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Just as everyone has a unique fingerprint, every student has an individual learning style. Chances are, not all of your students grasp a subject in the same way or share the same level of ability. So how can you better deliver your lessons to reach everyone in class? Consider differentiated instruction—a method you may have heard about but haven’t explored, which is why you’re here. In this article, learn exactly what it means, how it works, and the pros and cons.

Definition of differentiated instruction

Carol Ann Tomlinson is a leader in the area of differentiated learning and professor of educational leadership, foundations, and policy at the University of Virginia. Tomlinson describes differentiated instruction as factoring students’ individual learning styles and levels of readiness first before designing a lesson plan. Research on the effectiveness of differentiation shows this method benefits a wide range of students, from those with learning disabilities to those who are considered high ability.

Differentiating instruction may mean teaching the same material to all students using a variety of instructional strategies, or it may require the teacher to deliver lessons at varying levels of difficulty based on the ability of each student.

Teachers who practice differentiation in the classroom may:

• Design lessons based on students’ learning styles.
• Group students by shared interest, topic, or ability for assignments.
• Assess students’ learning using formative assessment.
• Manage the classroom to create a safe and supportive environment.
• Continually assess and adjust lesson content to meet students’ needs.

History of differentiated instruction

The roots of differentiated instruction go all the way back to the days of the one-room schoolhouse, where one teacher had students of all ages in one classroom. As the educational system transitioned to grading schools, it was assumed that children of the same age learned similarly. However in 1912, achievement tests were introduced, and the scores revealed the gaps in student’s abilities within grade levels.

In 1975, Congress passed the Individuals with Disabilities Education Act (IDEA), ensuring that children with disabilities had equal access to public education. To reach this student population, many educators used differentiated instruction strategies. Then came the passage of No Child Left Behind in 2000, which further encouraged differentiated and skill-based instruction—and that’s because it works. Research by educator Leslie Owen Wilson supports differentiating instruction within the classroom, finding that lecture is the least effective instructional strategy, with only 5 to 10 percent retention after 24 hours. Engaging in a discussion, practicing after exposure to content, and teaching others are much more effective ways to ensure learning retention.

Four ways to differentiate instruction

According to Tomlinson, teachers can differentiate instruction through four ways: 1) content, 2) process, 3) product, and 4) learning environment.

As you already know, fundamental lesson content should cover the standards of learning set by the school district or state educational standards. But some students in your class may be completely unfamiliar with the concepts in a lesson, some students may have partial mastery, and some students may already be familiar with the content before the lesson begins.

What you could do is differentiate the content by designing activities for groups of students that cover various levels of  Bloom’s Taxonomy (a classification of levels of intellectual behavior going from lower-order thinking skills to higher-order thinking skills). The six levels are: remembering, understanding, applying, analyzing, evaluating, and creating.

Students who are unfamiliar with a lesson could be required to complete tasks on the lower levels: remembering and understanding. Students with some mastery could be asked to apply and analyze the content, and students who have high levels of mastery could be asked to complete tasks in the areas of evaluating and creating.

Examples of differentiating activities:

• Match vocabulary words to definitions.
• Read a passage of text and answer related questions.
• Think of a situation that happened to a character in the story and a different outcome.
• Differentiate fact from opinion in the story.
• Identify an author’s position and provide evidence to support this viewpoint.
• Create a PowerPoint presentation summarizing the lesson.

Each student has a preferred learning style, and successful differentiation includes delivering the material to each style: visual, auditory and kinesthetic, and through words. This process-related method also addresses the fact that not all students require the same amount of support from the teacher, and students could choose to work in pairs, small groups, or individually. And while some students may benefit from one-on-one interaction with you or the classroom aide, others may be able to progress by themselves. Teachers can enhance student learning by offering support based on individual needs.

Examples of differentiating the process:

• Provide textbooks for visual and word learners.
• Allow auditory learners to listen to audio books.
• Give kinesthetic learners the opportunity to complete an interactive assignment online.

The product is what the student creates at the end of the lesson to demonstrate the mastery of the content. This can be in the form of tests, projects, reports, or other activities. You could assign students to complete activities that show mastery of an educational concept in a way the student prefers, based on learning style.

Examples of differentiating the end product:

• Read and write learners write a book report.
• Visual learners create a graphic organizer of the story.
• Auditory learners give an oral report.
• Kinesthetic learners build a diorama illustrating the story.

4. Learning environment

The conditions for optimal learning include both physical and psychological elements. A flexible classroom layout is key, incorporating various types of furniture and arrangements to support both individual and group work. Psychologically speaking, teachers should use classroom management techniques that support a safe and supportive learning environment.

Examples of differentiating the environment:

• Break some students into reading groups to discuss the assignment.
• Allow students to read individually if preferred.
• Create quiet spaces where there are no distractions.

Pros and cons of differentiated instruction

The benefits of differentiation in the classroom are often accompanied by the drawback of an ever-increasing workload. Here are a few factors to keep in mind:

• Research shows differentiated instruction is effective for high-ability students as well as students with mild to severe disabilities.
• When students are given more options on how they can learn material, they take on more responsibility for their own learning.
• Students appear to be more engaged in learning, and there are reportedly fewer discipline problems in classrooms where teachers provide differentiated lessons.
• Differentiated instruction requires more work during lesson planning, and many teachers struggle to find the extra time in their schedule.
• The learning curve can be steep and some schools lack professional development resources.
• Critics argue there isn’t enough research to support the benefits of differentiated instruction outweighing the added prep time.

Differentiated instruction strategies

What differentiated instructional strategies can you use in your classroom? There are a set of methods that can be tailored and used across the different subjects. According to Kathy Perez (2019) and the Access Center those strategies are tiered assignments, choice boards, compacting, interest centers/groups, flexible grouping, and learning contracts. Tiered assignments are designed to teach the same skill but have the students create a different product to display their knowledge based on their comprehension skills. Choice boards allow students to choose what activity they would like to work on for a skill that the teacher chooses. On the board are usually options for the different learning styles; kinesthetic, visual, auditory, and tactile. Compacting allows the teacher to help students reach the next level in their learning when they have already mastered what is being taught to the class. To compact the teacher assesses the student’s level of knowledge, creates a plan for what they need to learn, excuses them from studying what they already know, and creates free time for them to practice an accelerated skill.

Interest centers or groups are a way to provide autonomy in student learning. Flexible grouping allows the groups to be more fluid based on the activity or topic.  Finally, learning contracts are made between a student and teacher, laying out the teacher’s expectations for the necessary skills to be demonstrated and the assignments required components with the student putting down the methods they would like to use to complete the assignment. These contracts can allow students to use their preferred learning style, work at an ideal pace and encourages independence and planning skills. The following are strategies for some of the core subject based on these methods.

Differentiated instruction strategies for math

• Provide students with a choice board. They could have the options to learn about probability by playing a game with a peer, watching a video, reading the textbook, or working out problems on a worksheet.
• Teach mini lessons to individuals or groups of students who didn’t grasp the concept you were teaching during the large group lesson. This also lends time for compacting activities for those who have mastered the subject.
• Use manipulatives, especially with students that have more difficulty grasping a concept.
• Have students that have already mastered the subject matter create notes for students that are still learning.
• For students that have mastered the lesson being taught, require them to give in-depth, step-by-step explanation of their solution process, while not being rigid about the process with students who are still learning the basics of a concept if they arrive at the correct answer.

Differentiated instruction strategies for science

• Emma McCrea (2019) suggests setting up “Help Stations,” where peers assist each other. Those that have more knowledge of the subject will be able to teach those that are struggling as an extension activity and those that are struggling will receive.
• Set up a “question and answer” session during which learners can ask the teacher or their peers questions, in order to fill in knowledge gaps before attempting the experiment.
• Create a visual word wall. Use pictures and corresponding labels to help students remember terms.
• Set up interest centers. When learning about dinosaurs you might have an “excavation” center, a reading center, a dinosaur art project that focuses on their anatomy, and a video center.
• Provide content learning in various formats such as showing a video about dinosaurs, handing out a worksheet with pictures of dinosaurs and labels, and providing a fill-in-the-blank work sheet with interesting dinosaur facts.

Differentiated instruction strategies for ELL

• ASCD (2012) writes that all teachers need to become language teachers so that the content they are teaching the classroom can be conveyed to the students whose first language is not English.
• Start by providing the information in the language that the student speaks then pairing it with a limited amount of the corresponding vocabulary in English.
•  Although ELL need a limited amount of new vocabulary to memorize, they need to be exposed to as much of the English language as possible. This means that when teaching, the teacher needs to focus on verbs and adjectives related to the topic as well.
• Group work is important. This way they are exposed to more of the language. They should, however, be grouped with other ELL if possible as well as given tasks within the group that are within their reach such as drawing or researching.

Differentiated instruction strategies for reading

• Tiered assignments can be used in reading to allow the students to show what they have learned at a level that suites them. One student might create a visual story board while another student might write a book report. 
• Reading groups can pick a book based on interest or be assigned based on reading level
• Erin Lynch (2020) suggest that teachers scaffold instruction by giving clear explicit explanations with visuals. Verbally and visually explain the topic. Use anchor charts, drawings, diagrams, and reference guides to foster a clearer understanding. If applicable, provide a video clip for students to watch.
• Utilize flexible grouping. Students might be in one group for phonics based on their assessed level but choose to be in another group for reading because they are more interested in that book.

Differentiated instruction strategies for writing

• Hold writing conferences with your students either individually or in small groups. Talk with them throughout the writing process starting with their topic and moving through grammar, composition, and editing.
• Allow students to choose their writing topics. When the topic is of interest, they will likely put more effort into the assignment and therefore learn more.
• Keep track of and assess student’s writing progress continually throughout the year. You can do this using a journal or a checklist. This will allow you to give individualized instruction.
• Hand out graphic organizers to help students outline their writing. Try fill-in-the-blank notes that guide the students through each step of the writing process for those who need additional assistance.
• For primary grades give out lined paper instead of a journal. You can also give out differing amounts of lines based on ability level. For those who are excelling at writing give them more lines or pages to encourage them to write more. For those that are still in the beginning stages of writing, give them less lines so that they do not feel overwhelmed.

Differentiated instruction strategies for special education

• Use a multi-sensory approach. Get all five senses involved in your lessons, including taste and smell!
• Use flexible grouping to create partnerships and teach students how to work collaboratively on tasks. Create partnerships where the students are of equal ability, partnerships where once the student will be challenged by their partner and another time they will be pushing and challenging their partner.
• Assistive technology is often an important component of differential instruction in special education. Provide the students that need them with screen readers, personal tablets for communication, and voice recognition software.
• The article Differentiation & LR Information for SAS Teachers suggests teachers be flexible when giving assessments “Posters, models, performances, and drawings can show what they have learned in a way that reflects their personal strengths”. You can test for knowledge using rubrics instead of multiple-choice questions, or even build a portfolio of student work. You could also have them answer questions orally.
• Utilize explicit modeling. Whether its notetaking, problem solving in math, or making a sandwich in home living, special needs students often require a step-by-step guide to make connections.

References and resources

• https://www.thoughtco.com/differentiation-instruction-in-special-education-3111026
• https://sites.google.com/site/lrtsas/differentiation/differentiation-techniques-for-special-education
• https://www.solutiontree.com/blog/differentiated-reading-instruction/
• https://www.readingrockets.org/article/differentiated-instruction-reading
• https://www.sadlier.com/school/ela-blog/13-ideas-for-differentiated-reading-instruction-in-the-elementary-classroom
• https://inservice.ascd.org/seven-strategies-for-differentiating-instruction-for-english-learners/
• https://www.cambridge.org/us/education/blog/2019/11/13/three-approaches-differentiation-primary-science/
• https://www.brevardschools.org/site/handlers/filedownload.ashx?moduleinstanceid=6174&dataid=8255&FileName=Differentiated_Instruction_in_Secondary_Mathematics.pdf

Books & Videos about differentiated instruction by Carol Ann Tomlinson and others

• The Differentiated Classroom: Responding to the Needs of All Learners, 2nd Edition
• Leading and Managing a Differentiated Classroom – Carol Ann Tomlinson and Marcia B. Imbeau
• The Differentiated School: Making Revolutionary Changes in Teaching and Learning – Carol Ann Tomlinson, Kay Brimijoin, and Lane Narvaez
• Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids – Carol Ann Tomlinson and Jay McTighe
• Differentiation in Practice Grades K-5: A Resource Guide for Differentiating Curriculum – Carol Ann Tomlinson and Caroline Cunningham Eidson
• Differentiation in Practice Grades 5–9: A Resource Guide for Differentiating Curriculum – Carol Ann Tomlinson and Caroline Cunningham Eidson
• Differentiation in Practice Grades 9–12: A Resource Guide for Differentiating Curriculum – Carol Ann Tomlinson and Cindy A. Strickland
• Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching – Carol Ann Tomlinson
• Leadership for Differentiating Schools and Classrooms – Carol Ann Tomlinson and Susan Demirsky Allan
• How to Differentiate Instruction in Academically Diverse Classrooms, 3rd Edition by Carol Ann Tomlinson
• Assessment and Student Success in a Differentiated Classroom by Carol Ann Tomlinson and Tonya R. Moon
• How To Differentiate Instruction In Mixed Ability Classrooms 2nd Edition – Carol Ann Tomlinson
• How to Differentiate Instruction in Academically Diverse Classrooms 3rd Edition by Carol Ann Tomlinson 
• Assessment and Student Success in a Differentiated Classroom Paperback – Carol Ann Tomlinson, Tonya R. Moon
• Leading and Managing a Differentiated Classroom (Professional Development) 1st Edition – Carol Ann Tomlinson, Marcia B. Imbeau
• The Differentiated School: Making Revolutionary Changes in Teaching and Learning 1st Edition by Carol Ann Tomlinson, Kay Brimijoin, Lane Narvaez
• Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom  – David A. Sousa, Carol Ann Tomlinson
• Leading for Differentiation: Growing Teachers Who Grow Kids – Carol Ann Tomlinson, Michael Murphy
• An Educator’s Guide to Differentiating Instruction. 10th Edition – Carol Ann Tomlinson, James M. Cooper
• A Differentiated Approach to the Common Core: How do I help a broad range of learners succeed with a challenging curriculum? – Carol Ann Tomlinson, Marcia B. Imbeau
• Managing a Differentiated Classroom: A Practical Guide – Carol Tomlinson, Marcia Imbeau
• Differentiating Instruction for Mixed-Ability Classrooms: An ASCD Professional Inquiry Kit Pck Edition – Carol Ann Tomlinson
• Using Differentiated Classroom Assessment to Enhance Student Learning (Student Assessment for Educators) 1st Edition – Tonya R. Moon, Catherine M. Brighton, Carol A. Tomlinson
• The Differentiated Classroom: Responding to the Needs of All Learners 1st Edition – Carol Ann Tomlinson

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Introduction

Differentiated instruction is an educational concept that is highly valued and promoted by educators all over the world. In its most general meaning, differentiated instruction is the set of all interventions available to the teacher to respond to academic differences between learners. This refers to differences in student features which may impact learning, such as gender, age, developmental stage, interest, motivation, intellectual ability, learning preferences, pace of learning, socioeconomic status, background, and family situation. This heterogeneity in students is obvious in nearly every classroom, plausibly worldwide. Although the biological and psychological processes might appear to be similar among learners, a wide range of contextual factors make learning into a unique experience for every learner.

With differentiating instruction, it is assumed that diverse students might “need” (or read benefit from) different learning pathways to be successful in attaining...

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Coubergs, C., Struyven, K., Vanthournout, G., & Engels, N. (2017). Measuring teachers’ perceptions about differentiated instruction: The DI-Quest instrument and model. Studies in Educational Evaluation, 53 , 41–54.

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Dweck, C. S. (2006). Mindset: The new psychology of success . New York: Random House.

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Struyven, K., Gheyssens, E., Coubergs, C., & Griful-Freixenet, J. (2018). Teachers’ beliefs and practices about differentiated instruction in secondary schools. In EAPRIL: Education and learning sans frontiers (p. 22), EAPRIL 2018 conference, November 12–14, Portoroz/Piran – Slovenia

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning . New York: Routledge.

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Tomlinson, C. A. (2001). How to differentiate instruction in mixed ability classrooms (2nd ed.) . Alexandria, VA: Association for supervision and curriculum development.

Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms . Alexandria: Association for supervision and curriculum development.

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Struyven, K., Gheyssens, E., Griful-Freixenet, J. (2019). Differentiated Instruction in Teaching and Teacher Education, the DI-Quest Model. In: Peters, M. (eds) Encyclopedia of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1179-6_48-1

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The Foundational Guide to Differentiated Instruction

• Classroom Activities/Strategies/Guides

Most of us have experienced the frustration of one-size-fits-all clothing at some point. The concept or idea isn’t necessarily bad, but it just doesn’t work for everyone. The same can be said of education. Educators know that education does not work well as a one-size-fits-all approach. The more students in a classroom, the more diverse classrooms become. And with classrooms becoming increasingly diverse, the need for differentiated instruction becomes more critical.

Differentiated instruction is an approach to teaching that recognizes the diverse needs and abilities of students. Rather than offering a one-size-fits-all approach that forces students to fit into a predetermined box, instruction should  meet the individual, unique needs of the students. Differentiated instruction is extremely important because of its ability to foster equity and inclusion, create a more engaging and effective learning environment, and improve overall student achievement.

Ultimately, differentiated classrooms recognize students have diverse backgrounds, strengths, interests, and challenges, and a one-size-fits-all approach to instruction may not be effective for all learners. While differentiated instruction and its strategies may pose some challenges, the benefits of differentiation in the classroom are numerous and the challenges can be overcome.

Strategies for Implementing Differentiated Instruction

Simply put, differentiated strategies involve tailoring instruction to meet the diverse needs of all learners. This tailoring can be something as easy as identifying the learning styles of students or can involve some intentional structuring of assignments. The goal isn’t to put more work on teachers and make them feel they need to edit or recreate every assignment. Instead, the goal is to give teachers the freedom to make adjustments to their ideas and curriculum that will lean into students’ strengths and therefore increase student achievement.

Identifying Learning Styles and Preferences

Identifying learning styles and preferences is an important early step in implementing differentiation of instruction. By identifying these aspects, teachers can better tailor their instruction to meet each student’s unique needs. Every classroom is likely to have a combination of visual, auditory, or kinesthetic learners, which means visual aids, lectures and discussions, and physical movement should be used in instruction. Student preference or interest is also a form of differentiation. Finding a strong combination of student readiness plus their interests equals deeper engagement and application of the learning.

Teachers can identify these a number of ways. First, general observations can often reveal how a student learns best. However, if this is unclear, then teachers may choose to experiment with several different activities and styles to see how students react and perform. For older students, self-reflection or learning styles tests may allow students to verbalize an awareness of their own learning preferences. 

Curriculum Compacting

Curriculum compacting is a process where teachers can modify certain curriculum to meet the needs of high-ability students. It is a way of streamlining grade-level curriculum for students who may have already mastered certain skills or content. Once a teacher has assessed a student’s level of mastery, they may make changes to parts of the curriculum that allow students to move more quickly through content they already understand to focus on new or more challenging material.

This is an important teaching method for the higher-achieving end of the differentiation spectrum because it can help prevent students from becoming bored or disengaged with curriculum.

Tiered Assignments

Using tiered assignments is a classic strategy where teachers create multiple versions of an assignment that have varying levels of complexity, skill, or depth that correlate with the individual needs and abilities of students. Therefore, it is important to select a writing program that supports individualized instruction by offering different levels of complexity to match student skill level. 

For example, during writing instruction , students may be given a variety of prompts to respond to, or they may be assigned different length requirements to meet. Programs like Step Up to Writing ® offer differentiated instruction tiers for emergent, grade-level, and advanced writers starting as early as kindergarten through 12th grade. It is important to select a writing program that supports the individuality of each and every learner, regardless of age or preparation, as Step Up to Writing does. 

Interest-Based Learning

Along with identifying learning styles and preferences, learning the interests of individual students leads to an opportunity to implement interest-based learning in class. By designing learning experiences that tap into students’ interests, teachers can create a more student-centered and personalized learning environment. Students are more likely to engage in reading, writing, and researching when it involves something that interests them.

This may be done in the form of an ongoing evaluation throughout the school year, or even a final formative assessment where students can apply the knowledge and skills they’ve learned to something that truly interests them.

Benefits of Differentiated Instruction

In today’s diverse classrooms, one-size-fits-all instruction is no longer effective in meeting the unique needs of every student. Therefore, differentiating instruction can be one of the most beneficial instructional strategies teachers can implement in their classrooms.

Differentiation can take place at both the curriculum and instruction level—and mutually benefit the teachers as well as the students. A little bit of extra thought and organization during the lesson planning process can create a learning environment that meets the needs of diverse learners, personalizes learning, promotes student engagement, and fosters collaboration and community.

Meeting the Needs of Diverse Learners

Meeting the unique needs of all students during instruction is essential for success. A differentiated teaching approach is one of the most effective instructional methods, which enables educators to tailor their teaching to the students’ diverse learning styles and abilities. 

Personalizing Learning

The more personalized the learning experience, the more meaningful and enduring the lessons become. Differentiated instruction allows teachers to personalize learning by tapping into learning styles and learning profiles in ways that make students feel seen and valued.

Promoting Student Engagement

Many teachers struggle with classroom management, in part because some students act out when disengaged. Yes, part of classroom management is set from policies and expectations given at the beginning of a school year, but classroom management is maintained through effective classroom instruction. Therefore, differentiated instruction can be an effective classroom management tool for teachers.

Fostering Collaboration and Community

One of the most beautiful things education can provide for students is a sense of community and belonging. When teachers are able to differentiate their instruction, they are doing just that—fostering collaboration and community by meeting students where they are and giving them new ways to relate to and learn from each other.

Examples of Differentiated Instruction in Action

It is not an unlikely scenario for a teacher to have a classroom that includes some students with learning disabilities (like dyslexia ), some who are reading two levels ahead, some English language learners, and all with varying levels of intelligence and interest. Simply printing off different variations of worksheets is not an effective way to reach a group like this. A variety of instructional strategies in each content area is more likely to reach each student.

Teachers have an ideal amount of curriculum they want to get through within a given time frame, but they shouldn’t feel so locked into that curriculum that they lose student engagement in the process. Differentiated instruction can be used in all classrooms—no matter the age, grade level, or content—to the students’ benefit. There are many differentiated instruction strategies and examples available, and for each subject level, teachers can find the perfect fit for their curriculum and classroom.

Differentiating Instruction in Mathematics

An example of a simple way to differentiate instruction in mathematics may involve the use of equations. When it comes to assessments, some students may be provided with the equations while others are not.

But differentiation in math goes much deeper than that. One of the best ways to differentiate instruction in math is to allow students to connect the lesson to personal interests and everyday scenarios. For example, a budget project in math class will allow students to explore numbers in relation to what they like to buy or spend money on.

Differentiating Instruction in English Language Arts

Differentiated instruction is one of the key components when it comes to reading comprehension and reading intervention. One of the key questions when determining effective reading intervention is asking if the program allows for differentiated instruction. Differentiating instruction in English language arts allows teachers to more confidently teach any given combination of readers and writers.

Challenges and Solutions

While differentiated instruction has many benefits, it also presents some challenges for teachers. Adapting instruction to meet the diverse needs of each student can be time-consuming, and managing different groups of students working on different tasks can also present a challenge. Teachers may feel overwhelmed with time constraints or feel the need for additional training to be successful.

Both of these things, however, are avoidable. While additional training can be beneficial, it is not a requirement and shouldn’t feel like a burden. The truth is that the majority of teachers already differentiate their instruction to some varying degree whether they realize it or not—some may need a little encouragement and validation that what they are doing is working and beneficial.

Time Management

Teachers constantly feel crunched for time. It is challenging to plan lessons, organize materials, instruct students, build relationships, and grade assessments each day. Including more student-centered activities and choice into instruction will not only free up some of the teacher’s time during the day, but it will also allow the students to take a more active role in their learning.

Classroom Management

Classroom management always finds itself on the list of challenges for teachers. Differentiated instruction is a huge contributing factor to managing a classroom, along with the policies and procedures put in place at the beginning of the school year. When it comes to classroom management, some of the best solutions are to keep it simple. Have a few rules that are comprehensive and can cover a lot of behavior.

For example, Children’s Literacy Initiative suggests the Power of Three, which includes, “Take care of ourselves, take care of others, and take care of the classroom.” The same can be said of differentiated instruction. Don’t try to do too much at once. Choose a few differentiation strategies to work with at a time rather than overwhelming yourself—and students—with too many.

Assessment and Grading

One way teachers can avoid getting bogged down by assessments and grading is by taking a more holistic approach. Rubrics can help with this as well. Rubrics can be as detailed or as holistic as needed. While they may take a bit more time on the front end to make, a good rubric will be easy to use and will speed up the assessment process. 

Professional Development and Support

Ultimately, teachers must remember they are not alone. Teachers can sometimes feel isolated when they are spending the majority of their days surrounded by children or young adults. Being the oldest person in the room and the main authority figure throughout the day can create a false sense of needing to figure things out on your own.

Taking time to step outside of your classroom and curriculum is important. While it can be frustrating at first to have to take time away from an already busy day to attend professional development, the long-term benefits of professional development far outweigh the short-term inconvenience. Seeking support from colleagues, administrators, and professional development can make the challenges a little less challenging.

In her book How to Differentiate Instruction in Academically Diverse Classrooms, Carol Ann Tomlinson, professor at the University of Virginia’s School of Education and Human Development and one of the leading American educators on differentiated instruction, wrote: “Kids of the same age aren’t all alike when it comes to learning, any more than they are alike in terms of size, hobbies, personality, or likes and dislikes. Kids do have many things in common, because they are human beings and because they are all children, but they also have important differences.

“What we share in common makes us human. How we differ makes us individuals. In a classroom with little or no differentiated instruction, only student similarities seem to take center stage. In a differentiated classroom, commonalities are acknowledged and built upon, and student differences become important elements in teaching and learning as well.” These words are a great reminder for teachers to lean in and embrace student differences and the opportunity to differentiate instruction as something special.

Voyager Sopris Learning ® offers additional support for educators looking for differentiated instruction and practice that is explicit, systematic, and research-based.

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Initial Thoughts

Perspectives & resources, what is differentiated instruction.

• Page 1: Defining Differentiated Instruction
• Page 2: General Principles

How do teachers differentiate instruction?

• Page 3: Know Your Students
• Page 4: Differentiate Instructional Elements
• Page 5: Differentiate Content

Page 6: Differentiate Process

• Page 7: Differentiate Product
• Page 8: Evaluate and Grade Student Performance

How do teachers prepare their students and their classrooms for differentiated instruction?

• Page 9: Communicate with Students and Parents
• Page 10: Organize the Classroom
• Page 11: Employ Effective Behavior Management

What does differentiated instruction look like in the classroom?

• Page 12: Classroom Implementation
• Page 13: References & Additional Resources
• Page 14: Credits

Tiered Activities

For Your Information

When teachers tier content , all students complete the same activity (e.g., a worksheet, report), but the content varies in difficulty. When teachers tier process , the activities by which the students learn information vary in complexity.

One way to differentiate process for heterogeneous classrooms is to design tiered lessons. When teachers tier a lesson, they design instructional tasks that are challenging for students at different levels of readiness: low, middle, and high levels. Although the students should master the same content or core skills, the means by which they do so vary. The activities assigned to the low, middle, and high groups often differ in complexity, depth of information, or level of abstraction.

Before tiering a lesson on a particular skill or topic area, the teacher should preassess the students. She should then use that information to help assign students to each of the readiness levels and to begin designing the lesson.

Consider your students’ range of knowledge on the topic or about the skill, their prior knowledge, and their reading levels. Also keep in mind your students’ interests and learning profiles.

Create an activity that is challenging, engaging, and targets the topic or skill.

Some teachers prefer to begin with the middle group and then design activities for students who are struggling and those who are more advanced. Others prefer to design an activity that is challenging for the advanced learners and modify for the average and struggling learners to ensure that high standards are maintained for each group. The table below outlines features for a tiered lesson with three groups that target struggling, average, and advanced learners.

Adapted from Spencer Northey, S. (2005). Handbook on Differentiated Instruction for Middle and High Schools. Larchmont, NY: Eye On Education, p. 76

Below is an example of a lesson that is tiered in process (according to readiness). Note how each group is working on different tasks even though all students are working on the same key concept.

Adapted from http://www.doe.in.gov/exceptional/gt/tiered_curriculum/languagearts/la4r.htm

Learning Centers

Learning Center

Theme: Metamorphosis Unit of Study: Insects Materials: Plastic models of each stage of the butterfly’s life cycle, pictures of all stages of the life cycle, poster of different caterpillars and the corresponding butterflies, books about the butterfly’s life cycle, a bug box containing several caterpillars.

Students find learning centers more engaging if they are decorated with items that relate to the topic of the activity. For example, during a history unit on the Pilgrims, the learning center might contain a trunk of period clothing and be decorated to represent the deck of the Mayflower .

In addition to learning centers, learning stations and interest centers offer students opportunities to acquire information about a topic or skill.

Learning Stations

Learning stations are areas of the classroom organized around a topic, theme, or skill. They can target students’ readiness levels, interests, or learning profiles. The teacher creates several stations that cover portions of the material. To learn about the topic, students must complete the activities at each station. For example, during a unit on weather, the teacher might create four learning stations: temperature, atmospheric pressure, clouds, and the water cycle.

Interest Centers

Interest centers are a type of learning center. They provide an opportunity for students to acquire in-depth knowledge about a topic of interest. Unlike in traditional learning centers, students are not required to complete the activities in the center but can choose to visit the center when time allows. The topic might or might not be related to the unit of study. For example, when teaching about metamorphosis using the life cycle of the butterfly, the teacher might also create an interest center focusing on the life cycle of the frog so that students can delve deeper into the topic.

Interactive Journals

Graphic Organizers

A graphic organizer, sometimes called a web or concept map, can be a diagram, outline, or chart on which students arrange information. By using graphic organizers, students can:

• Gather important information
• Organize information
• More easily process information
• See relationships between ideas
• More easily understand, remember, and apply information

• Allowing students to choose the type of graphic organizer to use
• Allowing students to choose how to complete the organizer (e.g., with text, with illustrations, in home language)
• Filling in some, a little, or none of the graphic organizer for students at different levels
• Providing direct access to the information needed to complete the organizer versus asking students to research the information independently
• Providing a graphic organizer that requires basic information instead of very detailed information

To learn more about different types of graphic organizers, see the table below.

Jigsaw Activities

• Create small heterogeneous groups of five to six students (i.e., home-base groups).
• Assign one student per group to be the leader.
• Divide the lesson into sections. The number of sections will depend on how many students are in the groups.
• Assign one student from each group to learn a section of the lesson. Teachers can assign students based on readiness or interest.
• Allow students time to study the content for the section they have been assigned.
• Direct students to meet with students from other groups who have been assigned the same section of the lesson (i.e., “expert” groups). Give students time to learn the content and to practice how they will present this information to their home-base groups.
• Instruct students to return to their home-base groups.
• Provide time for each student in the home-base group to report their findings. Also encourage group members to ask questions of the presenter for greater understanding and clarification. (Note: The leader will be responsible for making sure that each member of the group is given time to present their information and participate in the discussion.)
• Monitor the groups.
• Assess the students’ understanding of the concept or skill.

In the example that follows, the teacher uses the ten steps listed above to implement the jigsaw strategy during a unit on Brazil. He implements this strategy across a one-week period.

Manipulatives

Teachers can differentiate instruction by providing manipulatives for those students who are having difficulty understanding a concept. Manipulatives are concrete objects that students can use to develop a conceptual understanding of a topic or skill. These objects help students represent the idea they are trying to learn or the problem they are trying to solve. For example, the teacher might demonstrate the idea of fractions by slicing a pie into pieces. It is important that the teacher make explicit the connection between the concrete object and the abstract concept being taught. Below are several examples of students using manipulatives.

A student uses a number line (i.e., a visual representation) to add two single-digit numbers.

Two students use an abacus to practice counting by fives.

A student uses colored cubes to work on pattern recognition.

Another way to differentiate process is to vary the length of time students have to complete a task. This allows struggling students more time to grasp the concept and permits advanced students more time to delve deeper into a topic.

Watch the video below to learn how one teacher differentiates process in her classroom. In particular, she discusses the use of manipulatives and learning centers (time: 4:21).

View Transcript

Narrator: Welcome to Organizing for Differentiation in the Core Classroom.

Lorie Bowman: My name is Lorie Bowman, and I am a second-grade teacher here at Cornell Elementary, in the Saydel School District.

We were subtracting one-digit numbers from double-digit numbers, and it was the second time they have been exposed to that process. Before this we had been subtracting just the tens, and they did fairly well with that concept, and now we are moving into regrouping and not regrouping. And what I was trying to accomplish with this was just giving them the opportunity to work with some concrete materials and use those manipulatives to see what they are actually doing so it’s not such a foreign concept of just trading and regrouping. Get them some practice with that, and after we are done with that as we are walking around trying to see who was grasping the concept and who wasn’t, and then having some small-group practice time.

At the beginning when we started the lesson, I was just doing a group think-aloud and we really wanted to think about have kids demonstrate and be able to explain what they were doing when they were trying to solve those math problems. And all mental math at that point, but then also liking to show the concrete example on the whiteboard of what exactly they were thinking and to show other students that there are other ways to answer problems; there is not one set way. As we move, we try to do lots of different examples of hands-on activities and paper-pencil tasks.

Eighty percent of their time is spent whole group, and then twenty percent either individual or small group. I really enjoy working with the small groups, though, because I really can give those students that immediate feedback whether they are doing the right thing or not, and it’s different every time. A lot of times, it might be the same exact thing that we are doing as whole group, but just in a small-group setting. Other times we were getting manipulatives out that maybe we didn’t use last time and just other techniques and processes that we are trying to help them key in to understanding what I am wanting them to know.

I would also like to have them get the whiteboards out and let them actually try to do the algorithm with the dry-erase marker and just practice that, because I am not sure that they fully understand the regrouping concept yet and why we are regrouping. And I notice that, even with my small group, they were still struggling, where those ten ones were coming from.

I am trying to plan and help for the reteaching. I usually try to pass some activities that are ready for that chapter or that topic, and I like to do them on the spot if I notice that lot of the class is struggling with whatever topic we are covering. I think it’s important to do it right away and help those kids so they don’t practice the wrong thing. We are going to redo parts of this lesson again just to help give students a boost on what we are expecting, because the next thing that we are moving into is double-digit subtraction, and I really want them to feel comfortable and be able to do this automatically before we move on to that next step.

I just really enjoy having the opportunity to let them go to centers, and they can review extra things that we maybe were struggling with before and I think we need a review on. And it also gives a chance for those students that have already mastered the concept that we are working on to be challenged a little bit to have some of those extra centers that are getting them thinking and pushing them a little bit, too. We go over the different strategies throughout our lessons and then I usually incorporate them into our centers as well. Right now, they are really struggling with sevens and eights, and so I have started putting that into a center where they can partner up and quiz each other on the different flash cards.

At this point, we have our new curriculum. It does build in some different differentiation kinds of ideas. So I always have that available if I need it, but a lot of it happens just when we are going through the lesson. And it’s just having things ready to go, whether it will be extra manipulatives or whiteboards or extra things to work with, because just you never know how many are going to understand it or how many are not, and just it changes all the time.

Courtesy of Doing What Works and the U.S. Department of Education.

How Differentiated Instruction Can Help You Reach Every Student in Class

• July 24, 2020

It may seem like common sense that students perform better in class when they receive support that meets their needs. Research around differentiated instruction confirms this is true. If you can adapt your instruction to reflect your students’ needs and learning preferences, you can make class time more effective and help students become more engaged.

What is Differentiated Instruction?

The idea behind differentiated learning theory is to make sure your curriculum reflects the diverse needs of your students.[9] Each student enters the classroom with unique experiences, preferences, and conditions that affect how they learn. Differentiated instruction provides students with different resources or options for understanding and mastering a concept, depending on their unique needs.[4] This can help move your classroom from heterogenous instruction toward individualized learning. [4,6]

Differentiated instruction doesn’t necessarily involve giving every student separate assignments—though you may adapt or modify assignments as specific needs arise. It’s more about providing students, individually or in a group, with different learning options or providing accommodations to help them learn more effectively.[11]

Sounds familiar? Differentiated instruction is often compared to the learning styles theory , which posits that all students respond best to one of four learning methods. While research into learning styles is mixed, there are clear and measurable benefits to adapting your teaching methods to your students’ needs.

Benefits of Differentiated Learning for Students

In a survey from the International Journal of Education, 97% of teachers reported never or seldom using a flexible curriculum for their students.[2] So why should you consider bringing differentiated learning into your classroom? The research is clear: students, especially those with diverse learning needs, learn more effectively when teachers respond to their needs.

A study published by Procedia Social and Behavioral Sciences found that students’ learning outcomes significantly improve when teachers use differentiated content that responds to a student’s learning preferences.[5] Students are also more likely to focus and be engaged in the learning process when teachers differentiate their instructional strategies.[1,6] As you provide opportunities for students to explore content based on their strengths, they’re more likely to flourish in your class.

Differentiated instruction strategies are especially important for students with physical or learning disabilities.[4] These students often have strengths and weaknesses that are different from other students who don’t have the same disability. By differentiating your instruction, you can adapt lessons or assignments for these students to better accommodate their needs.[4]

How to Differentiate Instruction in Your Classroom

Now that we’ve gone over why differentiated learning matters in the classroom, let’s go over instructional strategies. Some teachers may feel discouraged because differentiated instruction can sound like an increased workload.[2] But differentiated instruction can make your teaching strategies more effective over time, which can help you make the most of both your students’ time and your own.

According to educational researcher and differentiated instruction expert Carol Ann Tomlinson, there are four key ways to differentiate classroom instruction:[8]

• Content : How the student will access the information
• Process : The method of the activities students use to understand the information
• Product : Projects or homework that ask the student to practice or apply the information
• Learning environment : The space where the student is learning the information

If a student might work more efficiently in a quieter learning environment, for example, you could allow them to complete a project in the school library. Or if you think a student would respond to a more visual approach with vocabulary words, you could adjust the content to include images with each word or adjust the product by assigning them to draw a picture that represents the words.

Additionally, don’t get overwhelmed by feeling that you have to make all of your assignments unique for each student. Some students may have specific needs that require you to adjust your assignments or teaching strategy. But in many cases, you can practice differentiated learning by either breaking students with similar needs into groups or offering all students several options for completing an assignment.[10]

Overall, the best way to practice differentiated instruction is by getting to know your students. As you work with them over the school year, you’ll be able to better understand their needs and what types of assignments they respond to.[9] And just as important, you’ll be able to help them recognize their own strengths and learning preferences—which can help them seek out the right learning strategies through their academic career.

Waterford’s Adaptive Curriculum Offers Differentiated Instruction

Waterford ensures that students learn to read through thousands of games, songs, and activities. Our programs assign these lessons based on a student’s placement assessment and their demonstrated mastery. That way, the focus is always on the skills where they need the most practice.

And for older students, you can adjust our book-based study guides to offer personalized lessons on books you’re reading as a class. Students can also select independent reading books from our online library. When students choose what to read based on their personal interests, it encourages focus and engagement.

To learn more , get in touch! We’d love to discuss how our PreK–6 reading programs can revolutionize the way you support your students as they move from “learning to read” to “reading to learn.”

• Morgan, H. Maximizing Student Success with Differentiated Learning. The Clearing House: A Journal of Educational Strategies, Issues, and Ideas, 2014, 87(1), pp. 34-38.
• Jager, T. Guidelines to assist the implementation of differentiated learning activities in South African secondary schools. International Journal of Inclusive Education, 2013, 17(1), pp. 80-94.
• Mentis, M. Different Technologies for Differentiated Education: Social Networks, Identity and Diversity in e-Learning. International Journal of Diversity in Organizations: Annual Review, November 2007, 7(3), pp. 85-93.
• Landrum, T.J., and McDuffie, K.A. Learning Styles in the Age of Differentiated Instruction. Exceptionality: A Special Education Journal, 2010, 18(1), pp. 6-17.
• Tulbure, C. Do different learning styles require differentiated teaching strategies? Retrieved from sciencedirect.com: https://www.sciencedirect.com/science/article/pii/S1877042811000541
• Subban, P. Differentiated Instruction: A Research Basis. International Education Journal, 2006, 7(7), pp. 935-947.
• Tomlinson, C.A. Mapping a Route Toward Differentiated Instruction. Educational Leadership, September 1999, 57(1), pp. 12-16.
• Weselby, C. What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom. Retrieved from resilienteducator.com: https://resilienteducator.com/classroom-resources/examples-of-differentiated-instruction/.
• NYUSteinhardt Staff. Culturally Responsive Differentiated Instructional Strategies. Retrieved from nyu.edu: https://research.steinhardt.nyu.edu/scmsAdmin/uploads/005/120/Culturally%20Responsive%20Differientiated%20Instruction.pdf.
• Tomlinson, C.A. Differentiation of Instruction in the Elementary Grades. Retrieved from ericdigests.org: https://www.ericdigests.org/2001-2/elementary.html.
• Tucker, G.C. Differentiated Instruction: What You Need to Know. Retrieved from understood.org: https://www.understood.org/en/learning-thinking-differences/treatments-approaches/educational-strategies/differentiated-instruction-what-you-need-to-know.

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What Does It Really Mean to Differentiate Instruction?

Differentiated instruction is an instructional practice that involves “a teacher [who] proactively plans varied approaches to what students need to learn, how they will learn it, and/or how they can express what they have learned in order to increase the likelihood that each student will learn as much as he or she can as efficiently as possible” (Tomlinson, 2003, p. 151).

The next two Teacher’s Corner blogs will focus on differentiated instruction. This blog addresses what differentiated instruction is, and the next blog will focus on how to differentiate instruction.

Read the conversation below between a campus principal and a ninth-grade English teacher that took place in December and note what the teacher might know or not know about differentiating instruction. 

Principal: I reviewed the recent benchmark data from the district and noted the following standards where students in your ninth-grade English classes struggled most: make inferences, use evidence to support understanding, and paraphrase and summarize texts in ways that maintain meaning and logical order. Does this surprise you?

Teacher: Not at all! This year, many in my classes have really struggled with making inferences, and they don’t seem interested in reading! This is so different from previous years. I’ve taught this same class for the past 5 years, and I haven’t had this same problem. I keep telling and reminding students this year that to make inferences when you read, you must connect various pieces of information to draw conclusions, make predictions, etc.

Principal: Because this year’s students are performing lower than students you’ve taught in previous years, what instructional changes are you making to meet their individual needs?

Teacher: Not much. Because my students have been successful at making inferences in the past, I believe that I have strategies that work. I model for students, show how I make inferences when reading, and assign students texts so that they practice making inferences, including state-released test passages with inference questions.

Principal: How have students this year responded during daily practice?

Teacher: Many students struggle more this year with their reading or don’t really want to read. They do OK when we read passages together and answer inferencing questions, and they usually do well when reading with a partner and answering questions.

Principal: What have students done independently to demonstrate their understanding of making inferences?

Teacher: They’ve read a text that I assigned or they practiced passages and answered questions independently.

Principal: Do all students use the same text or passages?

Teacher: Yes, everyone uses the same material. I have lesson plans and activities from previous years that have worked.

Principal: I know we’re out of time, and I want to thank you for this quick conversation. Let’s plan to come back together on Thursday during your conference planning time to talk more about ways to differentiate instruction to meet the needs of your students.

This conversation likely represents the experiences of many educators who struggle to differentiate instruction for various reasons. The following (not an exhaustive list) are possible reasons:

• A lack of ongoing professional learning on what differentiated instruction is and how to implement it
• A surplus of data that teachers are unsure how to use
• A belief that differentiated instruction will take too much planning time or will hamper the progress of higher-performing students

Differentiated Instruction: What It Is

Differentiation is a framework (IRIS Center, 2010) where a teacher uses valid, reliable benchmark data to adjust instruction and curriculum materials to more effectively meet the needs of all students (Denton et al., 2012).

There are two types of differentiation: interactional and designed .

Interactional Differentiation

Interactional differentiation occurs in real time and includes adaptations that a teacher makes based on how students respond or interact with texts or tasks. For example, imagine that a kindergarten teacher just finished explicitly teaching phoneme awareness during Tier 1 whole-group instruction. The teacher noticed that most of the class had mastered the phonemic awareness activity but that a few students were still struggling. Instead of continuing with the whole-class instruction, the teacher assigned the nonstruggling students to work on a partner reading activity that they could complete without teacher support. She asked the students having difficulty with the phonemic awareness activity to join her at her kidney table for additional instruction. Here, the teacher used explicit instructional routines and provided frequent opportunities for students to respond (see the sample lesson below). This is a good example of how differentiation can occur in real time based on teacher-student interactions.

Differentiating Instruction for Struggling Students: Sample Phonemic Awareness Lesson

Phoneme deletion is when you delete a phoneme in a word to produce a new word or delete a phoneme from a consonant blend to form a new word. Here are a few examples.

The word is cap . What’s the word? ( cap )

Think about the sounds you hear in cap : /c/ /a/ /p/. If I delete the /c/ sound from the word cap , my new word is ap .

The word is clip . What’s the word? ( clip )

Think about the sounds you hear in clip : /c/ /l/ /i/ /p/. If I delete /c/ from the word clip , my new word is lip .

Let’s practice a few examples together.

The word is sad . What’s the word? ( sad )

Think about the sounds you hear in sad . If I delete the /s/ sound from the word sad , what’s my new word? ( ad )

Let’s try another. The word is flag . What’s the word? ( flag )

If I delete the /f/ sound from the word flag , what’s my new word? ( lag )

Now, I will give each of you a word to practice.

This word is cat . What’s the word? ( cat )

If I delete the /c/ sound from the word cat , what’s my new word? ( at )

The teacher gives each student in the small group a word to practice and provides immediate and corrective feedback.

This word is craft . What’s the word? ( craft )

If I delete the /c/ sound from the word craft , what’s my new word? ( aft )

Let’s try that again. Listen carefully as I pronounce each phoneme /c/, /r/, /a/, /f/, /t/. Now say craft without the /c/. ( raft )

Let’s try another word. The word is start . What’s the word? ( start )

If I delete the /s/ sound from the word start , what’s my new word? ( tart )

Designed Differentiation

Designed differentiation is when a teacher plans for different levels of support related to content , process , or product . Designed differentiation requires the use of valid, reliable data to plan instruction that targets students’ needs, along with appropriate measures to monitor student performance.

Content differentiation involves adjusting the knowledge or skills for students to learn. This differentiation includes knowing how to adapt curriculum and instruction to meet the needs of all students. To differentiate content, it is important that the teacher (not an exhaustive list) 

• is knowledgeable and well-prepared to teach the concept or skill;
• preassesses student knowledge to understand what skills or concepts are known or need to be reinforced;
• considers a student’s interests, motivation, behaviors, or family support;
• implements research-based scaffolds or supports;
• establishes clear learning objectives; and
• aligns concepts or skills with the learning objective, materials, and tasks.

Process differentiation refers to changes in how students will learn the content. This differentiation includes how the teacher will execute and implement a lesson (e.g., research-validated activities, strategies, and routines) to help each student with making meaning of the content. When differentiating a process, the teacher might provide a variety of (a) ways for students to explore content and receive information or (b) strategies for students to make meaning of ideas or information. Process differentiation is not making all tasks the same, nor is it simply getting through or covering the required materials and information.

When differentiating the process, a teacher might use various groupings based on student assessment data to target academic, behavioral, or social-emotional needs. For instance, whole-group instruction is beneficial when introducing a concept or skill to students, and other types of groupings could be used to support individual student needs. Regardless of the type of grouping used, the teacher will need to determine the time, materials, and activities that align with the learning objective(s). A teacher will also need to make sure that the tasks are at appropriate levels of difficulty for each student.

The following are a few different types of groupings that might be used during Tier 1 instruction:

• Teacher-led small group: Teacher-led small groups enable teachers to reteach important content and skills and provide students with more frequent opportunities to respond.
• Partners: Partner work can be productive when students need additional peer support.
• Independent: Independent work is most effective when students have some proficiency with the content or skill being taught but need additional practice.
• One-to-one: This instruction is useful when you need to target individual needs.

Product differentiation is how students will express what they have learned and what others can observe. Product differentiation can be written or spoken and gives students various choices to demonstrate learning. Rather than assigning students extra problems to solve or assignments to complete, allow students to demonstrate their learning by creating products or completing projects. For example, students might demonstrate their understanding of a science unit by writing a research paper, creating a public service announcement, or developing a PowerPoint presentation.

Learn More About Differentiating Instruction

• Brief that highlights strategies to differentiate instruction, including definitions and examples (Access Center, 2004)
• Article that provides examples and describes differentiated instruction (Tomlinson, 2000)

Take Action

Reflect on how you currently differentiate instruction.

• What do you believe is working?
• What evidence exists to show that what you are currently doing is working?
• What do you want to do better?
• What is one small step in getting better?

Talk to others in your school about differentiated instruction.

• What is working?
• What evidence exists to show that what is used is working?
• What does your school want to do better?

Final Thought

Can you, or someone you teach, relate to Sam’s story?

I remember my elementary, middle, and high school experiences well. It wasn’t uncommon for me to finish my work before other students and then get to help others. I didn’t want to be a helper; I wanted to be challenged. I wanted more time to meet with the teacher; however, because I rarely struggled, my time with the teacher was limited.

Students “are so diverse [that] different (or flexibly designed) texts, tasks, and tools are required to moderately challenge every student” (Puzio et al., 2020, p. 465). Keep tasks relevant, interesting, challenging, and engaging for all students (IRIS Center, 2010). And think about students like Sam; you probably have one or more students like her in your classroom. Are you differentiating instruction to meet the individual needs of all students, including higher-performing students?

Access Center. (2004). Differentiated instruction for reading . https://www.readingrockets.org/article/differentiated-instruction-reading

Denton, C., Vaughn, S., Wexler, J., Bryan, D., & Reed, D. (2012). Effective instruction for middle school students with reading difficulties: The reading teacher’s sourcebook . Brookes. 

IRIS Center. (2010). Differentiated instruction: Maximizing the learning of all students . https://iris.peabody.vanderbilt.edu/module/di/

Puzio, K., Colby, G., & Algeo-Nichols, D. (2020). Differentiated literacy instruction: Boondoggle or best practice? Review of Educational Research , 90 (4), 459–498.

Tomlinson, C. (2000). Differentiation of instruction in the elementary grades. https://www.readingrockets.org/article/what-differentiated-instruction

Tomlinson, C. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. ASCD.

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Differentiated Instruction

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What is Differentiated Instruction?

a student's readiness level

a student's preferred mode of learning

how a student learns

a student's interest

Which is NOT a reason for differentiation?

students have different language abilities

students have different needs

students have different attention spans

all are reasons for differentiation

Differentiated instruction is based on modification of four elements. Which one is NOT one of these elements?

A DI modification can be guided by the teacher's understanding of:

student needs

student grades

student behavior

student culture

The DI component of content is defined as

how the student will come to master and "own" the knowledge

how the student will summatively show what he learned

where the student will find the knowledge

what a student needs to learn or how the student will gain access to the knowledge

The DI component of process is defined as

The DI component of product is defined as

Which of the following is most important in DI?

independent center

cooperative group center

teacher led center

computer center

Which is the first step in planning for differentiated instruction?

setting groups

creating a rotation

planning an interactive lesson

analyzing student data

Which one of the scenarios is most likely a differentiated lesson?

teacher is going over the missed questions from a test with a group of students

teacher is using a graphic organizer to go over details from a paragraph using a think-pair share strategy

teacher is going over the home learning problems with a group of students

teacher is giving instructions on creating a "foldable" with a group of students

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