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Today's post on differentiated instruction is part of our Fair is Not Always Equal...Now What? blog series. Stay tuned for more posts that show you how to teach and reach every learner in your classroom!

that differentiated instruction is one effective method for meeting the needs of all learners. But if you're teaching a classroom with 30 diverse students, all of them with different strengths and needs, it can be hard to know where to begin.

Adapted from the book Quick-Guides to Inclusion, edited by Michael Giangreco & Mary Beth Doyle, today's post lays out 7 principles of differentiated instruction and provides classroom examples for each one. It gives teachers new to differentiation a jumping-off point for their instruction (and it's a great source of ideas for educators who already differentiate).

Why it's important:

All students want to contribute, be respected, and be cared about. Your classroom will provide fertile ground for helping students learn how to value differences, appreciate commonalities, and come to deeper understandings of such complex issues as fairness, cooperation, equity, and justice.

What it looks like:

A fifth-grade teacher establishes expectations in context of teaching about the preamble of the U.S. Constitution. After learning about the purpose, the students create their own preamble-one that will guide their behavior throughout the year.

In a first-grade class, students identify four to five classroom expectations. The students then work in small groups, with each group painting a picture of classmates following the expectation successfully. For example, one group paints a picture titled "This is a picture of us taking turns." The pictures are displayed in the classroom and visually remind the students to follow their expectations.

A high school biology teacher provides his students with information about learning styles and multiple intelligences as a way of increasing self-awareness. He encourages his students to form lab teams composed of students with complementary strengths. All students learn to use their learning profile to guide choice making and to enhance reflection.

Why it's important:

Creating a "working-with" classroom environment means that teachers and students share decisions about instructional activities, routines for accomplishing classroom tasks, ways in which students might work together, and how students can demonstrate their learning. Teachers who create "working-with" learning environments encourage students to build responsibility for monitoring their work habits, making choices to enhance their learning, self-assessing their quality of work, and helping make decisions about how the overall classroom is functioning. Students take an active role in their own learning!

What it looks like:

A second-grade teacher asks students to reflect on their progress toward important benchmark skills and establish a goal to assist them in making progress toward mastery.

During a fifth-grade class meeting, a teacher asks her students to discuss how different tasks might be assigned in order to complete a cooperative group project.

An eighth-grade teacher frames the targeted learning outcomes for an upcoming unit and asks her students to work in small groups to brainstorm instructional activities that would assist the students in reaching their benchmarks.

A high school government teacher asks each of her students to select two peers who will provide feedback on the student's semester project.

Why it's important:

In fair and equitable inclusive classrooms, the general curriculum must be accessible to all students, regardless of their challenges or learning styles. As teachers plan how to ensure accessibility to the curricular content, they should consider a variety of options for differentiation-both in the depth and breadth of content, as well as how each student best acquires the content.

What it looks like:

In a science unit on insects, a third-grade teacher encourages some of her students to explore how different insects adapt to environmental factors. Her plans for other students involve identifying familiar insects and investigating their characteristics. A few students will spend several days in the library doing research. In preparing for the unit, she gathers a tub of varied resources that include grade-level reading material, resources rich with photographs and light on words, several audiotapes, a list of websites, and several 3D models of insects. In collaboration with a special education colleague, she has also included a teacher-made "unit dictionary" that captures essential vocabulary words and concepts.

In creating access to a standards-based curriculum, a middle-school language arts teacher focuses on a monthly theme or question in his literature units-for example, "Does courage always involve sacrifice?" Students choose to read a variety of novels or short stories that capture the theme of courage. This allows for accessibility to the curriculum, both in readability levels as well as student interests. While all students are expected to respond to a set of questions from the perspective of the main character as well as their own perspective, the teacher and his students negotiate several acceptable options for the format of response. Both visual and linguistic options are offered. This allows for accessibility to the curriculum based on students' learning preferences.

Why it's important:

Differentiation is all about creating multiple pathways for learning. Standards provide the targets for learning, and differentiated instruction provides the various routes through which students attain mastery of identified learning outcomes. Teachers should continually expand their instructional repertoire in order to better meet the diverse needs of students.

Examine the instructional strategies currently in your instructional repertoire. Start with just a few of your favorite strategies and push yourself to incorporate greater differentiation within those strategies. Don't forget to use your specific students as resources; they can share responsibility in suggesting various routes to a common destination.

What it looks like:

A learning outcome in language arts might involve knowing specific literary elements. The teacher strives for all students to reach mastery in understanding the element of setting. Using her knowledge of her students, the teacher creates multiple instructional options:

A student who is still learning English uses a sequential graphic organizer to identify aspects of setting. This student also has access to a picture dictionary to assist with the language demands of the task.

Another student uses a software program that provides a list of descriptive terms and then creates a web of categories.

Two other students work together to create an alternative setting and then analyze how the new setting would alter the story.

After all the students have had opportunities to understand setting, the teacher facilitates a large group activity in which students share their understanding of the role of setting in literature.

Why it's important:

Assessment and differentiation are integrally linked, and both should occur throughout instruction. Assessment informs both the teacher and the student of the current level of understanding, progress, effectiveness of teaching and learning, and areas in need of improvement or enrichment.

Formative assessment, done at the beginning of instruction, informs a teacher as to the range of "starting points" for each student. Summative assessment, done at the end of instruction, provides feedback as to how well students have mastered learning outcomes. In the spirit of differentiation, summative assessment should also allow for individual differences and strengths. Be creative, think inclusively, and ask students how they can best demonstrate what they have learned. A written paper-and-pencil assessment doesn't work for everyone!

What it looks like:

A first-grade teacher checks in with her students throughout instruction using the colors of a stop light. Students indicate green if they are "good to go," yellow means "I need more practice," and red indicates, "I just don't get it."

A second-grade teacher encourages students to begin a unit by brainstorming ideas about a particular concept. She then creates a class web to help students begin to sort and label aspects of the concept. Not only are the students able to benefit from the background knowledge of their classmates, the teacher is able to informally assess what her students know about a particular topic.

At the beginning of a science unit, a middle school teacher asks her students to write a best-guess definition of the word "catalyst." Based on their responses, the teacher designs a differentiated activity at the beginning of the unit that allows each student to work from his or her starting point.

A sixth-grade teacher helps her students self-assess their progress on a four-week project by creating a "benchmark timeline" of weekly tasks. At the end of each week, students initial the timeline, indicating where they are in the task sequence. Each week, students initial with a different color pen. This visual aid provides a picture of progress, as well as indicating to the teacher which students might be having difficulty with task pacing.

Why it's important:

Differentiated instruction changes the roles of students as well as teachers. In differentiated classrooms, students are active participants in the learning process. Student responsibilities include demonstrating such skills as: 1) making effective choices, 2) being self-directed, 3) organizing learning materials, 4) following directions, 5) completing tasks, and 6) working cooperatively with classmates. When teachers provide many guided opportunities for students to build competence and confidence, students develop the skills they need to be productive and responsible learners. Remember-providing choices to students is a powerful motivator!

What it looks like:

A first grader might complete the "must-do" activity at the learning center and then choose between two "can-do" learning center activities.

Elementary students might be taught to follow a learning contract, in which tasks are specified but each student selects the order in which he or she completes the tasks.

A fourth-grade student might select three activities from a menu of nine activities in order to increase his understanding of the Underground Railroad.

A fifth grader might be asked for input about a classroom seating arrangement.

Middle school students might develop a list of resources necessary to complete a multi-faceted assignment.

A seventh grader might meet with his teacher to select a culminating project at an appropriate level of challenge.

A high school student might select which projects to include in his art portfolio.

A high school student might take the initiative to meet with a teacher in order to self-advocate for a helpful instructional accommodation.

Why it's important:

Reaching and teaching all of your students can feel like an overwhelming task.

Developing some simple routines for organizing and managing your differentiated classroom will make everything go much smoother-and clear a path for more effective learning.

What it looks like:

Here are some tips you can try in your classroom:

Have students practice "organizational logistics." Provide opportunities to practice the simple things (e.g., moving between learning centers, obtaining materials, utilizing cooperative role cards, putting supplies away). This can help the instructional activity go more smoothly.

Develop set routines for giving directions. Multiple tasks, often requiring different directions, can be confusing. Establish routines that simplify directions. Color-coding works well. For example, teach students that if they are in the blue group, or are working on the blue set of tasks, then the materials are in the blue folder and the directions are written in blue on the overhead.

Give students responsibility for being accountable. You don't have to feel responsible for everything! If students in your class routinely turn in assignments, put them in charge of record-keeping. Simply attach a list of student names to the outside of the assignment folder. As students turn in assignments, it is their responsibility to check off their name.

Use your students as resources. Designate class experts who can offer assistance to classmates. Implement an "Ask three before me" rule to encourage students to seek out classmates for help. Put your classroom community of teachers and learners to work!

Set yourself "off limits" from interruptions. During set times throughout the day (e.g., when you're facilitating a small instructional group), let the students know that you are not to be interrupted. Wear something colorful and easily noticed as a reminder: Mardi Gras beads or a colorful hat or headband.

What principles would you add to this list? Which differentiation strategies work best with your students? Tell us in the comments below (and if you try any of the ideas in this post, let us know how it goes!)

Discover tips on differentiating instruction for multiple intelligences in this popular blog post. Includes specific suggestions for differentiating during science, math, and history!

Pick up Quick-Guides to Inclusion for fast, friendly, and practical guidance on including students with disabilities in general education classrooms.

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Differentiated Instruction: 7 Key Principles and How-Tos

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Today's post on differentiated instruction is part of our Fair is Not Always Equal...Now What? blog series. Stay tuned for more posts that show you how to teach and reach every learner in your classroom! that differentiated instruction is one effective method for meeting the needs of all learners.

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About 60% of our second grade day is spent in small group instruction. Although this teaching approach is highly targeted and differentiated, it is also intense to plan and deliver. Over the past few years, I have evolved from a teacher who hated small group instruction to one who fully embraces its undeniable benefits. The driving force behind my growth is organization and the development of unique small group instruction management routines. The three tips below have helped make the management aspect of small group instruction more...manageable.

Before we dive in, here is a peek at the two small group instruction areas in my second grade classroom:

Setting The Stage: Small Group Meeting Spaces

Our reading aide meets with small groups four days a week in at the reading table. During their time with her, students are currently participating in scaffolded literature circles. Each day, they read a chapter, work on their Guided Reading Journal (filled with reading response activities that give them practice with reading concepts they have mastered), and then participate in a guided literature circle discussion and activity. These are the supplies my students use at the reading table

I meet with small groups in our Mini Lesson Zone. I don't mind sitting on the floor and the kids love it so we sit side by side during our reading conferences, use the table if there's anything we need to write down, and refer to our mini lesson notes/posters on our easel. Anyone who's waiting for their turn to meet one on one with me reads at one of the placemats so they can quickly join me when it's time.

My small group instruction is more like individualized instruction, therefore students are required to bring their own book bins and journals.

Whiteboard markers, highlighters, and pencils are provided so students don't waste transition time gathering these supplies.

Okay, now that you have an idea of where small group instruction takes place in my second grade classroom, here are the details on how I keep our small group instruction time running smoothly. I've set these details up as solutions to common small group instruction problems or roadblocks.

Tip #1: PowerPoint Transition Slide Deck

If your students struggle to make quick transitions during small group instruction, use PowerPoint to create visual reminders for students. Saving these reminder slides on your computer and displaying them specifically during the instructional time they are needed reduces the need for posters and clip charts that are only used for a short time during your school day.

I use this slide deck during Daily 5 and have a similar deck for Math Workshop. It is my absolute favorite classroom management tool. The deck is filled with hundreds of slides that are connected by a series of timed transitions and sounds effects that signal when it is time for a brain break or for a new round of Daily 5 to begin.

At the start of Daily 5, I simply click play and the slide deck keeps track of time, makes peaceful noises that signal when it's time to transition (so much better than having to say it...the less we talk...the better), gives a visual countdown, and shows who should be working in the small group areas.

Tip #2: Visual Reminder Posters

Most likely, you work on different activities during small group instruction each day. Also likely... your students tend to forget what they are supposed to bring to the small group area.

Post a sign that informs students which activity they will work on each day, the supplies they need for that activity, and what they should do while they are waiting for their instruction to begin. Once again...save your voice for the important stuff...the less you have to use it for silly verbal reminders, the less likely you are to sound like the teacher from the Peanuts cartoon.

I hang these signs on the whiteboard behind me near our mini lesson zone because each time my students meet with me, they need different supplies.

Their own Word Pocket (for Words Their Way instruction on Monday)

Their personalized book collection (for reading conferences on Tuesday, Wednesday)

Their personal Word Collector's Notebook (for collecting words in context and their weekly mini assessment on Thursday, Friday).

In honor of this blog post, I created a sign for the reading table where my aide hosts her small group instruction. This sign is simply a reminder that students should work in their Guided Reading Journal while they wait for other students to finish their reading in preparation for their group reading response activity. She uses guided reading books and literature circle books so students don't need to bring anything with them when they visit her.

Tip #3: Get Smart With Your Classroom Furniture

Are you frustrated with your system for storing math and reading group supplies?

Find furniture that reduces classroom clutter and keeps you organized. This 5 Bin Storage Tower from The Container Store is an easy way to keep supplies together for your reading groups without having to deal with overflowing bins that create visual noise in your classroom. Each day, you can gather the supplies for the small groups you will be instructing and tuck everything out of sight once small group time is over.

In my classroom, this tower is used solely by my reading aide. To keep our storage tower optimally organized, I added a group label to each bin and have each group's literature circle books and Guided Reading Journals inside. I keep student work out of folders because it removes an extra step when I need to quickly assess student work. If work is tucked inside a folder, I tend to forget about it...#teachertruth.

I would love to hear from you about any additional roadblocks you may be facing during your small group instruction time. Please also share your unique solutions to the roadblocks mentioned above in the comments below. Can't wait to hear from you!

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Three Tips For Making the Most of Small Group Instruction

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A visual teaser for my post on small group instruction including tips for minimizing wasted time during transitions, keeping your students independently capable of coming to small group time fully prepared with the correct supplies, and how to eliminate the visual noise and classroom clutter that often times accompanies well-planned small group instruction blocks.

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Student Instructions and end-product.

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Differentiated Instruction in Content Areas

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Differentiated Instruction in Content Areas

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Infographic. :)

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Downloadable list.

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Make math learning fun and effective with Prodigy Math Game. Free for students, parents and educators. Sign up today!

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What does it look like?

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Station Rotation: Differentiating Instruction to Reach All Students

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Four ways to view D.I.

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Differentiated Instruction Video Series 1: What is it