Chapter 9: Differentiating Instruction
Chapter-At-A-Glance
Learning Objectives
Instructor’s Resources
Media Resources
Differentiating
instruction with pre-
skills; sequencing
instructional examples;
appropriately
introducing new skills,
and providing
additional instruction,
practice, and review
Key Terms & Concepts
o Example selection
o Example sequencing
o Preskills
o Rate of skill introduction
o Direct instruction
o Opportunities to practice
Activities #1, 2, 9
o CAST
o Association for Direct Instruction
http://www.adihome.org
Improving clarity in
written and oral
communication
o Differentiating seatwork
Activity #7, 9
http://www.infoplease.com/homework
o Resource availability
Making modification in
classroom materials and
intellectual disabilities
Learning Objective
o Environmental inventory
o Example of environmental inventory
http://www.scribd.com/doc/92204916/
Key Terms & Concepts
o Clear written communication
o Oral directions
o Questioning
Activity #3, 9
o Verbal communication
http://www.skillsyouneed.com/ips/ver
bal-communication.html
Instructor’s Overview and Outline
The purpose of Chapter 9 is to provide strategies for differentiating curriculum materials, teacher
instruction, and student practice activities to increase the likelihood of success for students with special
needs. The first section of the chapter covers planning accommodations for instruction in basic skills
areas. While this material has more direct application to elementary school teachers, the material is
relevant for secondary math and English teachers as well. The emphasis is on critical elements of basic
skill instruction that can lead to problems for students with special needs such as preskills, selection, and
A. How can you make accommodations for students with special needs in basic skills instruction?
2. Selecting and sequencing examples
4. Providing direct instruction and opportunities for practice and review
B. How can you make accommodations for students with special needs when teaching subject-area
content?
1. Activating background knowledge
2. Organizing content
a. Using advance organizers
3. Teaching terms and concepts
4. Communicating clearly
a. Communicating clearly in writing
b. Communicating clearly orally
C. What accommodations can you make for students to help them succeed in independent practice?
1. Differentiating seatwork assignments
2. Differentiating homework assignments
D. How can you involve parents in teaching their children?
E. How can you make instructional modifications for students with moderate to severe intellectual
disabilities?
F. Wrapping it up
2. Summary
Learning Objectives
1. Describe use of teaching pre-skills, sequencing instructional examples, introducing new skills,
and providing additional instruction, practice, and review.
2. Describe accommodation to activate background knowledge, organize content, and teach terms
and concepts.
Key Terms and Concepts
Advance organizers
Anticipation guides
Background knowledge
Concept diagrams
Concept map
Cue words
Direct instruction
Environmental inventory
Example selection
Example sequencing
Activities and Discussion Questions
1. To illustrate how to evaluate and differentiate commercially produced basic skills materials, select a
lesson from a commercial text (e.g., spelling or math text). Ask students to go through each step of
2. Have students debate the proposition that direct instruction is generally the most effective approach
to educating students with learning problems.
3. To graphically demonstrate the various components of clear instruction, develop two lectures on the
same topic. To add to the impact of your presentation, select a topic that is relatively unfamiliar to
your students. The lectures should take no longer than five minutes. The first lecture acts as a non-
4. In Chapter 9, a variety of materials for helping students organize content are discussed. Bring in
sample textbooks and have pairs of students prepare a study guide for a chapter. Chapter 9 includes
5. Have students work in pairs or groups to create a concept map for this chapter. Students can select
from templates available online. One online collection is available at Pomperaug Regional School
6. Visit the Pomperaug Regional School District 15’s collection of graphic organizers (or another
collection) and print out several examples from the compare/contrast collection (landscape formats).
7. Many schools and school districts are now considering the implementation of school and district-
wide homework policies. Split your class into two groups to study the issue of homework in
8. Guest speaker: Invite an assistive technology specialist to speak with your class about tools that are
available to help students access the curriculum and prepare written assignments. If possible,
9. With this chapter, students begin working with Steps 5 and 6 in the INCLUDE strategy. Using the
10. Break students into small groups and have half of the groups prepare lists of the advantages of
parents tutoring and helping children with homework and the other half prepare lists of the
disadvantages of the this practice. Then, have a whole class discussion, sharing results of the lists.
Alternatively, combine like groups and have a class debate on the topic.
Web Links
Instructor Resources
Web Based Content Resources
• Association for Direct Instruction. Visit this website to learn more about direct instruction. This
• Pitsco’s Ask an Expert allows students to ask experts questions about a variety of topics. In addition,
Additional Readings
Aguilar, C. M., Morocco, C. C., Parker, C. E., & Zigmond, N. (2006). Middletown High School: Equal
opportunity for academic achievement. Learning Disabilities Research and Practice, 21, 159–171.
Anderson, K. M. (2007). Tips for teaching: Differentiating instruction to include all learners. Preventing
School Failure, 51(3), 49–54.
Baxendell, B. (2003). Consistent, coherent, creative: The 3 C’s of graphic organizers. Teaching
Exceptional Children, 35(3), 46–53.
Berkeley, S., Marshak, L.R., Mastropieri, M.A., & Scruggs, T.E. (2011). Improving student
comprehension of social studies text: A self-questioning strategy for inclusive middle
school classes. Remedial & Special Education, 32, 105-113.
Broderick. A., Mehta-Parekh, H., & Reid, D.K. (2005). Differentiating instruction for disabled
students in inclusive classrooms. Theory into Practice, 44, 194–202.
Colombo, M. W., & Colombo, P. D. (2007). Using blogs to improve differentiated instruction. Education
Direst, 73(4), 10–14.
Foorman, B. F., Goldenberg, C., Carlson, C., Saunders, W., & Pollard-Durodola, S. (2004). How teachers
allocate time during literacy instruction in primary-grade bilingual classrooms. In P. McCardle
and Chhabra (Eds.), Voice of evidence: Bringing research to classroom educators (pp. 289-328).