Skim and Scan:

Differentiated
Instruction Guide
for Inclusive
Teaching
Melissa Griggs
EDU 611
April 30, 2016

Chapter 1: Access to the General Education

Curriculum and Differentiated Instruction
What do we mean when we refer to general education
curriculum?
What does access to the general curriculum mean?
What does access to the general curriculum mean for
students with disabilities?
Why must I provide access to students with disabilities?
How do we ensure fairness as we give students with
disabilities access to the curriculum?
Do we really believe students with disabilities can
master general education curriculum?
What does access look like?

Chapter 2: Elements of Differentiation

The elements for Differentiating Instruction
Content Requirements: The Details (Classroom-Based,
Community-Based, Societal-Based)
Student Influences: The Details (Cornerstones,
Transitions, Personal Connections)
Instruction Components: The Details (Isolated
Exercises, Scaffolded Instruction, Genuine
Experiences)
Assessment Techniques: The Details (Situation
Specific Tests, Supported Performances, Authentic
Assessments)

Chapter 3: Essential Curricular Questions

1. What is the content to be taught?
2. How will the student use the content in real life?
3. What background knowledge is important for this content?
4. What is the language of instruction for this content?
5. What reading and writing skills are necessary for the written materials
used?
6. How do I normally present this content to the students?
7. What learning strategies are used to teach this content?
8. What activities will engage and immerse the learner?
9. What adaptive behaviors are expected during instruction?
10.What class management systems do I use?
11.What physical and sensory skills will students need?
12.What materials or services do the students use for learning?
13.Where will the learning occur?
14.How do students show what they know during and after instruction?

Chapter 4: Essential Student Questions

1.

What does the student know about the content?

2.

What are the interests (hopes and dreams) of the student?

3.

What background knowledge does the student have for this content?

4.

To what degree does the student understand the language of instruction?

5.

What reading and writing skills does the student have that will impact using
written materials?

6.

How does the student learn?

7.

What strategies does the student use to approach new learning?

8.

What activities will engage the student in learning?

9.

What adaptive behavior skills does the student have that would impact
learning?

10. What classroom management systems does the student use or have difficulty
with in the classroom?
11. What physical and sensory issues does the student have that impact learning?
12. What material or services does the student need for learning?

Chapter 5: Decisions on Differentiating

Instruction: Gap Analysis
Analyzing the Questions for Bridges and Gaps
Deciding what to Differentiate
Extensions for learning

(application & demonstration of knowledge,

complexity of task, environment, independence level, language of learning,
motivation, order of learning, pace, participation, procedures & routines,
purpose & appropriateness, resources & materials, size, strategies for
learning & presentation styles, time)

Determine the Feasibility of the Idea

(rapid results, disturbance

level, access, ease of implementation, age appropriateness, usable by others,
length of time, person implementing)

Decide on the Differentiation

Then there is a case study on Nicholas using Chapter 3
and 4 Questions

Chapter 6: Designing Differentiated Lesson Plans (Part 1: The Big Picture of the Lesson)
Chapter 7: Designing Differentiated Lesson Plans (Part 2: Instructional Actions and
Respnsonsibilities)

Part 1
The Big
Picture

Learning
Principle
Context
Objectives
Assessment
Skills
Strategies
Vocabulary
Resources
Content
Connections
Materials

Part 2
Student
Priorities

Instructional
Actions

Teacher
Responsibilit
ies

Any changes to
items in the Big
Picture section
of the planning
that are
significantly
different and
need special
attention.

Advanced
organizer/
introduction
Direct/explicit
teaching
Practice
Generalizatio
n/ application
Closure

Assignments for
each person
during the
instructional
process

Chapter 8: Pulling It All

Together
Plan for Instruction

(make sure everything is ready,

rehearse the lesson, develop a plan to collect data, Decide
how to introduce differentiation, decide on a grading
system, start small, prepare for the mistakes, discuss
management styles, find time to plan together,
communicate)

Implementation (stay flexible and nurture a sense of

humor, do collect data)

Analysis of Data
Refine the Instruction

Reference
Differentiated Instruction Guide
for Inclusive Teaching Anne M.
Moll, Ed.D.