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To: Faculty
From: Linda Tilton
Re: Differentiating Instruction Workshops 2004-05 School Year
Date: September 1, 2004

My name is Linda Tilton. I am the author of The Teacher’s Toolbox for Differentiating Instruction that you are receiving today. During this school year, I will be meeting and working with you to implement strategies to differentiate instruction and help every student succeed. 

Differentiated instruction is a way of teaching that responds to individual needs. It happens in a myriad of ways and offers countless opportunities to celebrate our students’ strengths. 

We won’t be talking about 30 different lesson plans, a common misperception. However, there is more than one right answer in how we teach and in how our students show what they know. We say that one size does fit all but putting that into daily practice is complicated. The differentiated classroom is a student-centered environment where creating positive relationships is a core value. The individual is truly seen and celebrated in a variety of ways. What does it take to make it all work? Successful differentiated classrooms are made up of learning communities that share three critical keys to success:

-Each individual is valued and respected
-Each individual assumes personal responsibility for learning and managing tasks
-Celebrating success motivates and energizes every learner

Depending on the purpose, some instruction involves the whole group, other segments focus on flexible grouping, still other activities work well using partners and there will be other objectives that can best be met when individuals work alone. Many teachers have been differentiating instruction to some degree long before the phrase was in common use. Our purpose will be to increase understanding and to use the concept effectively to improve learning.

On October 12, there will be a large group meeting in the morning for high school staff members and another meeting in the afternoon for middle school staff members. At these meetings, I will provide many “take back and use” strategies and ideas to help every student succeed. I am confident that you will find several strategies to try with your students. In fact, the goal will be to select 3-4 strategies, use them with students and document the results. 

Following the October 12th session, we will be meeting in smaller group sessions set up by departments. It will be at the first small group session that each staff member will have the opportunity to share those results. 

The purpose of the smaller groups will be to focus on specific content for departments and grade levels. Ahead of these meetings, it would be very helpful for me to receive some examples of typical assignments, texts and assessments for a complete unit. This information would enable me to suggest relevant ways to differentiate instruction for specific content. In the small group sessions, we will explore a number of Key Questions:

• How can we differentiate instruction for all learners in our diverse classrooms? 
• What strategies help students assume responsibility and become independent learners? 
• How can we change our delivery but keep critical content to meet individual needs?
• How can we maintain high standards and high expectations while acknowledging individual differences? 
• How do we effectively adapt and modify content for students who struggle?
• What tools and techniques assist students in compensating for weaknesses while building on strengths?
• What strategies increase positive behavior in the classroom?
• How can we create a positive classroom environment that fosters strong self- confidence and self-esteem?
• How can both general education teachers and special education teachers collaborate for student success?
• What does effective co-teaching look like and how can we evaluate its effectiveness?
• What do teachers need in terms of administrative support to make differentiated instruction a reality in every classroom?

You may be interested in knowing my background in education. I have taught English and reading grades 7-12, special education K-12, adult diploma, adult GED and experience teaching as an adjunct instructor at the graduate level. Currently, I provide staff development nationally as well as in-classroom consultation. 

I look forward to meeting with you and working together to differentiate instruction in your classrooms.

Linda Tilton