Wondering/Inquiry Focus:

Article citation (in correct APA format)
Jackson, N., & Evans, L. (2017).
Self-Reflections on Differentiation:
Understanding How We Teach in Higher
Education. Networks: An Online Journal for
Teacher Research, 19(1).
Key quotes and ideas related to your
wondering
“I provided more authentic learning
opportunities for each unit of study,
differentiating for process and product.
Although not every lesson I taught
included differentiation” (Jackson &
Evans, 2017, pg.6)
Ideas for taking action in your
classroom
 Implementing differentiation in the
classroom to help students be able
to understand content and
accommodate to their needs.

“Differentiated instruction focuses on

creating a variety of pathways for student
success.” (Jackson & Evans, 2017, pg.7)

“Although the topic of differentiated

instruction can be argued, both
researchers agree that its aspects should
be implemented in teacher preparation
programs” (Jackson & Evans, 2017,  This is the target of finding what
pg.12) students need in order to effectively
learn.
“Teacher educators do not routine apply
the idiom, “Practice what you preach.”
(Jackson & Evans, 2017, pg.12)

 Finding and doing research to

determine what kind of
differentiation aspects would be
appropriate and approved by you
school.
Wondering/Inquiry Focus:
Deunk, M. I., Smale-Jacobse, A. E.,
de Boer, H., Doolaard, S., & Bosker, R. J.
(2018). Effective differentiation Practices: A
systematic review and meta-analysis of
studies on the cognitive effects of
differentiation practices in primary
education. Educational Research Review, 24,
31–54.
Tomlinson, C. A.
(2000). Differentiation of instruction in the
elementary grades [microform] / Carol Ann
Tomlinson. Champaign, IL : ERIC
Clearinghouse on Elementary and Early
“Differentiation is an overall approach to
teaching and can include combinations of
many practices, like flexible
(heterogeneous or homogeneous)
grouping, detailed progress monitoring,
using adaptive computer programs or
learning materials, modifying learning
content, adapting instruction for weaker
students, and providing opportunities for
acceleration for stronger students.”
(Duenk, Smale- Jacobse, Boer, & Bosker
,2018, pg.32)
“Teachers can differentiate at least
four classroom elements based on
student readiness, interest, or learning
profile: (1) content--what the student
needs to learn or how the student will
get access to the information; (2)
process--activities in which the
 Using the figurative language, it is
saying teachers lack being fair and
staying consistent, but is this
because we have to differentiate
and can’t be consistent always?
 Learning and using these
differentiated approaches to be able
to cater to students needs and
monitor progress.
 I have a lot of experience with AGP
students and it is a common
practice for me to push students to
the next level of content and
thinking.
 This helps me know what content
areas I should focus to differentiate.
 The biggest part is classroom
environment and something I want
to take into my class is going to be
Wondering/Inquiry Focus:
Childhood Education, University of Illinois,
2000.
student engages in order to make somewhere my students feel
sense of or master the content; (3) comfortable to struggle.
products--culminating projects that
ask the student to rehearse, apply, and
extend what he or she has learned in a
unit; and (4) learning environment--
the way the classroom works and
feels.” (Tomlinson, 2000)
“ (1) using tiered activities through which  Using these are some helpful
all learners work with the same important
guides to assist in the
understandings and skills, but proceed
differentiation process.
with different levels of support,
challenge, or complexity; (2) providing  Modifying them to my grade level
interest centers that encourage students to they can be very useful in the
explore subsets of the class topic of classroom.
particular interest to them; (3) developing
personal agendas (task lists written by the
teacher and containing both in-common
work for the whole class and work that
addresses individual needs of learners) to
be completed either during specified
agenda time or as students complete
other work early; (4) offering
manipulative's or other hands-on
supports for students who need them; and
(5) varying the length of time a student
may take to complete a task in order to
provide additional support for a
struggling learner or to encourage an
advanced learner to pursue a topic in
greater depth.” (Tomlinson, 2000)
Wondering/Inquiry Focus:

Jackson, N., & Evans, L. (2017). Self-Reflections on Differentiation: Understanding How We Teach in Higher
Education. Networks: An Online Journal for Teacher Research, 19(1).

Website:
http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?vid=12&sid=141f95cc-7a4a-4916-8754-75b748ae7691%40pdc-v-
sessmgr01

Deunk, M. I., Smale-Jacobse, A. E., de Boer, H., Doolaard, S., & Bosker, R. J. (2018). Effective differentiation Practices:A
systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education. Educational
Research Review, 24, 31–54.

Website:
https://reader.elsevier.com/reader/sd/pii/S1747938X18301039?token=D5489899EAFDC3920C4EDA4CF810FD5A0C764E71D5A98
19600BBE5E5696BE5C832EAF08AA9046BA2F5100830BEC55441
Tomlinson, C. A. (2000). Differentiation of instruction in the elementary grades [microform] / Carol Ann Tomlinson.
Champaign, IL : ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois, 2000.

Website:
https://permanent.access.gpo.gov/websites/eric.ed.gov/ERIC_Digests/ed443572.htm