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Each student comes to the classroom with different learning needs.With differentiated instruction, you can help each and everyone of these students.With differentiated instruction, a teacher plans activities that will fit every student.A perfect model of differentiated instruction would be an active, student centered, meaning-making approach to teaching and learning. The theoretical and philosophical influences embedded in differentiated instruction support the three key elements of differentiated instruction itself: readiness, interest, and learning profile (Allan & Tomlinson, 2000).
References.
http://en.wikipedia.org/wiki/Differentiated_instruction
Jones, J. E. (2008). Differentiated Instruction. Retrieved from http://www.eht.k12.nj.us/~Jonesj/Differentiated%20Instruction/1%20DI%20Homepage.htm
Milman, N. B. (2009). Differentiating instruction in online environments. Distance Learning. (6)3, 87-89. Retrieved December 11, 2009 from ProQuest. (DOI: 1903520011).

Tomlinson succinctly writes "the idea of differentiating instruction is an approach to teaching that advocates active planning for and attention to student differences in classrooms, in the context of high quality curriculums."
Milmam contends that, "Differentiated instruction is not watering down of curriculum to make it easier for some students to 'pass' or more challenging for others to master the content; rather, it involves providing students opportunities to learn content using different resources, employing varied strategies, and/or allowing students to demonstrate their learning in different ways based on their individual learning needs and interests."
Differentiated instruction, according to Carol Ann Tomlinson (as cited by Ellis, Gable, Greg, & Rock, 2008, p. 32), is the process of “ensuring that what a student learns, how he/she learns it, and how the student demonstrates what he/she has learned is a match for that student’s readiness level, interests, and preferred mode of learning”. Differentiation stems from beliefs about differences among learners, how they learn, learning preferences and individual interests (Anderson, 2007). "Research indicates that many of the emotional or social difficulties gifted students experience disappear when their educational climates are adapted to their level and pace of learning."
Each student comes to the classroom with different learning needs.With differentiated instruction, you can help each and everyone of these students.With differentiated instruction, a teacher plans activities that will fit every student.A perfect model of differentiated instruction would be an active, student centered, meaning-making approach to teaching and learning. The theoretical and philosophical influences embedded in differentiated instruction support the three key elements of differentiated instruction itself: readiness, interest, and learning profile (Allan & Tomlinson, 2000).
References.
Jones, J. E. (2008). Differentiated Instruction. Retrieved from http://www.eht.k12.nj.us/~Jonesj/Differentiated%20Instruction/1%20DI%20Homepage.htm

Marzano et al (2001) and Smith & Throne (2007) identify many strategies that can assit teachers in delivering effective differentiated instruction. They include: graphic organizers, symbols, metaphors, and analogies and technology tools such as Inspiration software, downloadable graphic organizers, Microsoft Word Excel, PowerPoint and Paint, SMART board software, praise, rewards, effort rubrics, charts, and checklists, as well as various success stories with online and Microsoft Publisher certificate software, on-line journals, Google.doc software, content-related software on-line and on CD, homework websites, digital cameras, various websites to produce cause/effect organizers, pictures, illustrations, graphic organizers, and time-sequence organizers, technology tools like WebQuests, Internet scavenger hunts, and multimedia software (Smith & Throne, 2007).
With a host of taxing tasks, differentiated instruction and the implementation of new technology are great tools to help teachers meet the demands of a challenging, yet rewarding profession. “Technology drives change, serves as a bridge to more engaging, relevant, meaningful, personalized learning and provides a platform for using timely and relevant data to shape personalized learning (Smith & Throne, 2007).”
Differentiated instruction according to (http://members.shaw.ca/priscillatheroux/differentiating.html) is now recognized to be an important tool for engaging students and addressing the individual needs of all students. Differentiating instruction is also an essential tool for integrating technology into classroom activities. The most difficult and least effective way to integrate technology is to consistently take all students in to the computer lab to work on the same activities at the same time, and this may well be true for many other subjects. This is not to say that some activities are not appropriate for all students at some times. In the interest of expediency, it is sometimes most appropriate to conduct some whole group instruction. What is important is to recognize that this is just one of many strategies and it is most effective when used at the appropriate time for common needs such as the introduction to a new learning unit.
References:
Focus on Effectiveness: Current Education Challenges. (2005). Northwest Regional Educational Laboratory (NCREL). Retrieved July 14, 2010, from http://www.netc.org/focus/challenges/instruction.php

Integrating Technology
Integrating technology and differentiation in the classroom go hand and hand. Caine & Caine (1991) with NCREL (2005) found that “Intelligence is not a fixed quantity, but can be amplified through rich learning experiences; vigorous learning actually changes the physiology of the brain.” Ultimately, Smith and Throne conclude, “Technology tools can support good instruction and offer personalized learning environments in which students interact with software, conduct research, create products, and communicate with others outside their school (2007).”
TheDifferentiated instruction according to (http://members.shaw.ca/priscillatheroux/differentiating.html) is now recognized to be an important tool for engaging students and addressing the individual needs of all students. Differentiating instruction is also an essential tool for integrating technology into classroom activities. The most difficult and least effective way to integrate technology is to consistently take all students in to the computer lab to work on the same activities at the same time, and this may well be true for many other subjects. This is not to say that some activities are not appropriate for all students at some times. In the interest of expediency, it is sometimes most appropriate to conduct some whole group instruction. What is important is to recognize that this is just one of many strategies and it is most effective when used at the appropriate time for common needs such as the introduction to a new learning unit.
The article called Into Everyday Learning byLearningby Krista Jones
Marzano et al (2001) and Smith & Throne (2007) identify many strategies that can assit teachers in delivering effective differentiated instruction. They include: graphic organizers, symbols, metaphors, and analogies and technology tools such as Inspiration software, downloadable graphic organizers, Microsoft Word Excel, PowerPoint and Paint, SMART board software, praise, rewards, effort rubrics, charts, and checklists, as well as various success stories with online and Microsoft Publisher certificate software, on-line journals, Google.doc software, content-related software on-line and on CD, homework websites, digital cameras, various websites to produce cause/effect organizers, pictures, illustrations, graphic organizers, and time-sequence organizers, technology tools like WebQuests, Internet scavenger hunts, and multimedia software (Smith & Throne, 2007).
With a host of taxing tasks, differentiated instruction and the implementation of new technology are great tools to help teachers meet the demands of a challenging, yet rewarding profession. “Technology drives change, serves as a bridge to more engaging, relevant, meaningful, personalized learning and provides a platform for using timely and relevant data to shape personalized learning (Smith & Throne, 2007).”

Integrating technology and differentiation in the classroom go hand and hand. Caine & Caine (1991) with NCREL (2005) found that “Intelligence is not a fixed quantity, but can be amplified through rich learning experiences; vigorous learning actually changes the physiology of the brain.” Ultimately, Smith and Throne conclude, “Technology tools can support good instruction and offer personalized learning environments in which students interact with software, conduct research, create products, and communicate with others outside their school (2007).”
The article called Ideas for Integrating Technology Education Into Everyday Learning by Krista Jones provides many ways that technology can be implemented in different ways and in different subjects. Click the title above for a link to the article.
differentiated instruction.
They They include: graphic
With a host of taxing tasks, differentiated instruction and the implementation of new technology are great tools to help teachers meet the demands of a challenging, yet rewarding profession. “Technology drives change, serves as a bridge to more engaging, relevant, meaningful, personalized learning and provides a platform for using timely and relevant data to shape personalized learning (Smith & Throne, 2007).”
Differentiated instruction according to (http://members.shaw.ca/priscillatheroux/differentiating.html) is now recognized to be an important tool for engaging students and addressing the individual needs of all students. Differentiating instruction is also an essential tool for integrating technology into classroom activities. The most difficult and least effective way to integrate technology is to consistently take all students in to the computer lab to work on the same activities at the same time, and this may well be true for many other subjects. This is not to say that some activities are not appropriate for all students at some times. In the interest of expediency, it is sometimes most appropriate to conduct some whole group instruction. What is important is to recognize that this is just one of many strategies and it is most effective when used at the appropriate time for common needs such as the introduction to a new learning unit.
References:
Focus on Effectiveness: Current Education Challenges. (2005). Northwest Regional Educational Laboratory (NCREL). Retrieved July 14, 2010, from http://www.netc.org/focus/challenges/instruction.php

Using the TFUTfU Framework
Diversity of the TFUTfU model. The implementation of TFUTfU will accommodate
The technology-integrated TFUTfU model allows
References:
Wiske, M.S. (2005). Teaching for Understanding with Technology. San Francisco, CA: Jossey-Bass.