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=Differentiated Instruction Strategies that Promote Student Learning=

(You don't need to "Join This Wiki" to use this course. See below for info on how to get started.)

Do you have classes that look like this sometimes? The students' ages may be different, but the response is less than what you hoped for? Some students are engaged, but others are daydreaming, some are writing to friends, some are bored out of their minds. How can we engage //all// students?



According to Carol Ann Tomlinson, we differentiate three aspects of instruction: Content, Processes and Products. We differentiate based on students' readiness for learning, their interests, and their learning preferences. Each of these approaches is illustrated on different pages in this wiki (see the navigation bar to the left).



Basic Principles of Differentiated Instruction
A classroom where DI is used consistently follows these basic principles and consistently adheres to these five conditions (sometimes called "non-negotiables").

How to Use this Course
**You don't need to "join" the wiki to use this course, so don't click the "Join This Wiki" button - just get started.** You can write in the discussion tabs without being a formal wiki member. Just contact the instructor directly or register at [].

This wiki is primarily intended to convey information about various approaches to differentiated instruction and allow teachers to share their own experiences and ask questions of other teachers. Please use the discussion tabs on each page to share your experiences and pose your questions - or answer other's questions. This is not an instructor-led course. Any feedback you get on your postings will come from other users of this wiki.

You can earn either 0.5 SBCEU's or 2.0 SBCEU's depending on the amount of work you do on this course. To get 0.5 SBCEUs, read the background pages (Basic Principles, Five Conditions and Creating a Culture for DI) and One Teacher's Journey, then try one or two of the main approaches to differentiating instruction. You'll have to develop, for example, tiered assignments or project menus, then use them with your class. Get feedback from students, then respond to one of the assignments related to that approach to DI.

To earn 2.0 SBCEU's, read the background pages (Basic Principles, Five Conditions and Creating a Culture for DI) and One Teacher's Journey, then try all of the approaches to differentiating instruction with your students. 2.0 SBCEUs is equivalent to 20 hours of work, so that gives you a sense of what's expected. As you work in each of the three main categories, choose one of the homework options and respond to it. Also send one or two samples of your differentiated assignments to Theron Blakeslee at Ingham ISD to post on this wiki.

When you've done the level of work that you want, contact Theron Blakeslee at Ingham ISD. Let him know what you have done. He will certify that you have completed the appropriate assignments, and issue the SBCEUs to you.

//**The original work in this on-line course is copyrighted**// © by Ingham Intermediate School District. All rights reserved.