Differentiated Instruction
During the 2002-2003 school year, Differentiated Instruction was given top priority for professional development in the Narragansett Elementary School.  At least 30  teachers took part in 15 hours of training. They were given the choice of five half day sessions during the summer or five afterschool sessions in the fall of 2002. Fifteen of these teachers continued meeting bi-monthly for the entire school year. Their culminating project is a revised curriculum unit based on the standards, the principles of Differentiated Instruction. and technology integration. Teachers participating in this professional development could receive a laptop computer, college credit, or continuing education units.

What is Differentiated Instruction?

 Differentiated Instruction is not a strategy; it is a way of teaching based on adapting instruction to student differences. Assessment and instruction are inseparable. The teacher of a differentiated classroom responds to varied learner needs, guided by principles of differentiation: ongoing assessment and adjustment, respectful tasks, and flexible grouping.

How can it be done?
Tomlinson identifies three elements of the curriculum that can be differentiated.


What are some strategies that can be utilized to differentiate in the classroom?


Instructional Management Strategies
Links and Powerpoints

Stations     Learning Centers


Think-Tac-Toe  and other differentiation strategies

Exit Cards        Exit Slips   

Jigsaw Groups

Learning Contracts

Tiered Instruction

Literature Circles

Learner Profiles

Anchor Activities

NES Staff Developed-Grade Level
Think-Tac-Toes and Cubing Activities

NES Curriculum Units


Chris Webb/Kathy Houlker



First Grade

Amy Hunt/Sue Moniz

Sandy Kaschak/Rosemary Slocum



Chicks & Ducks

Third Grade

Kathy Ward/ Michaela Gardner

Cheryl Blumenbaum/Pam Westkott


*Beverly Cleary Festival
*best viewed in Internet Explorer

Narragansett Past and Present

Fourth Grade

Michelle Holmes


My Autobiography