One Size Does NOT Fit All . . .
Why use Differentiated Instruction in the Elementary Classroom?
Portfolio of strategies and activities for Differentiated Instruction
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“The ink is black, the page is white Together we learn to read and write A child is black, a child is white The whole world looks upon the sight, a beautiful sight.” -by David Arkin |
Differentiated Instruction A to Z
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Everything is “black and white” there must be one way to do things and everyone learns the same way. This is not accurate, each person learns differently, one size does not fit all some are small and petite while others are super-sized. Because of these differences we need to approach the learning for each person differently. We need to differentiate our instruction. Differentiated instruction (DI) is a deliberate and conscious method that is used to plan and teach students through a variety of avenues towards the same goal (King-Shaver, 2008). Direct instruction is skill-oriented where teachers stand in front and teach and use individual or small groups to complete the task taught (Cobb, 2010). Differentiated Instruction focuses on using best practices for student achievement (Stanford, Crowe, & Flice, 2010). When using direct instruction there tends to be steps that are followed by all students to get to the intended result. When teachers take time to differentiate goals are set based on the individual student and collaboration takes place between the student and teacher to reach the goal (Cobb, 2010). This is done through a variety of instructional strategies and assessments to accommodate the individual learning styles (DiMartino & Miles, 2004).
Students walk into our classrooms from a variety of backgrounds. Each has a different skill, experiences, ethnic background, and interest, and yet we must teach the same curriculum (Carver & Bailey, 2010). With such a wide diversity in students teachers need to be creative in how they teach each so that the curriculum is disseminated to all students in a manner that they can understand. Teachers need to make use of all available resources to support learning activities in their classrooms (Cox, 2008). When I was in the regular classroom I was always looking for new ways to engage my students in learning of the curriculum. I needed to look for ways that were engaging and meaningful. I began talking with other teachers, searching the Internet and gleaning information from workshops at conferences I attended that could be used with students. The need to find ways to individualize learning through classroom arrangement and finding ways to bridge games in student understanding and skills (Cox, 2008).
How I would differentiate among my students was I would look at test scores from the previous spring state testing, also monthly STAR Reading and Math tests were given to evaluate growth and was used for monthly evaluation of how my students were progressing. I created folders for each student that listed his/her goals for the particular activity was being worked on. Effective teaching and differentiated instruction is done so that the teacher understands and tailors instruction to the students’ specific needs (Stanford, Crowe, & Flice, 2010). Another area that I use when determining the course to take with students is whether there is an IEP, 504 Plan, if he/she is an ESL student then collaborating with the specialist that works with them.
Differentiated instruction takes a lot of time to do successfully, but when done students have a larger success than teaching to the entire group. Many researchers feel that differentiated instruction has taken place for years by effective teachers who look at the ability of each student. These teaching styles are similar to Vygotsky’s scaffolding where lesson begin where the students are (Edwards, Carr, & Siegel, 2001). There are many ways to differentiate instruction in the classroom. I have created a portfolio of strategies for differentiated instruction on my website: http://www.mrstruittspage.org/differentiated-instruction.html. These activities include instruction and assessment portions. Some of the activities that are listed are assessment that is done in groups and individually on what the student has learned or where they need help. Some activities that I have placed in my portfolio are links to websites that have games or activities that can be used with students to enrich activities in the classroom. Many of these have their own score/assessment attached to them.
Technology can be sued to engage students in different modalities. This is done through varying the rate of instruction, teaching strategies and complexity levels (Stanford et al., 2010). Varying instruction through grouping of students whether whole class, small group or individualized instruction. Students are grouped based on interest, readiness or learning profiles (Cox, 2008). The diversity of our world lends to the need for cooperative learning and the building of collaborative skills (De Jesus, 2012).
There are several steps that can be taken by the classroom teacher to differentiate instruction. Reading student files prior to the beginning of the year. In an ideal world teachers would be given all the necessary information on all of your students, but most likely you will need to research student background. Use KWL charts. Students can share what they Know, what they Want to know, and after the lesson what was Learned. These can help you find strengths or weaknesses in student learning. Teachers can give students options on how they can find information when completing a task. Accommodate students. Give more time for those who need time, make lessons easier for those who need it less complicated, more challenging for those who need more. Plan assignments with choices, offering options when giving an assignment on how to complete it. Create unit pages that include a calendar of completion dates and how it will be scored. List what work needs to be competed at different levels in the assignment.
Learning can be differentiated through the use of technology. The use of technology for differentiated instruction is beneficial because it helps teachers decrease the gaps in math, reading, science and social studies using various websites and programs (Stanford et al., 2010). Stanford continues on to explain how technology creates an environment where active engagement leads to on-task and engaged students. I have arranged my portfolio of activity A to Z. Activities that you will find on my pages include links to some websites where the game or activity is found, ideas for how to do an activity, suggested lists to help the student, lesson plans all on the following topics:
· Accelerated Math - Accelerated math helps personalize math practice, differentiate instruction, monitor progress, and make data-driven decisions to guide students to success.
· Accelerate Reader - Accelerated reader (AR) helps personalize reading practice, differentiate instruction, monitor progress, and make data-driven decisions to guide students to success.
· ABCYA.com - ABCya.com is free educational kids computer games and activities for elementary students to learn on the web. All educational games are free and are modeled from primary grade lessons and enhanced to provide an interactive way for children to learn.
· Arcademics.com - Free educational games, math games, language arts games, and much more for students and teachers. Data Tracking is available with Arcademics Plus, you can use progress reports to discover student problem areas, and you can customize game content to fit individual student needs. There is a fee for using this site.
· Books - I am not going to list specific books, but having a variety of books available for students to read. Books need to be across a variety of genres and reading levels.
Books can be read and then book reports given in a variety of methods such a book report, book talk, comic page, Voki, book trailer, AR test and much more.
· Board Games - Directions for a board game project. This project is based upon Virginia History, but can be adapted to other subjects or states.
· Comic Life - Comic Life enables you create comics, beautiful picture albums, book reports, make posters and books for reports.
· Cookie.com – an online preschool and primary level games for building skills needed in school.
· Cups - Give students in groups three different colored cups. Green means they are doing well. Yellow means they need help. Red means that they are stuck and need a lot of help. Great for monitoring group work.
· Delicious Library – is a place to catalog your books, movies, music, software, toys, tools, electronics, & video games. Using this catalog will help you find resources for your students. There is a cost for this site.
· Exit Cards – Ask a question before changing subjects and have them write the answer on an index card. You will have students reflect on what they learned today. This is a good way to assess learning as a subject is completed.
· Differentiated Egyptian Unit - A Egyptian Unit that has different levels of activities to complete.
· Food Pyramid - Working with the food pyramid in an independent project format allows students to make independent and positive food choices/meal plans with minimal interference from peers.
· GoogleDocs - Create and share your work online and access your documents from anywhere. Good for collaborative work on a paper or class discussion. Create online quizzes over readings or assignments or a survey for gather information.
· GeoBee - Perfect place to study for the National Geography Bee test each year.
This site has information on how to take the quiz and study helps.
· Hollywood – Make book trailers. Links to sites and notes to help create book trailers on books the students have read.
· iPad - There are many apps that are available to enrich student learning.
· Individual Response Boards - Each student has a small white board and the teacher asks the class a question and the students record their responses on the boards.
· Journaling – There are many ways to journal in class. This section has links to different website that offer many different ways to journal. Journaling is a method to individualize work and allow for creativity among students.
· Jigsaw - Divide students into groups and provide each group with some material to study. Allow the students to become experts on the particular topic. Then create groups with one person from each group to relay the information to the others.
· Kerpoof – is multimedia software used by kids worldwide to create original artwork, animated movies, stories, greeting cards and more. The site is meant to be fun, but it is also educational. Elementary and middle school teachers can use Kerpoof in many ways to enhance classroom activities while meeting a range of educational standards.
· Library of Congress – Using Primary Sources at the Library of congress to enhance learning. Primary sources are the raw materials of history – original documents and objects created at the time under study.
· Lightning Librarian – Help Lydia the Librarian find books for the kids before they get upset and leave!
· Math Games – This section contains links to many different math games for the elementary school age student.
· Math Activities – Variety of activities in different areas of math. Lesson plans and assessment.
· National Geographic –provides free maps, photos, videos and daily news stories, as well as articles and features about animals, the environment, cultures, and history. This site can be used to research information for social studies, geography, science and much more.
· National Geographic for Kids - A site to explore. Games, videos, fun stuff, crafts, science
· Online Books – This section list some sites with online books for elementary school age students.
· One Minute Essays - After teaching the class on a subject, give students one minute to write a short essay on what they have learned.
· Pages - Pages is a word processing program on Macs that can be used to write papers, poems, posters, and more.
· Podcast - Podcasts can be created to share information about a subject just studied or give a report on a topic.
· Poetry - Assign students to write different types of poems. Assessment will be completion of poems. This section will have links to different sites that have directions for student poems.
· Pass the Ball - The teacher asks a question and throws a ball to a student who has to answer the question. If the student answers correctly he gets to shoot a basket (or some other reward). If he answers incorrectly, he passes the ball to a classmate for help.
· QuickTime – Lets the student view videos or play videos that they have created using iMovie.
· Quilt Squares - Literature Reporting which allows for both collaborative and individual work.
· Reading/Language Arts – Links to different reading and language art activities.
· Skype - Skype can be used to interact with peers across town, states, and in other countries. There are also authors that students can Skype with.
· Starfall – A free website to teach children to read with phonics. For preschool, kindergarten, and first grade. Exciting phonics games and online interactive books.
· Seussville – Is the official site of Dr. Seuss and the Cat in the Hat featuring games, printable activities, and a complete illustrated character guide.
· Scootpad - a personalized learning experience for each student enabling comprehensive practice, accelerated progress and rapid concept mastery in Common Core Standards. Comprehensive learning tools and activities guaranteed to engage students and accelerate learning. Online and mobile platform available anytime and from anywhere for Teachers, Students & Parents!
· Studyladder - Personalized learning sources for students of all learning abilities. Resources for more than 10 subjects for preschool to grade six.
· Storyline Online - Screen Actors Guild Foundation sponsors Storyline Online, an online streaming video program featuring SAG members reading books aloud. Each book includes reading activities and lesson ideas.
· Spelling City - Spelling and Vocabulary. Individualize student spelling and vocabulary words and tests.
· Science – Links to a variety of sites that offer different science learning activities for the elementary students.
· Social Studies – Links to a variety of sites that offer different social study learning activities for the elementary students.
· Textmapping – Copy book and make scrolls for students to look at the book in a linear form.
· TeacherTube - Educator friendly site with videos for students and classrooms. This site can be used for students to view assigned videos.
· Trash Basketball - Wad up a piece of paper. Tape off three lines on the floor each farther away from the trashcan. Each student then tries to answer a question on a flashcard. If they answer correctly they choose to shoot a 10, 20, or 30-point basket.
· THIEVES - Book preview: Students preview the text by looking at the Title, Heading, Introduction, Every sentence, Visuals and vocabulary, End of chapter and Summary.
· Unit Pages – Allows the student to take charge of his/her own learning.
· Voice Recording - Record students reading stories, oral reading tests, podcast information and interviews are a few resources that voice recording can be used for.
· Voki - Talking avatars. Use the Voki to complete an oral test or tell a story. Free accounts are available for individuals on the regular Voki service. To be able to add and manage student accounts, you will need to purchase Voki Classroom.
· Vocabulary – Links to sites with vocabulary games.
· Writing Prompts – Links to writing prompts for elementary students.
· ZimmerTwins - Students create and share own animated stories.
Students walk into our classrooms from a variety of backgrounds. Each has a different skill, experiences, ethnic background, and interest, and yet we must teach the same curriculum (Carver & Bailey, 2010). With such a wide diversity in students teachers need to be creative in how they teach each so that the curriculum is disseminated to all students in a manner that they can understand. Teachers need to make use of all available resources to support learning activities in their classrooms (Cox, 2008). When I was in the regular classroom I was always looking for new ways to engage my students in learning of the curriculum. I needed to look for ways that were engaging and meaningful. I began talking with other teachers, searching the Internet and gleaning information from workshops at conferences I attended that could be used with students. The need to find ways to individualize learning through classroom arrangement and finding ways to bridge games in student understanding and skills (Cox, 2008).
How I would differentiate among my students was I would look at test scores from the previous spring state testing, also monthly STAR Reading and Math tests were given to evaluate growth and was used for monthly evaluation of how my students were progressing. I created folders for each student that listed his/her goals for the particular activity was being worked on. Effective teaching and differentiated instruction is done so that the teacher understands and tailors instruction to the students’ specific needs (Stanford, Crowe, & Flice, 2010). Another area that I use when determining the course to take with students is whether there is an IEP, 504 Plan, if he/she is an ESL student then collaborating with the specialist that works with them.
Differentiated instruction takes a lot of time to do successfully, but when done students have a larger success than teaching to the entire group. Many researchers feel that differentiated instruction has taken place for years by effective teachers who look at the ability of each student. These teaching styles are similar to Vygotsky’s scaffolding where lesson begin where the students are (Edwards, Carr, & Siegel, 2001). There are many ways to differentiate instruction in the classroom. I have created a portfolio of strategies for differentiated instruction on my website: http://www.mrstruittspage.org/differentiated-instruction.html. These activities include instruction and assessment portions. Some of the activities that are listed are assessment that is done in groups and individually on what the student has learned or where they need help. Some activities that I have placed in my portfolio are links to websites that have games or activities that can be used with students to enrich activities in the classroom. Many of these have their own score/assessment attached to them.
Technology can be sued to engage students in different modalities. This is done through varying the rate of instruction, teaching strategies and complexity levels (Stanford et al., 2010). Varying instruction through grouping of students whether whole class, small group or individualized instruction. Students are grouped based on interest, readiness or learning profiles (Cox, 2008). The diversity of our world lends to the need for cooperative learning and the building of collaborative skills (De Jesus, 2012).
There are several steps that can be taken by the classroom teacher to differentiate instruction. Reading student files prior to the beginning of the year. In an ideal world teachers would be given all the necessary information on all of your students, but most likely you will need to research student background. Use KWL charts. Students can share what they Know, what they Want to know, and after the lesson what was Learned. These can help you find strengths or weaknesses in student learning. Teachers can give students options on how they can find information when completing a task. Accommodate students. Give more time for those who need time, make lessons easier for those who need it less complicated, more challenging for those who need more. Plan assignments with choices, offering options when giving an assignment on how to complete it. Create unit pages that include a calendar of completion dates and how it will be scored. List what work needs to be competed at different levels in the assignment.
Learning can be differentiated through the use of technology. The use of technology for differentiated instruction is beneficial because it helps teachers decrease the gaps in math, reading, science and social studies using various websites and programs (Stanford et al., 2010). Stanford continues on to explain how technology creates an environment where active engagement leads to on-task and engaged students. I have arranged my portfolio of activity A to Z. Activities that you will find on my pages include links to some websites where the game or activity is found, ideas for how to do an activity, suggested lists to help the student, lesson plans all on the following topics:
· Accelerated Math - Accelerated math helps personalize math practice, differentiate instruction, monitor progress, and make data-driven decisions to guide students to success.
· Accelerate Reader - Accelerated reader (AR) helps personalize reading practice, differentiate instruction, monitor progress, and make data-driven decisions to guide students to success.
· ABCYA.com - ABCya.com is free educational kids computer games and activities for elementary students to learn on the web. All educational games are free and are modeled from primary grade lessons and enhanced to provide an interactive way for children to learn.
· Arcademics.com - Free educational games, math games, language arts games, and much more for students and teachers. Data Tracking is available with Arcademics Plus, you can use progress reports to discover student problem areas, and you can customize game content to fit individual student needs. There is a fee for using this site.
· Books - I am not going to list specific books, but having a variety of books available for students to read. Books need to be across a variety of genres and reading levels.
Books can be read and then book reports given in a variety of methods such a book report, book talk, comic page, Voki, book trailer, AR test and much more.
· Board Games - Directions for a board game project. This project is based upon Virginia History, but can be adapted to other subjects or states.
· Comic Life - Comic Life enables you create comics, beautiful picture albums, book reports, make posters and books for reports.
· Cookie.com – an online preschool and primary level games for building skills needed in school.
· Cups - Give students in groups three different colored cups. Green means they are doing well. Yellow means they need help. Red means that they are stuck and need a lot of help. Great for monitoring group work.
· Delicious Library – is a place to catalog your books, movies, music, software, toys, tools, electronics, & video games. Using this catalog will help you find resources for your students. There is a cost for this site.
· Exit Cards – Ask a question before changing subjects and have them write the answer on an index card. You will have students reflect on what they learned today. This is a good way to assess learning as a subject is completed.
· Differentiated Egyptian Unit - A Egyptian Unit that has different levels of activities to complete.
· Food Pyramid - Working with the food pyramid in an independent project format allows students to make independent and positive food choices/meal plans with minimal interference from peers.
· GoogleDocs - Create and share your work online and access your documents from anywhere. Good for collaborative work on a paper or class discussion. Create online quizzes over readings or assignments or a survey for gather information.
· GeoBee - Perfect place to study for the National Geography Bee test each year.
This site has information on how to take the quiz and study helps.
· Hollywood – Make book trailers. Links to sites and notes to help create book trailers on books the students have read.
· iPad - There are many apps that are available to enrich student learning.
· Individual Response Boards - Each student has a small white board and the teacher asks the class a question and the students record their responses on the boards.
· Journaling – There are many ways to journal in class. This section has links to different website that offer many different ways to journal. Journaling is a method to individualize work and allow for creativity among students.
· Jigsaw - Divide students into groups and provide each group with some material to study. Allow the students to become experts on the particular topic. Then create groups with one person from each group to relay the information to the others.
· Kerpoof – is multimedia software used by kids worldwide to create original artwork, animated movies, stories, greeting cards and more. The site is meant to be fun, but it is also educational. Elementary and middle school teachers can use Kerpoof in many ways to enhance classroom activities while meeting a range of educational standards.
· Library of Congress – Using Primary Sources at the Library of congress to enhance learning. Primary sources are the raw materials of history – original documents and objects created at the time under study.
· Lightning Librarian – Help Lydia the Librarian find books for the kids before they get upset and leave!
· Math Games – This section contains links to many different math games for the elementary school age student.
· Math Activities – Variety of activities in different areas of math. Lesson plans and assessment.
· National Geographic –provides free maps, photos, videos and daily news stories, as well as articles and features about animals, the environment, cultures, and history. This site can be used to research information for social studies, geography, science and much more.
· National Geographic for Kids - A site to explore. Games, videos, fun stuff, crafts, science
· Online Books – This section list some sites with online books for elementary school age students.
· One Minute Essays - After teaching the class on a subject, give students one minute to write a short essay on what they have learned.
· Pages - Pages is a word processing program on Macs that can be used to write papers, poems, posters, and more.
· Podcast - Podcasts can be created to share information about a subject just studied or give a report on a topic.
· Poetry - Assign students to write different types of poems. Assessment will be completion of poems. This section will have links to different sites that have directions for student poems.
· Pass the Ball - The teacher asks a question and throws a ball to a student who has to answer the question. If the student answers correctly he gets to shoot a basket (or some other reward). If he answers incorrectly, he passes the ball to a classmate for help.
· QuickTime – Lets the student view videos or play videos that they have created using iMovie.
· Quilt Squares - Literature Reporting which allows for both collaborative and individual work.
· Reading/Language Arts – Links to different reading and language art activities.
· Skype - Skype can be used to interact with peers across town, states, and in other countries. There are also authors that students can Skype with.
· Starfall – A free website to teach children to read with phonics. For preschool, kindergarten, and first grade. Exciting phonics games and online interactive books.
· Seussville – Is the official site of Dr. Seuss and the Cat in the Hat featuring games, printable activities, and a complete illustrated character guide.
· Scootpad - a personalized learning experience for each student enabling comprehensive practice, accelerated progress and rapid concept mastery in Common Core Standards. Comprehensive learning tools and activities guaranteed to engage students and accelerate learning. Online and mobile platform available anytime and from anywhere for Teachers, Students & Parents!
· Studyladder - Personalized learning sources for students of all learning abilities. Resources for more than 10 subjects for preschool to grade six.
· Storyline Online - Screen Actors Guild Foundation sponsors Storyline Online, an online streaming video program featuring SAG members reading books aloud. Each book includes reading activities and lesson ideas.
· Spelling City - Spelling and Vocabulary. Individualize student spelling and vocabulary words and tests.
· Science – Links to a variety of sites that offer different science learning activities for the elementary students.
· Social Studies – Links to a variety of sites that offer different social study learning activities for the elementary students.
· Textmapping – Copy book and make scrolls for students to look at the book in a linear form.
· TeacherTube - Educator friendly site with videos for students and classrooms. This site can be used for students to view assigned videos.
· Trash Basketball - Wad up a piece of paper. Tape off three lines on the floor each farther away from the trashcan. Each student then tries to answer a question on a flashcard. If they answer correctly they choose to shoot a 10, 20, or 30-point basket.
· THIEVES - Book preview: Students preview the text by looking at the Title, Heading, Introduction, Every sentence, Visuals and vocabulary, End of chapter and Summary.
· Unit Pages – Allows the student to take charge of his/her own learning.
· Voice Recording - Record students reading stories, oral reading tests, podcast information and interviews are a few resources that voice recording can be used for.
· Voki - Talking avatars. Use the Voki to complete an oral test or tell a story. Free accounts are available for individuals on the regular Voki service. To be able to add and manage student accounts, you will need to purchase Voki Classroom.
· Vocabulary – Links to sites with vocabulary games.
· Writing Prompts – Links to writing prompts for elementary students.
· ZimmerTwins - Students create and share own animated stories.
References
Additional Resources for Classroom Use. (2011). Theory Into Practice, 50(3), 270-273.
Al Otaiba, S., Connor, C. M., Folsom, J. S., Greulich, L., Meadows, J., & Li, Z. (2011). Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction. The Elementary Journal, 111(4), 535-560.
Brassell, D. (2009). Dare to differentiate: Vocabulary strategies or all students. The NERA Journal, 44(2), 2-6.
Carver, A., & Bailey, J. M. (2010). Differentiation for 200 Students. Science Scope, 33(6), 12-17.
Cobb, A. (2010). To Differentiate or Not to Differentiate? Using Internet-Based Technology in the Classroom. The Quarterly Review of Distance Education, 11(1), 37-45.
Cox, S. G. (2008, May 1). Differentiated Instruction in the Elementary Classroom. Education Digest: Essential Readings Condensed For Quick Review .
De Jesus, O. N. (2012, Summer). Differentiated Instruction: Can Differentiated Instruction Provide Success for All Learners? National Teacher Education Journal, 5(3), 5-11.
DiMartino, J., & Miles, S. (2004, December). Equity in the Classroom. Principal Leadership (Middle School Edition), 5(4), 44-48.
Edwards, Ph.D., C. J., Carr, Ph.D., S., & Siegel, Ph. D., W. (2001). Influences of Experiences and Training on Effective Teaching Practices to Meet the Needs of Diverse Learners in Schools. Education, 126(3), 580-592.
Hyde Kondor, C. A. (June 1, 2007). One Size May Not Fit All, But the Right Teaching Strategies Might: The Effects of Differentiated Instruction on the Motivation of Talented and Gifted Students (Masters thesis). Retrieved from Online Submission retrieved from George Fox University Library
Jones, R. E., Yssel, N., & Grant, C. (2012). Reading Instruction in Tier 1: Bridging the Gaps by Nesting Evidence-Based Interventions within Differentiated Instruction. Psychology in the Schools, 49(3), 210-218.
Kapusnic, R. A., & Haulsein, C. M. (2001, Summer). The ’Silver Cup’ of Differentiated Instruction. Kappa Delta Pi Record, 156-159.
King-Shaver, B. (2008, April). Differentiated Instruction: the New and Not So New. California English, 6-8.
Levy, H. M. (2008). Meeting the Needs of All Students through Differentiated Instruction: Helping Every Child Reach and Exceed Standards. Preventing School Failure, 161-164.
Stanford, P., Crowe, M. W., & Flice, H. (2010, April). Differentiating with Technology. TEACHING Exceptional Children Plus, 6(4), 2-9.
Additional Resources for Classroom Use. (2011). Theory Into Practice, 50(3), 270-273.
Al Otaiba, S., Connor, C. M., Folsom, J. S., Greulich, L., Meadows, J., & Li, Z. (2011). Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction. The Elementary Journal, 111(4), 535-560.
Brassell, D. (2009). Dare to differentiate: Vocabulary strategies or all students. The NERA Journal, 44(2), 2-6.
Carver, A., & Bailey, J. M. (2010). Differentiation for 200 Students. Science Scope, 33(6), 12-17.
Cobb, A. (2010). To Differentiate or Not to Differentiate? Using Internet-Based Technology in the Classroom. The Quarterly Review of Distance Education, 11(1), 37-45.
Cox, S. G. (2008, May 1). Differentiated Instruction in the Elementary Classroom. Education Digest: Essential Readings Condensed For Quick Review .
De Jesus, O. N. (2012, Summer). Differentiated Instruction: Can Differentiated Instruction Provide Success for All Learners? National Teacher Education Journal, 5(3), 5-11.
DiMartino, J., & Miles, S. (2004, December). Equity in the Classroom. Principal Leadership (Middle School Edition), 5(4), 44-48.
Edwards, Ph.D., C. J., Carr, Ph.D., S., & Siegel, Ph. D., W. (2001). Influences of Experiences and Training on Effective Teaching Practices to Meet the Needs of Diverse Learners in Schools. Education, 126(3), 580-592.
Hyde Kondor, C. A. (June 1, 2007). One Size May Not Fit All, But the Right Teaching Strategies Might: The Effects of Differentiated Instruction on the Motivation of Talented and Gifted Students (Masters thesis). Retrieved from Online Submission retrieved from George Fox University Library
Jones, R. E., Yssel, N., & Grant, C. (2012). Reading Instruction in Tier 1: Bridging the Gaps by Nesting Evidence-Based Interventions within Differentiated Instruction. Psychology in the Schools, 49(3), 210-218.
Kapusnic, R. A., & Haulsein, C. M. (2001, Summer). The ’Silver Cup’ of Differentiated Instruction. Kappa Delta Pi Record, 156-159.
King-Shaver, B. (2008, April). Differentiated Instruction: the New and Not So New. California English, 6-8.
Levy, H. M. (2008). Meeting the Needs of All Students through Differentiated Instruction: Helping Every Child Reach and Exceed Standards. Preventing School Failure, 161-164.
Stanford, P., Crowe, M. W., & Flice, H. (2010, April). Differentiating with Technology. TEACHING Exceptional Children Plus, 6(4), 2-9.
