R
     KNOWING AND  
     RESPONDING TO LEARNERS – 
     A DIFFERENTIATED INSTRUCTION 
     EDUCATOR’S GUIDE (2016)
     REACH EVERY STUDENT
                                               REVISED
L
      An important note to readers
      Knowing and Responding to Learners – A Differentiated Instruction Educator’s Guide (2016) is the 
      core component of the Differentiated Instruction Educator’s Package originally developed in 2010 
      and revised, in part, in 2016.
      The components of the 2016 Differentiated Instruction Educator’s Package include:
      1.  Knowing and Responding to Learners – A Differentiated Instruction Educator’s Guide  
       (revised, 2016) 
       
      2. The Differentiated Instruction Scrapbook (2010) 
          • A collection of ready to use differentiated instruction tools and templates 
      3. Differentiated Instruction Reference Cards (revised, 2016)
          • Card 1—Side A: The Complexity of Learning and Teaching 
          • Card 1—Side B: Differentiated Response – Planned and Adaptive 
          • Card 2—Side A: Students, Structures and Strategies 
          • Card 2—Side B: Key Features of Differentiated Instruction 
           Note: These Reference Cards are also included on pages 58-61 of the Knowing and 
          Responding to Learners – A Differentiated Instruction Educator’s Guide (2016).
      All components of the Differentiated Instruction Educator’s Package (2016) can be accessed  
      on-line at www.edugains.ca or at www.learnteachlead.ca.
      SB NOTE: This symbol indicates that the identified information is included in the  
         Differentiated Instruction Scrapbook and ready for your use. 
      RC NOTE: This symbol indicates that the identified information is provided on the  
         Differentiated Instruction Reference Cards. 
       Introducing
                                                               R
                        Introducing  
                        Differentiated  
                        Instruction
L
                  TABLE OF CONTENTS
                                1. Introduction to Differentiated Instruction
                                2.  The Complexity of Learning and Teaching
                                3. Definition of Differentiated Instruction
                                4. Why Differentiate?
                                5.  The Differentiated Instruction  
                                    Continuum—Examining Your Practice
                                6.  The Differentiated Instruction  
                                    Commitment
                                                                                                                                                  Complexity of Learning and Teaching 
                                                                                                                   Differentiated Response – 
                                                                                                        Planned and Adaptive (in the moment!) 
                                                                                                        ASSESS                                                     RESPOND
                                                                                                        to KNOW                                                       by
                                                                                                      THE LEARNER                                             DIFFERENTIATING
                                                                                        by using conversations, observations and               one or more of:
                                                                                        products to find out about:
                                                                                                                                                 THE WAY STUDENTS LEARN
                                                                                          INTERESTS
                                                                              ACCESS                                                             THE WAY STUDENTS DEMONSTRATE LEARNING 
                                                                             STUDENT      READINESS
                                                                               VOICE
                                                                                                                                                 THE CONDITIONS FOR LEARNING
                                                                                          LEARNING PREFERENCES
                                                                                                                                                 ENTRY POINTS FOR LEARNING or TOPIC