Glossary
Instructional Strategies that Support Differentiation
♦ Acceleration: a strategy that allows a student to study material at a faster pace
♦ Complexity and challenge: the use of higher order thinking skills
♦ Computer-based instruction: the use of technology to individualize instruction
♦ Curriculum compacting: a strategy that allows students who show on a pretest that they already know part or all of the material to be studied to work on alternate activities
♦ Flexible grouping: a purposeful reordering of students into temporary working groups to ensure that all students work with a wide variety of classmates and in a wide range of contexts during a relatively short span of classroom time
♦ Group projects and investigations: activities in which students are grouped by interest to investigate a topic related to something being studied in class
♦ Independent study: activities in which students use their unique abilities and talents to explore areas of special interest on their own
♦ Intelligence preferences: modes that reflect different ways a student expresses intelligence as indicated in systems described by Howard Gardner and Robert Sternberg
♦ Learning centers or stations: collections of materials and activities designed to teach, reinforce, or extend students’ knowledge, understanding, and skills
♦ Learning contracts: formalized agreements between the teacher and a student that delineate the independent learning tasks a student will do during a unit of study
♦ Learning style: the way student learning is affected by personal and environmental factors
♦ Mentorships: utilization of community and business resources, abilities, and talents to support students in exploration of areas of special interest
♦ Multi-media presentations and projects: products that require the development of 21st century skills
♦ On-going formative assessments: varied and frequent opportunities for students to demonstrate and teachers to evaluate progress towards a goal
♦ Open-ended activities: tasks which allow students to take content, product, and process in non-prescribed directions and depth
♦ Scaffolding: any support system that enables students to succeed with tasks they find genuinely challenging
♦ Student interest: a factor to consider in offering student choice
♦ Student self-assessment: a strategy that, in combination with teacher assessment, enriches the picture of student performance
♦ Student choice: a strategy that strengthens performance by increasing student ownership
♦ Tiered activities and assignments: assignments in which all students work toward the same standards or objectives but at different levels of readiness or ability
♦ Varied questioning: a technique of forming questions with the goal of extending student thinking
♦ Varied texts and materials: a method of matching materials to the needs and abilities of differing learners
Many definitions were adapted from the following resources:
Carolyn Coil, Successful Teaching in the Differentiated Classroom and Teaching Tools for the 21st Century
Carol Ann Tomlinson, The Differentiated Classroom: Responding to the Needs of All Learners
Carol Ann Tomlinson and Caroline Cunningham Eidson, Differentiation in Practice: A Resource Guide for Differentiating Curriculum
♦ Acceleration: a strategy that allows a student to study material at a faster pace
♦ Complexity and challenge: the use of higher order thinking skills
♦ Computer-based instruction: the use of technology to individualize instruction
♦ Curriculum compacting: a strategy that allows students who show on a pretest that they already know part or all of the material to be studied to work on alternate activities
♦ Flexible grouping: a purposeful reordering of students into temporary working groups to ensure that all students work with a wide variety of classmates and in a wide range of contexts during a relatively short span of classroom time
♦ Group projects and investigations: activities in which students are grouped by interest to investigate a topic related to something being studied in class
♦ Independent study: activities in which students use their unique abilities and talents to explore areas of special interest on their own
♦ Intelligence preferences: modes that reflect different ways a student expresses intelligence as indicated in systems described by Howard Gardner and Robert Sternberg
♦ Learning centers or stations: collections of materials and activities designed to teach, reinforce, or extend students’ knowledge, understanding, and skills
♦ Learning contracts: formalized agreements between the teacher and a student that delineate the independent learning tasks a student will do during a unit of study
♦ Learning style: the way student learning is affected by personal and environmental factors
♦ Mentorships: utilization of community and business resources, abilities, and talents to support students in exploration of areas of special interest
♦ Multi-media presentations and projects: products that require the development of 21st century skills
♦ On-going formative assessments: varied and frequent opportunities for students to demonstrate and teachers to evaluate progress towards a goal
♦ Open-ended activities: tasks which allow students to take content, product, and process in non-prescribed directions and depth
♦ Scaffolding: any support system that enables students to succeed with tasks they find genuinely challenging
♦ Student interest: a factor to consider in offering student choice
♦ Student self-assessment: a strategy that, in combination with teacher assessment, enriches the picture of student performance
♦ Student choice: a strategy that strengthens performance by increasing student ownership
♦ Tiered activities and assignments: assignments in which all students work toward the same standards or objectives but at different levels of readiness or ability
♦ Varied questioning: a technique of forming questions with the goal of extending student thinking
♦ Varied texts and materials: a method of matching materials to the needs and abilities of differing learners
Many definitions were adapted from the following resources:
Carolyn Coil, Successful Teaching in the Differentiated Classroom and Teaching Tools for the 21st Century
Carol Ann Tomlinson, The Differentiated Classroom: Responding to the Needs of All Learners
Carol Ann Tomlinson and Caroline Cunningham Eidson, Differentiation in Practice: A Resource Guide for Differentiating Curriculum