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Return to A Different Place

How To Use This Site

Historical Perspective
Giftedness Defined
Equal Educational Opportunity
Purpose of Gifted Services in Kansas
Characteristics of Giftedness

Bright Child/Gifted Learner
General Education Interventions  
Differentiated Curriculum
Differentiated Classroom
Individualizing the Curriculum
Modifying Content, Process and Product
Types of Products
Multiple Intelligences Products
Curriculum Assessment
Using Rubrics to Guide Evaluation
Rubric Examples

Teacher Resources
Internet Gifted Resources

A Differentiated Classroom
High Level vs. Low Level Preparation Chart
Flowchart Differentiation of Instruction

In a differentiated classroom, teachers differentiate content, process and product according to a student's readiness, interest and learning profile.

  • Content- what the teacher wants the student to learn and the materials or resources through which that is accomplished
  • Process- activities designed to ensure that students use key skills to make sense out of essential ideas and information
  • Products- vehicles through which students demonstrate and extend what they have learned
  • Readiness- a student's entry point relative to a particular understanding or skill
  • Learning Profile- how an individual student learns

In differentiated classrooms, students demonstrating a need for instruction beyond that of the general education curriculum should be offered a range of instructional and management opportunities such as:

Compacting- students are allowed to demonstrate proficiency in curriculum outcomes, units or courses and progress to more appropriate/challenging instruction.  This reduces redundancy and allows for advanced programming.

Enrichment Clusters- students are grouped according to ability for instructional purposes.  Enrichment clusters stress student choice and students as producers of useful products.

Interest Centers- a center within the classroom that links curriculum topics to areas of student talent and interest in depth and breadth.

Tiered Assignments- assignments designed for varying ability levels.  More complex assignments better meet the needs of high-ability learners.

Tiered Products- products specially designed to demonstrate understanding of a topic in a more in-depth manner.

Graduated Rubrics- the standard and level of student proficiency and accomplishments designed for students and teachers to measure learning outcomes. Graduated rubrics offer clear expectations for quality and levels of excellence to encourage among high-ability learners.

Independent Study- topics selected by students for in-depth study including a statement of student objective, research, and planned presentation.  Students design products to demonstrate their understanding of a topic.  Independent study encourages student autonomy in planning and problem solving.

Alternative Assessments- students are offered opportunities to demonstrate their understanding of material learned in "real-world" ways.

There Are Lots of Ways to Differentiate....

Low Preparation Differentiation High Preparation Differentiation
Choice of Books Tiered Activities
Homework Options Tiered Products
Use of Reading Buddies Independent Study
Various Journal Prompts Multiple Texts
Varied Pacing with anchor options Multiple Testing Options
Student/Teacher Goal Setting Alternative Assessments
Work Alone or Together 4-MAT
Flexible Seating Course Compacting
Varied Computer Programs Spelling by Readiness
Design-A-Day Varying Organizers
Varied Supplemental Materials Community Mentorships
Options for Varied Modes of Expression Tiered Centers
Varied Scaffolding Interest Centers
Computer Mentors Stations
Think-Pair-Share by Readiness, Interest, Learning Profiles Group Investigations
Open-ended Activities Choice Boards
Explorations by Interest Think-Tac-Toe
Options for Competition Simulations
Flexible-Learning Groups by Readiness, Interest, Learning Profile Students Are Assessed in Multiple Ways


Differentiation of Instruction

Is a teacher's response to learners' needs

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Guided by general principals of differentiation


respectful tasks

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on-going assessment
and adjustment

flexible grouping
teachers can differentiate



According to students'

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Through a range of instructional and management strategies.

There are numerous strategies general education teachers can use to differentiate the curriculum for students. Link to Carol Ann Tomlinson chart that summarizes some of the major strategies used and includes a description of the strategy, rationale for its use, and general guidelines for each strategy. 

Please e-mail me with your feedback and let me know how you have used this site.You may also suggest activities that you have found to add to A Different Place.  Thanks for visiting.

Nancy Bosch
Do you have any questions? Comments?
E-mail Nancy Bosch
nbosch@aol.com, web editor
Last update 09/19/08 01:39 PM
Copyright 1997-2008 Nancy Bosch
(excluding "Effective Practices for Gifted Education in Kansas")
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