The purpose of this website is to provide for Springfield Public Schools teachers the nuts and bolts of the philosophy and practices of differentiated instruction.

Although this website is not intended as a sole source for questions concerning differentiated instruction, it is intended to be a helpful resource for those teachers who are ready to move from a traditional classroom setting, in which all students do the same work at the same pace, to a differentiated classroom. This might mean something as simple as looking for ways to raise student motivation by tapping into student interest, or occasionally offering choice based on the learner profiles that exist in the classroom, or responding to assessment data by tiering a lesson based on learner needs.

Finally, this website will provide "at your fingertips" documents that teachers can easily access and adapt for use in classrooms across the curriculum and grade levels.

What you will find on this website:

	Six Elements of Differentiated Instruction: Teachers can differentiate in three areas -- content, process, or product. Also, teachers can differentiate according to students' learner profile, readiness, and interest.
	Assessment: "Without it, purposeful differentiation is simply not possible. Not only does assessment give you data for where your students are in terms of readiness, assessment can also inform you of how to tap into student interest, can influence the timeline of instruction, or might reveal topics that can be explored in more depth or abbreviated."
	Learner Profile: Teachers best maintain order in the classroom not so much by exercising authority as by making the effort to know each student. Embracing the differentiated philosophy begins with not only knowing the content but also knowing the students.  This includes knowing students' readiness levels, interests, learn styles, and personalities.
DI	Flexible Grouping: Informally grouping and regrouping students in a variety of ways can result in students working more productively. Teachers who use flexible grouping strategies often employ several organizational patterns for instruction. Students are grouped and regrouped according to specific goals, activities, and individual needs. When making grouping decisions, the dynamics and advantages inherent in each type of group must be considered.
	Tiered Lesson Design: “Tiered assignments are differentiated learning tasks and projects that you develop based on your diagnosis of students’ needs.”  Dr. Diane Heacox
	Managing a DI Classroom: "In thinking about management, you must carefully consider effective use of time, thorough instructional planning, efficient organization of materials and resources, and ways to engage your students that are respesctful and safe yet buzz with the excitement of learning." Making Differentiation a Habit by Dr. Diane Heacox
	Choice Boards: This tic-tac-toe strategy is a simple way to give students alternative ways of exploring and expressing key ideas and using key skills. Teachers can target specific learning activities for an individual student or a small group. Choice boards allow for student choice as well as challenge. Choice boards promote student motivation, a higher level of thinking and engagement, and encourage the development of independent thinking.
	Cubing: This strategy helps students think about and make sense of new learning. You can match your students' learning profiles and learning needs to appropriate tasks or questions. Cubing can raise student engagement because it honors students' readiness levels, interests, or learning styles.
	RAFTs: This literacy strategy lends itself to assisting creative and resourceful thinkers in exploring new points of view while retaining and synthesizing new information (Wormeli, 2005). With a RAFT students process information rather than just write answers to a question. RAFT writing assignments are written from various points of view and for audiences other than the teacher.
	Levels of Thinking: This guide through the cognitive learning process is an important tool as you study assessment data and determine which students need more or less complex work.