students.  After reading some of the articles, I learned that considering a student's educational, social, physical, mental, and emotional background is part of the process in order to implement Differentiated Instruction in the classroom environment.  As a math educator, I will continue to implement DI through the methods of peer tutoring, teacher tutoring, graphics, vocabulary display, cooperative learning groups, instructional strategies, and online resources.

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I thought DI was going to be complicated because I have not been in the classroom for a long time. I read the articles and realized I've been seeing it used for years.
I am working in the special education department. I have students who are peer tutoring fellow students just like another person. My students are on different levels and have different strengths. My higher students help their classmates with reading and math skills. I can assess their achievements and weak areas while they are working. I can step in with other activities or information when it's needed.

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DI in a small classroom!- Helen Robinson-Nguyen

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DI in a small classroom!- Helen Robinson-Nguyen

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I thoroughly enjoy watching my higher level students during differentiation activities. Because I have 12 students, my class is pretty much split down the middle between high and low. I have maybe 1-2 who are smack dab in the middle. Most of the time, my higher students end up peer tutoring in order to keep my low students on track when I am working in small groups. I also use activities such as YouTube, videos and partner reading for some of my students who struggle with reading comprehension. I rely a lot on the use of my resource teacher who I also work hand in hand with to establish activities both inside and outside of the classroom.

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How I Will Make DI Happen-Patricia "Patsy" Jones

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How I Will Make DI Happen-Patricia "Patsy" Jones

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First of all, I am a retired teacher and I have not been in the classroom since 1998, but I have kept my teacher's certificate active since my retirement in 2011. I have a passion for keeping up with the current trends in education and especially educating all children.  In many ways from the reading, I actually used some of the styles described by the the experts. I have especially enjoyed refreshing my mind on the ways if I were in the classroom today.  I think using the common sense approach helps a great deal in framing the lesson for all students by  assessing formally and informally,  by tiering instruction for students based on their needs, by creating groups with different options, by continuing assessments to redefine groups, and by seeking additional help from peers and researchers on how to get the most out of my students. Students often use the words bored and tired when discussing their feelings toward classes.
I think DI motivates most students because they can help each other as a team. The interaction gives everyone an opportunity to feel smart and making a contribution. I firmly believe when we can communicate and understand we can do excellent things. I know I always want to do well; therefore, I have always worked to make a pleasant environment for students and people as a whole to learn and be comfortable in their ability

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How I'll Make DI Happen - Catherine Hazelton

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How I'll Make DI Happen - Catherine Hazelton

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1. Assess students formally and informally.
2. Tier instruction based on the needs of your students.
3. Create small groups based on students needs.
4. Flexible grouping options as well - not just by ability but mixed ability as well. All students have strengths to use in different situations.
5. Continued assessment by teacher to redefine groups as needed.
6. Work with SPED in case accommodations need to be made.

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How I Will Make DI Happen - Jennifer Lynn

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How I Will Make DI Happen - Jennifer Lynn

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After our reading this week, I realize that I already use DI quite a bit in my own classroom. I often try to supplement our reading with images, videos, and audio clips whenever possible to grab students attention, and such practices help engage students with different learning styles. I also use peer groups which I have shifted throughout the year from ability/readiness, interests, and student choice. One way that I would like to try to differentiate is by giving students more choice in assessments and branching out in types of assessment that go beyond a test (which still has value). Specifically, I want to try different strategies for assessment on in-class novels and reading that allow students to select what they know the most about and provide opportunities for more students to show what they know - and where they may need more help

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Making DI Happen in Soc Studies by Tricia Neighbors

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Making DI Happen in Soc Studies by Tricia Neighbors

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How I made DI Happen by Tricia Neighbors

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How I made DI Happen by Tricia Neighbors

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DI through Peer Groups by Kandi Chesnutt

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DI through Peer Groups by Kandi Chesnutt

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I used peer groups to make DI an active process in my classroom. I would group students together based upon individual learning abilities and likes/dislikes. I would have students who were motivated to learn in groups with students who struggled to find an interest in learning. In this group, you would also find students who read at different levels. Students who read at higher levels could aide students who read at lower levels in comprehension and improving reading skills. I also chose group members who shared varying backgrounds, but had similar interests. For example, one student may come from a home where he/she was being raised by a grandparent/aunt/sibling and another would come from a home where the family was made up of two parents and the children. Another student may come from a foster home and another from a home with divorced parents. If I had ESL students in the class, I made sure to place them in pairs withing groups, while making sure the ESL student who struggled had an ESL student who was more advanced in the English language. Furthermore, all of these students may share an interest in having people they can count on and turn to, when in need. They may also share interests in technology or in learning new things.

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It's all happens while playing By Amy Boydston 

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It's all happens while playing By Amy Boydston 

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I assess my young students informally while they are playing. I find myself constantly observing where my students are developmentally, what they are capable of and what are the next steps to help them learn. Since children naturally differentiae during play I like to use flexible materials for informal assessment. I also use grouping during this time so that peer tutoring falls into play and my advanced students serve as models and "teachers" for their friends.  I love to listen to them play as it helps me know their interest and what themes, units and activities might be an exciting and fun way to help them learn.

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One way I make DI happen is I let my students pair up and work together on work together. This lets them work off of each other’s ideas. Sometimes I pair their by ability level and knowing who will work well together, and other times I let them pick their own partners. This gives them a choice and feeling more in charge. Other times I will have them work independently to try the skill on their own. If a person is struggling, I will have one of my students who is a finished and who I feel can work with that person who is struggling work together. This works well. The struggler is learning, and the other student is learning how to express how they got the answer, which many students have a problem with doing. This gives me time to work with another group of students.

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Making Differentiated Instruction happen in the classroom! By Deanna Brown

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Making Differentiated Instruction happen in the classroom! By Deanna Brown

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In my classroom I would implement differentiated instruction by assessing the students first. I would create tier lessons to reach the needs of the students. I would implement flexible grouping. I would group students according to their readiness, learning styles and interest.