differentiated instruction list

ChatGPT for Teachers

Trauma-informed practices in schools, teacher well-being, cultivating diversity, equity, & inclusion, integrating technology in the classroom, social-emotional development, covid-19 resources, invest in resilience: summer toolkit, civics & resilience, all toolkits, degree programs, trauma-informed professional development, teacher licensure & certification, how to become - career information, classroom management, instructional design, lifestyle & self-care, online higher ed teaching, current events, what is differentiated instruction examples of how to differentiate instruction in the classroom.

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

You may also like to read

• Creative Academic Instruction: Music Resources for the Classroom
• How Teachers Use Student Data to Improve Instruction
• Advice on Positive Classroom Management that Works
• Five Skills Online Teachers Need for Classroom Instruction
• 3 Examples of Effective Classroom Management
• Advice on Improving your Elementary Math Instruction

Categorized as: Tips for Teachers and Classroom Resources

Tagged as: Curriculum and Instruction ,  Diversity ,  Engaging Activities ,  New Teacher ,  Pros and Cons

• Certificates in Administrative Leadership
• Trauma-Informed Practices in School: Teaching...
• Certificates for Reading Specialist

• Prodigy Math
• Prodigy English
• Is a Premium Membership Worth It?
• Promote a Growth Mindset
• Help Your Child Who's Struggling with Math
• Parent's Guide to Prodigy
• Assessments
• Math Curriculum Coverage
• English Curriculum Coverage
• Game Portal

20 Differentiated Instruction Strategies and Examples [+ Downloadable List]

Written by Marcus Guido

Reviewed by Allison Sinclair, M.T.

Engage and motivate your students with our adaptive, game-based learning platform!

• Game-Based Learning
• Teaching Strategies

1. Create Learning Stations

2. use task cards, 3. interview students, 4. target different senses within lessons, 5. share your own strengths and weaknesses, 6. use the think-pair-share strategy, 7. make time for journaling, 8. implement reflection and goal-setting exercises, 9. run literature circles, 10. offer different types of free study time, 11. group students with similar learning styles, 12. give different sets of reading comprehension activities, 13. assign open-ended projects, 14. encourage students to propose ideas for their projects, 15. analyze your differentiated instruction strategy on a regular basis, 16. “teach up”, 17. use math edtech that adjusts itself to each student, 18. relate math to personal interests and everyday examples, 19. play a math-focused version of tic-tac-toe, 20. create learning stations, without mandatory rotations.

As students with diverse learning styles fill the classroom, many teachers don’t always have the time, or spend additional hours to plan lessons that use differentiated instruction (DI) to suit students’ unique aptitudes.

Educator Carol Ann Tomlinson puts it beautifully in her book How to Differentiate Instruction in Academically Diverse Classrooms :

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.

This can involve adjusting:

• Content — The media and methods teachers use to impart and instruct skills, ideas and information
• Processes — The exercises and practices students perform to better understand content
• Products — The materials, such as tests and projects, students complete to demonstrate understanding

To help create lessons that engage and resonate with a diverse classroom, below are 20 differentiated instruction strategies and examples. Available in a condensed and printable list for your desk, you can use 16 in most classes and the last four for math lessons.

Try the ones that best apply to you, depending on factors such as student age.

Provide different types of content by setting up learning stations — divided sections of your classroom through which groups of students rotate. You can facilitate this with a flexible seating plan .

Each station should use a unique method of teaching a skill or concept related to your lesson.

To compliment your math lessons, for example, many teachers use Prodigy to simplify differentiation .  You’ll deliver specific in-game problems to each student — or distinct student groups — in three quick steps!

Students can rotate between stations that involve:

• Watching a video
• Creating artwork
• Reading an article
• Completing puzzles
• Listening to you teach

To help students process the content after they've been through the stations, you can hold a class discussion or assign questions to answer.

Like learning stations, task cards allow you to give students a range of content. Answering task cards can also be a small-group activity , adding variety to classes that normally focus on solo or large-group learning.

First, make or identify tasks and questions that you’d typically find on worksheets or in textbooks.

Second, print and laminate cards that each contain a single task or question. Or, use Teachers Pay Teachers to buy pre-made cards . (Check out Prodigy Education's Teachers Pay Teachers page for free resources!)

Finally, set up stations around your classroom and pair students together to rotate through them.

You can individualize instruction by monitoring the pairs, addressing knowledge gaps when needed.

Asking questions about learning and studying styles can help you pinpoint the kinds of content that will meet your class’s needs.

While running learning stations or a large-group activity , pull each student aside for a few minutes. Ask about:

• Their favourite types of lessons
• Their favourite in-class activities
• Which projects they’re most proud of
• Which kinds of exercises help them remember key lesson points

Track your results to identify themes and students with uncommon preferences, helping you determine which methods of instruction suit their abilities.

A lesson should resonate with more students if it targets visual, tactile, auditory and kinesthetic senses, instead of only one.

When applicable, appeal to a range of learning styles by:

• Playing videos
• Using infographics
• Providing audiobooks
• Getting students to act out a scene
• Incorporating charts and illustrations within texts
• Giving both spoken and written directions to tasks
• Using relevant physical objects, such as money when teaching math skills
• Allotting time for students to create artistic reflections and interpretations of lessons

Not only will these tactics help more students grasp the core concepts of lessons, but make class more engaging.

Prodigy Math Game , for example, is an engaging way to gamify math class in a way that worksheets simply cannot. 👇

To familiarize students with the idea of differentiated learning, you may find it beneficial to explain that not everyone builds skills and processes information the same way.

Talking about your own strengths and weaknesses is one way of doing this.

Explain -- on a personal level — how you study and review lessons. Share tactics that do and don’t work for you, encouraging students to try them.

Not only should this help them understand that people naturally learn differently, but give them insight into improving how they process information.

The think-pair-share strategy exposes students to three lesson-processing experiences within one activity. It’s also easy to monitor and support students as they complete each step.

As the strategy’s name implies, start by asking students to individually think about a given topic or answer a specific question.

Next, pair students together to discuss their results and findings.

Finally, have each pair share their ideas with the rest of the class, and open the floor for further discussion.

Because the differentiated instruction strategy allows students to process your lesson content individually, in a small group and in a large group, it caters to your classroom’s range of learning and personality types.

A journal can be a tool for students to reflect on the lessons you’ve taught and activities you’ve run, helping them process new information .

When possible at the end of class, give students a chance to make a journal entry by:

• Summarizing key points they’ve learned
• Attempting to answer or make sense of lingering questions
• Explaining how they can use the lessons in real-life scenarios
• Illustrating new concepts, which can be especially helpful for data-focused math lessons

As they continue to make entries, they should figure out which ones effectively allow them to process fresh content.

But if you're struggling to see the value of journaling in a subject like math, for example, you can make time specifically for math journaling. While you connect journaling to your own math objectives, students can make cross-curricular connections.

If you want to learn more, check out K-5 Math Teaching Resources for a detailed overview . Angela Watson at The Cornerstone for Teachers also has great math journal resources you can use in your own class!

An extension of journaling, have students reflect on important lessons and set goals for further learning at pre-determined points of the year.

During these points, ask students to write about their favourite topics, as well as the most interesting concepts and information they’ve learned.

They should also identify skills to improve and topics to explore.

Based on the results, you can target lessons to help meet these goals . For example, if the bulk of students discuss a certain aspect of the science curriculum, you can design more activities around it.

Organizing students into literature circles not only encourages students to shape and inform each other’s understanding of readings, but helps auditory and participatory learners retain more information.

This also gives you an opportunity to listen to each circle’s discussion, asking questions and filling in gaps in understanding.

As a bonus, some students may develop leadership skills by running the discussion.

This activity makes written content — which, at times, may only be accessible to individual learners with strong reading retention -- easier to process for more students.

Free study time will generally benefit students who prefer to learn individually, but can be slightly altered to also help their classmates process your lessons.

This can be done by dividing your class into clearly-sectioned solo and team activities.

Consider the following free study exercises to also meet the preferences of visual, auditory and kinesthetic learners:

• Provide audiobooks, which play material relevant to your lessons
• Create a station for challenging group games that teach skills involved in the curriculum
• Maintain a designated quiet space for students to take notes and complete work
• Allow students to work in groups while taking notes and completing work, away from the quiet space

By running these sorts of activities, free study time will begin to benefit diverse learners — not just students who easily process information through quiet, individual work.

Heterogenous grouping is a common practice, but grouping students based on similar learning style can encourage collaboration through common work and thinking practices.

This is not to be confused with grouping students based on similar level of ability or understanding.

In some cases, doing so conflicts with the “Teach Up” principle , which is discussed below.

Rather, this tactic allows like-minded students to support each other’s learning while giving you to time to spend with each group. You can then offer the optimal kind of instruction to suit each group’s common needs and preferences.

Instead of focusing on written products, consider evaluating reading comprehension through questions and activities that test different aptitudes.

Although written answers may still appeal to many students, others may thrive and best challenge themselves during artistic or kinesthetic tasks.

For example, allow students to choose between some of the following activities before, during and after an important reading :

• Participating in more literature circles
• Delivering a presentation
• Writing a traditional report
• Creating visual art to illustrate key events
• Creating and performing a monologue as a main character or figure

Offering structured options can help students demonstrate their understanding of content as effectively as possible, giving you more insight into their abilities.

Similar to evaluating reading comprehension, give students a list of projects to find one that lets them effectively demonstrate their knowledge.

Include a clear rubric for each type of project, which clearly defines expectations. In fact, some teachers have their students co-create the rubric with them so they have autonomy in the work they'll be completing and being assessed on. Doing so will keep it challenging and help students meet specific criteria.

By both enticing and challenging students, this approach encourages them to:

• Work and learn at their own paces
• Engage actively with content they must understand
• Demonstrate their knowledge as effectively as possible

As well as benefiting students, this differentiated instruction strategy will clearly showcase distinct work and learning styles.

As well as offering set options, encourage students to take their projects from concept to completion by pitching you ideas.

A student must show how the product will meet academic standards, and be open to your revisions. If the pitch doesn’t meet your standards, tell the student to refine the idea until it does. If it doesn’t by a predetermined date, assign one of your set options.

You may be pleasantly surprised by some pitches.  

After all, students themselves are the focus of differentiated instruction — they likely have somewhat of a grasp on their learning styles and abilities.

Even if you’re confident in your overall approach, Carol Ann Tomlinson — one of the most reputable topic thought-leaders — recommends analyzing your differentiated instruction strategies:

Frequently reflect on the match between your classroom and the philosophy of teaching and learning you want to practice. Look for matches and mismatches, and use both to guide you.

Analyze your strategy by reflecting on:

• Content — Are you using diverse materials and teaching methods in class?
• Processes — Are you providing solo, small-group and large-group activities that best allow different learners to absorb your content?
• Products — Are you letting and helping students demonstrate their understanding of content in a variety of ways on tests, projects and assignments?

In doing so, you’ll refine your approach to appropriately accommodate the multiple intelligences of students . It's important to note, however, that recent studies have upended the theory of multiple intelligences. Regardless of where you stand on the multiple intelligences spectrum, the differentiated instruction strategy above remains valuable!

Teaching at a level that’s too easily accessible to each student can harm your differentiated instruction efforts, according to Tomlinson .

Instead, she recommends “teaching up.” This eliminates the pitfall of being stuck on low-level ideas, seldom reaching advanced concepts:

We do much better if we start with what we consider to be high-end curriculum and expectations -- and then differentiate to provide scaffolding, to lift the kids up .

The usual tendency is to start with what we perceive to be grade-level material and then dumb it down for some and raise it up for others. But we don’t usually raise it up very much from that starting point, and dumbing down just sets lower expectations for some kids.

Keeping this concept in mind should focus your differentiated teaching strategy, helping you bring each student up to “high-end curriculum and expectations.”

It has also grown particularly popular in the 2020s as educators have focused more on accelerated learning by "teaching up", as opposed to filling learning gaps.

As Elizabeth S. LeBlanc, Co-Founder of the Institute for Teaching and Learning, writes for EdSurge : "Accelerated learning approaches give a lower priority to repetition or 'skill-and-drill' uses of instructional technology. In other words, it’s not about memorizing everything you should have learned, it’s about moving you forward so you pick things up along the way. "

Differentiated Math Instruction Strategies and Examples

Some EdTech tools — such as certain educational math video games — can deliver differentiated content, while providing unique ways to process it.

For example, Prodigy adjusts questions to tackle student trouble spots and offers math problems that use words, charts and pictures, as well as numbers.

To the benefit of teachers, the game is free and curriculum-aligned for grades 1 to 8. You can adjust the focus of questions to supplement lessons and homework, running reports to examine each student’s progress.

Join over 90 million students and teachers using Prodigy's differentiating power today. 👇

Clearly linking math to personal interests and real-world examples can help some learners understand key concepts.

Working with 41 grade 7 students throughout an academic year, a 2015 study published by the Canadian Center of Science and Education used contextual learning strategies to teach integers and increase test scores by more than 44%.

Striving for similar benefits may be ambitious, but you can start by surveying students. Ask about their interests and how they use math outside of school.

Using your findings, you should find that contextualization helps some students grasp new or unfamiliar math concepts.

There are many math-related games and activities to find inspiration to implement this tactic.

Help students practice different math skills by playing a game that’s a take on tic-tac-toe.

Prepare by dividing a sheet into squares — three vertical by three horizontal. Don’t leave them blank. Instead, fill the boxes with questions that test different abilities.

For example:

• “Complete question X in page Y of your textbook”
• “Draw a picture to show how to add fraction X and fraction Y”
• “Describe a real-life situation in which you would use cross-multiplication, providing an example and solution”

You can hand out sheets to students for solo practice, or divide them into pairs and encourage friendly competition . The first one to link three Xs or Os — by correctly completing questions —  wins. 

So, depending on your preferences, this game will challenge diverse learners through either individual or small-group practice.

Provide differentiated math learning opportunities for your students by setting up unique learning stations across your classrooms, but forgoing mandatory rotations.

The idea comes from a grade 9 teacher in Ontario, who recommends creating three stations to solve similar mathematical problems using either:

• Data — Provide spreadsheets, requiring students to manipulate data through trial and error
• People — Group students into pairs or triads to tackle a range of problems together, supporting each other’s learning
• Things — Offer a hands-on option by giving each student objects to use when solving questions

Only allow students to switch stations if they feel the need. If they do, consult them about their decision. In each case, you and the student will likely learn more about his or her learning style.

Supplemented by your circulation between stations to address gaps in prior knowledge, this activity exposes students to exercises that appeal to diverse abilities.

Downloadable List of Differentiated Instruction Strategies and Examples

Click here to download and print a simplified list of the 20 differentiated instruction strategies and examples to keep at your desk.

Differentiated Instruction Strategies Infographic

Here’s an infographic with 16 ideas from this article, provided by  Educational Technology and Mobile Learning  — an online resource for teaching tools and ideas.

Wrapping Up

With help from the downloadable list, use these differentiated instruction strategies and examples to suit the diverse needs and learning styles of your students.

As well as adding variety to your content, these methods will help students process your lessons and demonstrate their understanding of them.

The strategies should prove to be increasingly useful as you identify the distinct learning styles in — and learn to manage — your classroom .

Interested in other teaching strategies to deploy in your classroom?

Differentiated instruction strategies overlap in important ways with a number of other pedagogical approaches. Consider reviewing these supplementary strategies to find more ideas, combine different elements of each strategy, and enrich your pedagogical toolkit!

• Active learning strategies   put your students at the center of the learning process, enriching the classroom experience and boosting engagement.
• As opposed to traditional learning activities,  experiential learning activities  build knowledge and skills through direct experience.
• Project-based learning   uses an open-ended approach in which students work alone or collectively to produce an engaging, intricate curriculum-related questions or challenges.
• Inquiry-based learning   is subdivided into four categories, all of which promote the importance of your students' development of questions, ideas and analyses.
• Adaptive learning  focuses on changing — or "adapting" — learning content for students on an individual basis, particularly with the help of technology.

👉 Create or log into your teacher account on Prodigy — a game-based learning platform that delivers differentiated instruction, automatically adjusting questions to accommodate player trouble spots and learning speeds. Aligned with curricula across the English-speaking world, it’s used by more than 90 million students and teachers.

Differentiated Instruction

Differentiated instruction involves teaching in a way that meets the different needs and interests of students using varied course content, activities, and assessments.

Teaching differently to different students

Differentiated Instruction (DI) is fundamentally the attempt to teach differently to different students, rather than maintain a one-size-fits-all approach to instruction. Other frameworks, such as Universal Design for Learning , enjoin instructors to give students broad choice and agency to meet their diverse needs and interests. DI distinctively emphasizes instructional methods to promote learning for students entering a course with different readiness for, interest in, and ways of engaging with course learning based on their prior learning experiences ( Dosch and Zidon 2014). 

Successful implementation of DI requires ongoing training, assessment, and monitoring (van Geel et al. 2019) and has been shown to be effective in meeting students’ different needs, readiness levels, and interests (Turner et al. 2017). Below, you can find six categories of DI instructional practices that span course design and live teaching.

While some of the strategies are best used together, not all of them are meant to be used at once, as the flexibility inherent to these approaches means that some of them are diverging when used in combination (e.g., constructing homogenous student groups necessitates giving different types of activities and assessments; constructing heterogeneous student groups may pair well with peer tutoring) (Pozas et al. 2020). The learning environment the instructor creates with students has also been shown to be an important part of successful DI implementation (Shareefa et al. 2019). 

Differentiated Assessment

Differentiated assessment is an aspect of Differentiated Instruction that focuses on tailoring the ways in which students can demonstrate their progress to their varied strengths and ways of learning. Instead of testing recall of low-level information, instructors should focus on the use of knowledge and complex reasoning. Differentiation should inform not only the design of instructors’ assessments, but also how they interpret the results and use them to inform their DI practices. 

More Team Project Ideas

Steps to consider

There are generally considered to be six categories of useful differentiated instruction and assessment practices (Pozas & Schneider 2019):

• Making assignments that have tasks and materials that are qualitatively and/or quantitatively varied (according to “challenge level, complexity, outcome, process, product, and/or resources”) (IP Module 2: Integrating Peer-to-Peer Learning) It’s helpful to assess student readiness and interest by collecting data at the beginning of the course, as well as to conduct periodic check-ins throughout the course (Moallemi 2023 & Pham 2011)
• Making student working groups that are intentionally chosen (that are either homogeneous or heterogeneous based on “performance, readiness, interests, etc.”) (IP Module 2: Integrating Peer-to-Peer Learning) Examples of how to make different student groups provided by Stanford CTL  (Google Doc)
• Making tutoring systems within the working group where students teach each other (IP Module 2: Integrating Peer-to-Peer Learning) For examples of how to support peer instruction, and the benefits of doing so, see for example Tullis & Goldstone 2020 and Peer Instruction for Active Learning (LSA Technology Services, University of Michigan)
• Making non-verbal learning aids that are staggered to provide support to students in helping them get to the next step in the learning process (only the minimal amount of information that is needed to help them get there is provided, and this step is repeated each time it’s needed) (IP Module 4: Making Success Accessible) Non-verbal cue cards support students’ self-regulation, as they can monitor and control their progress as they work (Pozas & Schneider 2019)
• Making instructional practices that ensure all students meet at least the minimum standards and that more advanced students meet higher standards , which involves monitoring students’ learning process carefully (IP Module 4: Making Success Accessible; IP Module 5: Giving Inclusive Assessments) This type of approach to student assessment can be related to specifications grading, where students determine the grade they want and complete the modules that correspond to that grade, offering additional motivation to and reduced stress for students and additional flexibility and time-saving practices to instructors (Hall 2018)
• Making options that support student autonomy in being responsible for their learning process and choosing material to work on (e.g., students can choose tasks, project-based learning, portfolios, and/or station work, etc.) (IP Module 4: Making Success Accessible) This option, as well as the others, fits within a general Universal Design Learning framework , which is designed to improve learning for everyone using scientific insights about human learning

Hall, M (2018). “ What is Specifications Grading and Why Should You Consider Using It? ” The Innovator Instructor blog, John Hopkins University Center for Teaching Excellence and Innovation.

Moallemi, R. (2023). “ The Relationship between Differentiated Instruction and Learner Levels of Engagement at University .” Journal of Research in Integrated Teaching and Learning (ahead of print).

Pham, H. (2011). “ Differentiated Instruction and the Need to Integrate Teaching and Practice .” Journal of College Teaching and Learning , 9(1), 13-20.

Pozas, M. & Schneider, C. (2019). " Shedding light into the convoluted terrain of differentiated instruction (DI): Proposal of a taxonomy of differentiated instruction in the heterogeneous classroom ." Open Education Studies , 1, 73–90.

Pozas, M., Letzel, V. and Schneider, C. (2020). " Teachers and differentiated instruction: exploring differentiation practices to address student diversity ." Journal of Research in Special Educational Needs , 20: 217-230.

Shareefa, M. et al. (2019). “ Differentiated Instruction: Definition and Challenging Factors Perceived by Teachers .” Proceedings of the 3rd International Conference on Special Education (ICSE 2019). 

Tullis, J.G. & Goldstone, R.L. (2020). “ Why does peer instruction benefit student learning? ”, Cognitive Research 5 .

Turner, W.D., Solis, O.J., and Kincade, D.H. (2017). “ Differentiating Instruction for Large Classes in Higher Education ”, International Journal of Teaching and Learning in Higher Education , 29(3), 490-500.

van Geel, M., Keuning, T., Frèrejean, J., Dolmans, D., van Merriënboer, J., & Visscher A.J. (2019). “Capturing the complexity of differentiated instruction”, School Effectiveness and School Improvement , 30:1, 51-67, DOI: 10.1080/09243453.2018.1539013

25 Modern Differentiated Instruction Strategies That Propels Any Classroom to Success

Ausbert Generoso

Do you often find yourself wondering how to best cater to each of your student’s diverse learning needs and unique strengths?

As common knowledge as it is – that’s the reality of teaching, where the art of education is as dynamic as the students it serves. Although as expected, would you rather settle for old instructional habits or go the next level with help of our guide on unique strategies for differentiated instruction?

Think about your classroom for a moment. Picture the diverse group of students, each with their own set of abilities, interests, and learning styles. It’s like conducting an orchestra, where every instrument plays a crucial role in creating a harmonious melody. We’re here to show you how to fine-tune that orchestra, helping each student find their rhythm and reach their full potential.

Ready to dive in?

Understanding Differentiated Instruction

Before we jump into the exciting world of modern Differentiated Instruction strategies, let’s make sure we’re all on the same page about what Differentiated Instruction actually means in the pedagogical sense .

What is Differentiated Instruction?

Differentiated Instruction (DI) is an educational approach that focuses on recognizing and celebrating the diversity of students’ learning needs and abilities within a single classroom. Teachers who adopt Differentiated Instruction approach to teaching tailors the content, process and product to individual students’ needs.

Why Differentiated Instruction?

In reality, the educational landscape is evolving faster than you can say “classroom.” The days of one-size-fits-all teaching are behind us. Students aren’t cookie-cutter replicas; they’re unique individuals with their own strengths, needs, and ways of learning. That’s where differentiated instruction sweeps in like a superhero to save the day. 

How to Differentiate Instruction: The Three Key Principles of Differentiated Instruction

• Content : DI acknowledges that not all students are at the same place in their learning journey. It means offering a variety of content options to meet students where they are. Some might need more challenging material, while others require additional support to grasp the basics.
• Process : Learning doesn’t have to follow a one-size-fits-all model. DI allows for flexibility in how students access and process information. This might involve different teaching methods, various levels of scaffolding, or even letting students choose the path that suits them best.
• Product : In the world of DI, students are encouraged to express their understanding and showcase their knowledge in various ways. This might mean offering different types of assignments, projects, or assessments to cater to diverse interests and talents.

In a traditional classroom, education often assumes a uniform path, where all students are expected to learn at the same pace and in the same manner. However, DI challenges this one-size-fits-all model . It acknowledges that students are unique individuals, each with their own set of strengths, weaknesses, interests, and readiness levels. Instead of trying to fit students into a predetermined mold, DI offers a flexible, inclusive, and individualized approach. It’s akin to the craft of tailoring, but instead of suits, we’re customizing the learning experience for each student , making Differentiated Instruction strategies indispensable tools in any educator’s arsenal.

In essence, DI is about meeting students where they are, both academically and developmentally. Its goal is to ensure that every learner has equitable access to high-quality education . By tailoring teaching methods, content, and assessments to match the individual needs of students, educators can create an environment where each student can thrive and reach their full potential.

The Core Belief Behind Differentiated Instruction

At its heart, Differentiated Instruction believes that all students can learn, but not all students learn in the same way or at the same pace. It’s about providing equitable opportunities for success, regardless of a student’s starting point.

Just like how there are certain teaching and classroom management styles that better align with your philosophy and strengths, there are a wide range of learning styles catered towards different students’ needs. In today’s diverse classrooms, where students come with a wide range of abilities, backgrounds, and learning styles, DI is more relevant than ever. It’s about creating an inclusive learning environment where every student has a chance to shine.

💬 But… how does it really work?

Here’s a little story to easily relate to! In a bustling classroom, there was a teacher named Steph. She had a mix of students, each with their own quirks and potentials. Steph decided to embrace the magic of differentiated instruction. She didn’t just teach; she orchestrated a symphony of learning.

Some of her students zoomed ahead with challenging tasks, while others received extra support to catch up. Steph used a variety of materials, strategies, and assessments, custom-tailored to each student. The result? Her classroom transformed into a place of genuine excitement, where every student felt seen, valued, and motivated to learn. Keyword: equity over equality.

💬 And… Can I really take classroom management to the next level with DI?

That’s exactly the secret sauce – “Next Level” classroom management. It’s all about going beyond the basics , elevating your teaching game, and truly unlocking the potential of every student. So, as we journey deeper into this guide, keep that idea close to your heart. We’re about to explore Differentiated Instruction strategies that will not only make your classroom management shine but also leave a lasting impact on your students’ lives.

25 Proven Modern Differentiated Instruction Strategies

Now that we’ve laid the groundwork and grasped the essence of Differentiated Instruction (DI), it’s time to roll up our sleeves and explore specific strategies for Differentiated Instruction. These are not your run-of-the-mill techniques; they’re tried and tested strategies built for modern classrooms, that are guaranteed to  take your classroom management to a whole new level . Trust us!

1. Tiered Assignments and Assessments for A (Tier)iffic Experience!

What It Is :  Tiered assignments and assessments involve creating multiple versions of a learning task or test, each designed to suit different readiness levels of students. In simpler terms, it’s like offering a buffet of learning options, ensuring that every student finds a suitable dish.

How to Do It :  Begin by assessing where your students stand in terms of readiness. Then, design assignments or assessments that cater to different levels of understanding. In a literature class, for instance, while some students may delve into deeper analysis of a novel, others might work on summarizing key plot points. By tailoring tasks to individual abilities, you ensure that everyone is appropriately challenged.

2. Flexible Grouping Strategies to Flex Your Students’ Brainpower

What It Is :  Flexible grouping strategies involve shuffling students into different groups based on their specific needs, interests, or collaborative strengths. It’s like assembling a dream team for each project or learning task.

How to Do It :  Assess your students’ profiles, considering their strengths, weaknesses, and learning styles. Then, strategically form groups for various activities. Imagine, in a science project, combining a budding scientist, a creative thinker, and a natural leader. This approach fosters diverse collaborations, allowing each student to showcase their distinctive abilities.

3. Technology-Enhanced Differentiation for the Modern Classrooms

What It Is :  Technology-enhanced differentiation leverages digital tools and resources to personalize learning experiences. It’s like having a virtual tutor that adapts to each student’s pace and preferences.

How to Do It :  Explore educational apps, online platforms, and adaptive software that allow students to explore topics independently. For instance, in a language class, students can use language-learning apps at their own pace, with the software adjusting difficulty levels based on their performance. This approach empowers students to take charge of their learning journey while receiving tailored support.

4. Get Hands-On with Project-Based Learning (PBL) !

What It Is :  Project-Based Learning (PBL) immerses students in real-world problems or challenges, encouraging them to explore and solve issues while pursuing their unique interests. It’s like turning the classroom into a laboratory for innovation.

How to Do It :  Start by identifying a compelling real-world problem or question that relates to your curriculum. In a geography class, for instance, students could investigate local environmental issues. Encourage students to select projects aligned with their interests. PBL not only nurtures critical thinking and problem-solving but also provides a platform for students to shine with their unique talents.

5. Learners’ Buffet: Choice Boards and Menus

What It Is :  Choice boards and menus offer students a menu of learning tasks or projects from which they can select based on their interests and learning preferences. It’s like giving them the opportunity to design their own learning path.

How to Do It :  Create a versatile grid or menu offering a range of learning options linked to your curriculum. In a literature class, students might have choices such as analyzing a poem, crafting a character diary, or staging a scene from a book. Allow students to pick tasks that match their interests and learning styles. This approach promotes not only autonomy but also genuine engagement in their learning journey.

6. Get students Moving Around with Diverse Learning Stations and Centers

What It Is :  Think of learning stations and centers as the theme park of your classroom, where students embark on a journey through various aspects of the curriculum. This approach provides students with varied learning experiences.

How to Do It :  Design your classroom with distinct stations or centers, each dedicated to exploring a different facet of the curriculum. For example, in a science class, you could have stations for hands-on experiments, research, group discussions, and multimedia exploration. This diverse approach ensures that every student finds their path to understanding.

7. Flip the Class with Flipped Classroom Techniques

What It Is :  Flipped classroom techniques are like turning the traditional teaching model on its head . It’s about having students engage with instructional content at home, freeing up precious class time for interactive activities and rich discussions.

How to Do It :  Provide students with materials to study independently outside of class, such as video lectures or readings. In the classroom, focus on collaborative activities, debates, and problem-solving. This approach caters to various learning paces and encourages active engagement.

8. Scaffolding for Struggling Learners

What It Is :  Scaffolding for struggling learners is akin to constructing a sturdy support system. It’s about providing targeted assistance and gradually removing it as students gain independence, ensuring that no one gets left behind within the expansive options of strategies for Differentiated Instruction.

How to Do It :  Identify where struggling learners need assistance and offer guidance through step-by-step support. As students become more confident, gradually reduce the scaffolding, allowing them to take ownership of their learning journey. This strategy ensures that every student progresses at their own pace while mastering core concepts.

9. Enrichment Options for the More Advanced Students

What It Is :  Enrichment options for advanced students are like opening the door to a world of intellectual adventures. It’s about challenging high-achievers with activities, projects, or coursework that takes them beyond the standard curriculum.

How to Do It :  Identify advanced students and offer them opportunities to delve deeper into topics that ignite their passions. This could involve advanced readings, research projects, or participation in enrichment programs. By providing avenues for intellectual growth, you ensure that advanced learners are continually engaged and challenged.

10. Assessing and Accommodating Learning Styles

What It Is :  Assessing and accommodating learning styles is like tailoring a suit to fit each student’s unique preferences. It’s about recognizing and adapting to diverse learning styles, whether they’re visual, auditory, kinesthetic , or a mix of these.

How to Do It :  Observe your students’ learning preferences and provide options that cater to their styles. For example, offer visual learners diagrams, charts, and infographics, while auditory learners benefit from lectures or audio resources. This approach ensures that each student receives content in a format that resonates with them.

11. Data, Data, Data: Gather Data Using Formative Assessment Loop

What It Is :  The formative assessment loop is like having a GPS that guides your teaching journey in real-time. It’s about continuously gathering data on student performance and using it to adjust your teaching strategies on the fly.

How to Do It :  Employ frequent quizzes , discussions, or quick polls to gauge student understanding. Use this data to refine your teaching methods, focusing on areas where students may need additional support or challenge. This ongoing assessment ensures that you’re always aligned with the needs of your students. Fortunately, modern teaching tools like ClassPoint offers real-time insights and report on students’ performances so you can immediately adjust your teaching to suit different needs.

12. Jigsaw Cooperative Learning ( Not the Actual Jigsaw Puzzle)

What It Is :  Jigsaw cooperative learning is like assembling a puzzle, where each student becomes an expert in a specific topic and then shares their knowledge with their peers. It’s about collaboration at its finest within the context of strategies for Differentiated Instruction.

How to Do It :  Divide the class into smaller groups and assign each group a specific topic to master. Afterward, reassemble the class into new groups where each member represents a different expertise. Students then teach their topic to their peers, fostering teamwork and ensuring that each student plays a crucial role in their learning journey.

13. Harnessing the Student Powe r with Peer Tutoring and Peer Review

What It Is :  Peer tutoring and peer review are like setting up a knowledge exchange market within your classroom. It’s about encouraging students to teach and learn from each other.

How to Do It :  Pair students together, allowing them to take turns as tutors and learners. For instance, in a math class, one student could explain a concept to their peer, who then reciprocates with another topic. Similarly, employ peer review for assignments, where students provide constructive feedback to their peers. This strategy not only builds a strong learning community but also promotes a deeper understanding of the material.

14. Contract-Based Learning (Of Course, They’re Not Legally Binding!)

What It Is :  Contract-based learning is like signing a pact for academic success. It’s about collaboratively setting learning contracts with students, granting them ownership of their educational goals.

How to Do It :  Sit down with students to discuss their learning objectives, interests, and how they plan to achieve them. Create a contract that outlines expectations, deadlines, and support mechanisms. This approach encourages responsibility, as students actively engage in shaping their educational journey.

15. The Universal Favourite: Mind Mapping and Graphic Organizers

What It Is :  Mind mapping and graphic organizers are like providing students with a visual roadmap for understanding complex concepts. It’s about helping them organize thoughts and ideas more effectively than other approaches in the list strategies for Differentiated Instruction. Mind maps and graphic organizers are known to work for a wide range of learning styles. 

How to Do It :  Introduce students to mind mapping tools or provide templates for graphic organizers. Encourage them to use these tools when brainstorming, taking notes, or summarizing information. By embracing visual learning techniques, you empower students to enhance their comprehension and critical thinking skills.

16. Allow Students to Choose Their Homework Assignments !

What It Is :  Differentiated homework assignments are like custom-tailored outfits, designed to fit each student’s unique learning needs. They provide extra practice where necessary and offer extensions for those who crave more challenge.

How to Do It :  After assessing student readiness and comprehension in class, assign homework that aligns with their skill level. For instance, if some students need additional support in math, provide them with exercises that reinforce fundamental concepts. Meanwhile, offer advanced problems or research assignments to those seeking extra challenge. By individualizing homework, you ensure that every student benefits from targeted practice.

17. Run Literature Circles

What It Is :  Literature circles are like forming book clubs within your classroom, where students select and read books based on their interests and reading levels.

How to Do It :  Divide your class into small groups, and within each group, let students choose books to read. Encourage them to discuss their selected books, exploring themes, characters, and plot developments. This strategy not only fosters a love of reading but also allows students to engage with texts that match their individual preferences and abilities.

18. Conduct Socratic Seminars

What It Is :  Socratic seminars are like intellectual gatherings, where students engage in thoughtful dialogues to explore complex topics deeply and critically.

How to Do It :  Select a thought-provoking topic or text and facilitate a discussion where students take the lead. Encourage them to ask open-ended questions, challenge each other’s ideas, and explore various perspectives. Socratic seminars stimulate critical thinking and help students develop the skills needed to tackle intricate subjects.

19. Try Peer Editing and Revision Workshops

What It Is :  Peer editing and revision workshops are like turning your classroom into a writing studio, where students empower each other to improve their writing skills.

How to Do It :  Pair students to review and provide constructive feedback on each other’s work. This collaborative process not only enhances writing proficiency but also cultivates a sense of responsibility for one’s writing. It allows students to understand that writing is a journey of continuous improvement.

20. Let Students Choose Their Own Assessments!

What It Is :  Choices in assessment is like granting students the keys to their own learning journey. It’s about allowing them to choose how they demonstrate their understanding of a topic, whether through essays, presentations, or creative projects.

How to Do It :  After teaching a unit, offer various assessment options and allow students to select the one that aligns with their strengths and preferences. This approach empowers them to take ownership of their learning process and showcase their understanding in a way that feels meaningful to them.

21. Fluctuating Group Sizes

What It Is :  Fluctuating group sizes are like changing the seating arrangement at a dinner party, encouraging different types of interactions and cooperative learning.

How to Do It :  Periodically vary group sizes for collaborative activities. For instance, some projects could involve pairs, while others require larger groups. This strategy enables students to work with a range of peers, enhancing their adaptability and collaborative skills.

22. Guide Students to Set Their Own Goals

What It Is :  Student goal setting is like handing over the steering wheel to your students on their educational journey. It involves involving them in setting their academic goals.

How to Do It :  Encourage students to reflect on their strengths, weaknesses, and aspirations. Then, collaboratively set achievable goals that align with their learning needs and interests. This process empowers them to take responsibility for their educational path.

23. Exit Tickets : The Tickets to Better Understanding Your Students

What It Is :  Exit tickets are like quick snapshots of student comprehension, allowing you to gauge understanding and adjust instruction accordingly.

How to Do It :  Incorporate exit tickets in your classroom routines . At the end of a lesson, ask students to respond to a brief question or prompt related to the day’s topic. Review their responses to identify areas where students might need additional support or where you can advance the lesson. Exit tickets provide valuable real-time insights into student understanding.

Pro Tip: Use ClassPoint’s Word Cloud for exit tickets to have a visual representation of the whole class’ ideas and learnings, to effectively convey the key takeaways and common themes of the day’s learning.

24. Differentiation by Process

What It Is :  Differentiation by process is like adjusting your recipe to cater to different tastes. It involves adapting the way you teach a concept to meet the diverse needs of your students.

How to Do It :  Recognize that students have varying preferences for learning. Some may benefit from hands-on activities, while others thrive in a lecture-based setting. Offer multiple instructional approaches, allowing students to choose the method that best suits their learning style.

25. Mirror, Mirror in the Classroom : Conduct Reflections and Self-Assessment s

What It Is :  Reflection and self-assessment are like providing students with mirrors to examine their own learning progress. They encourage students to reflect on their growth and set personal goals for improvement.

How to Do It :  Regularly prompt students to evaluate their own progress, strengths, and areas for improvement. Encourage them to set specific, achievable goals and create action plans to reach them. This practice fosters a growth mindset, where students see challenges as opportunities for growth – one of the most effective growth tracking approach among the many strategies for Differentiated Instruction.

Best Practices to Employ Differentiated Instruction Strategies in Modern Classrooms

Incorporating Differentiated Instruction strategies into your modern classrooms requires careful planning and execution. Here are some best practices to ensure the effective implementation of these strategies:

👐🏻  Know Your Students

Begin by gaining a deep understanding of your students’ diverse needs, abilities, and learning styles. This knowledge will serve as the foundation for tailoring your instruction.

🎯  Set Clear Learning Objectives

Establish clear and measurable learning objectives for each lesson or unit. These objectives will guide your differentiation efforts and help students understand what is expected of them.

📝  Use Formative Assessment

Continuously assess your students’ understanding through formative assessments like quizzes , discussions, and observations. This real-time feedback will inform your instructional decisions.

📚  Provide Varied Learning Materials

Offer a range of learning materials, including textbooks, digital resources, videos, and hands-on activities, to accommodate different learning preferences.

✅  Offer Choices

Whenever possible, give students choices in how they learn and demonstrate their understanding. This empowers them to take ownership of their learning.

✍🏻  Provide Clear Instructions

Clearly communicate your expectations for each activity or assignment, ensuring that students understand the purpose and criteria for success.

🌱  Foster a Supportive Environment

Create a classroom culture that values diversity and supports risk-taking. Encourage students to help each other and celebrate individual and group successes.

🤔  Reflect and Adjust

Regularly reflect on the effectiveness of your differentiation efforts. Seek feedback from students, and be prepared to adjust your strategies based on their needs and progress.

🎉  Celebrate Growth

Recognize and celebrate the growth and achievements of your students, no matter how small. This positive reinforcement fosters a growth mindset and encourages students to embrace challenges.

✊🏻  Stay Patient and Persistent

Implementing differentiation strategies may come with challenges and setbacks. Stay patient and persistent, and be willing to adapt as needed to support your students’ diverse learning journeys.

From tiered assignments and flexible grouping to literature circles and Socratic seminars, the strategies we’ve covered are more than just tools, but rather, the building blocks of inclusive and modern classrooms where every student can thrive.

🔑 The key lies in knowing our students, adapting our instruction, and fostering an environment where growth is celebrated. 

But differentiation is not without its challenges and conflicts . It requires dedication, ongoing assessment, and a willingness to embrace change. It’s a journey that demands patience and persistence, but the rewards are immeasurable—a classroom filled with engaged, confident, and self-directed learners.

As an educator, may you keep the drive to create a safe space where every student’s unique abilities are not just acknowledged but celebrated—a journey that leads to the next level of classroom management , where differentiation becomes the cornerstone of education’s bright future. It’s a journey worth taking because, in the end, it’s about transforming lives and lighting the path to a world of limitless possibilities.

Further Readings

20 Proven Effective Classroom Management Strategies For All Types of Classes

26 Handy Classroom Management Strategies for New Teachers

The Classroom Management Styles Guide: Find Your Best Fit

40+ Must-Have Classroom Procedures for All Grade Levels

About Ausbert Generoso

Try classpoint for free.

All-in-one teaching and student engagement in PowerPoint.

Supercharge your PowerPoint. Start today.

500,000+ people like you use ClassPoint to boost student engagement in PowerPoint presentations.

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.

More education articles

National Poetry Month: Elementary Classroom Activities & Picture Books

Every April, the literary world comes alive with rhythm and rhyme as we celebrate National Poetry Month. For elementary school teachers, this month is an

Bridging the Trust Gap in AI: Ethical Design and Product Innovation to Revolutionize Classroom Experiences

Written by Leah Dozier Walker Executive Vice President of Equity & Inclusion at Waterford.org The integration of Artificial Intelligence (AI) holds tremendous promise across the

24 Activities, Teaching Strategies, and Resources for Teaching Students with Autism

Autism spectrum disorder (ASD) is a neurodivergent condition that affects communication, behavior, and learning. Psychologists use the term spectrum disorder because symptoms and support needs

Can You Complete These 48 Summer Reading Challenges?

MacKenzie Scott’s Yield Giving Awards Waterford.org a $10 Million Grant

• Grades 6-12
• School Leaders

Free printable Mother's Day questionnaire 💐!

What Is Differentiated Instruction and What Does It Look Like in the Classroom?

It’s all about adapting learning to fit different needs.

In the last few decades, differentiation has become one of the biggest buzzwords in education. But what exactly is differentiated instruction, and how can teachers effectively use it in their classrooms? Read on to find out.

What is differentiated instruction?

Source: ASCD

Differentiated instruction means tailoring your teaching so all students, regardless of their ability, can learn the classroom material. Early one-room schoolteachers were masters of differentiation. They taught students of all ages and abilities, changing up their methods as needed.

As schools moved to dividing students by age into grade levels, differentiated instruction more or less fell by the wayside. Teachers taught all students in their classroom in the same way and expected the same results. Not surprisingly, some students struggled to keep up, while others were bored when they mastered the material more quickly than others. Inclusion made these contrasts even greater, and some began to realize education needed new approaches.

During the 1990s, Carol Ann Tomlinson introduced the concept of differentiation, and it quickly gained traction. She identified four elements (content, process, product, and learning environment) that teachers could customize in their classrooms. Her work opened the door to a wide array of differentiation approaches and techniques.

Why is differentiated instruction important?

Think back to the last time you bought a pair of jeans. You probably had a multitude of choices, like slim, relaxed, or classic fit; petite, regular, or tall; stretch fabric or plain denim—the options were likely endless. Somewhere in all those options for jeans, you found the ones that were right for you. Maybe not perfect, but something that suited you better than any of the other options.

Buying jeans wasn’t always like that. A few decades ago, there were just a few styles, in different sizes. For those with a particular body type, that was just fine. But it meant many others were left with ill-fitting, uncomfortable choices, and they just had to make do. Manufacturers and stores eventually realized they needed to differentiate their styles to meet all their customers’ needs.

Just like people have different body types, they also have different learning styles and abilities. If teachers only offer one way to learn the material, some students will always struggle. Their “jeans” will never fit, and they’ll never truly master the material they need to succeed.

Differentiated Instruction and Learning Styles

In the mid-1980s, teacher Neil Fleming introduced the VARK model of learning styles. He theorized that students learned in these four general ways, known as styles, or modalities:

• Visual: Seeing images, diagrams, videos, etc.
• Auditory: Hearing lectures and having discussions
• Read/Write: Reading the written word and writing things down
• Kinesthetic: Movement and hands-on activities

In other words, some kids learn better by reading and writing, while others prefer to listen to a lecture or watch a video. Fleming noted that each student uses a mix of these different styles, and it’s important not to pigeonhole a student into any one type. The key is to ensure your teaching methods include a variety of activities that appeal to all learning types.

This concept gets right to the heart of differentiation. Recognizing that your classroom contains students with an assortment of learning styles, along with varying abilities and diverse backgrounds, is the first step toward accommodating them.

What does differentiation look like in the classroom?

So, what does this mean for teachers? Are you expected to create an individualized lesson plan for every student in your classroom? Fortunately, that’s not necessary. What you do need to do is ensure your lesson plans include a variety of activities, and provide options when students need them.

Tomlinson recommends teachers consider how they can personalize these four elements:

Teachers don’t usually get to decide exactly what they’re going to teach in terms of content. Most schools use standards like Common Core to lay out what students at each level must master. What teachers often can decide is how they’ll present that content. Here are some ways to differentiate content ( see more here ).

• Have students read an article, watch a video, and/or listen to a lecture on a topic.
• Used leveled reading materials to help students explore the same content.
• Tailor assignments as needed, i.e., have slower workers do fewer practice problems as long as they can show mastery, while advanced students can do extra or more challenging exercises.

There are so many ways to mix up the teaching and learning process. Accommodate different learning styles with various activities, and scaffold learning by breaking it into more manageable chunks . These are examples of differentiated processes (see more here ).

• Create learning centers that give kids self-paced practice time in hands-on ways.
• Incorporate active learning with manipulatives, movement, and games.
• Form learning groups and use a tiered approach, with each group mastering content or skills at various speeds.

It’s no secret that some kids are terrible test-takers, or that speaking in front of the class is torture for others. You can work to improve those skills, of course, but in the meantime, it’s important not to punish students because they need different ways to show their mastery of a topic. For example, unless you’re specifically teaching public speaking skills, don’t force every student to do an oral book report. Here are more ways to differentiate the product ( see more examples here ).

• Doing a research project? Allow students to choose how they’ll present their findings: write a paper, give a presentation, create a video, etc.
• Use a variety of question types in written tests, and help students learn good test-taking skills.
• Provide “must do” and “may do” options for assignments.

Learning Environment

Stroll the halls of a typical school, and you’ll notice that every classroom looks and sounds different. Some have desks in rows, while in others desks are pushed together or students group around tables. One is completely silent, while another bustles with discussion. Some students adapt well to these changes, but others do better in specific environments. Try to accommodate as many as you can in your space.

• Try out flexible seating—let students sit where and how they feel comfortable and ready to learn.
• Let some students wear headphones and listen to music while they work, while keeping the classroom quiet for others.
• Create calm-down corners , collaborative spaces, sensory spaces, learning centers, and more.

For more information on Tomlinson’s theories, complete the online learning module found here .

How do I get started with differentiation in my classroom?

The best teachers are those who are observant and know their students well. They watch closely as kids work (and play), and check in regularly to find out what’s working and what’s not. Try these resources to start your journey to better differentiated instruction.

• 21 Differentiated Instruction Strategies Every Teacher Can Use
• What Are Learning Styles, and How Should Teachers Use Them?
• Reading Levels Explained: A Guide for Parents and Teachers
• 20 Creative Ways To Check for Understanding
• 25 Best Alternative Assessment Ideas
• 25 Formative Assessment Options for All Students
• 25 of the Best Flexible Seating Options for Today’s Classroom
• 8 Types of Learning Spaces for Your Classroom
• 30 Must-Try Sensory Room Ideas for Schools

Differentiated Instruction Books

• How to Differentiate Instruction in Academically Diverse Classrooms (Tomlinson, 2017)
• The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 2014)
• The Inclusive Classroom: Strategies for Effective Differentiated Instruction (Mastropieri/Scruggs, 2018)
• Differentiation in Middle and High School: Strategies to Engage All Learners (Doubet/Hockett, 2015)
• Fair Isn’t Always Equal, 2nd edition: Assessment & Grading in the Differentiated Classroom (Wormeli, 2018)

Have questions about differentiated instruction and how to use it in your classroom? Join the WeAreTeachers HELPLINE group on Facebook to exchange ideas and ask for advice!

Plus, check out 20 creative ways to check for understanding ..

You Might Also Like

50 Differentiated Instruction Strategies and Examples for K-12 Classrooms

Personalize the content, process, product, or learning environment. Continue Reading

Copyright © 2024. All rights reserved. 5335 Gate Parkway, Jacksonville, FL 32256

Instruction

Differentiated Instruction

So far in this discussion, we have ignored the obvious variety among students. Yet their diversity is a reality that every teacher recognizes. Whatever goals and plans we make, some students learn the material sooner or better than others. For any given goal or objective, some students need more time than others in order to learn. And any particular teaching strategy will prove more effective with some students than others. Effective teaching requires  differentiated instruction —providing different materials, arrangements, and strategies to different students. The differentiation can include unique structural arrangements in the school, such as special tutoring for individuals or special classes for small groups needing particular extra help. Differentiation can also include extra attention or coaching within a classroom for individual students or small groups (Tomlinson, 2006; Goddard, Goddard, & Tschannen-Moran, 2007).

Video 8.5.1.  Differentiating Instruction: It’s Not as Hard as You Think  provides an introduction to differentiation in instruction.

Differentiation is commonly used in “heterogeneous grouping”—an educational strategy in which students of different abilities, learning needs, and levels of academic achievement are grouped together. In heterogeneously grouped classrooms, for example, teachers vary instructional strategies and use more flexibly designed lessons to engage student interests and address distinct learning needs—all of which may vary from student to student. The basic idea is that the primary educational objectives—making sure all students master essential knowledge, concepts, and skills—remain the same for every student, but teachers may use different instructional methods to help students meet those expectations.

Teachers who employ differentiated instructional strategies will usually adjust the elements of a lesson from one group of students to another so that those who may need more time or a different teaching approach to grasp a concept get the specialized assistance they need, while those students who have already mastered a concept can be assigned a different learning activity or move on to a new concept or lesson.

In more diverse classrooms, teachers will tailor lessons to address the unique needs of special-education students, high-achieving students, and English-language learners, for example. Teachers also use strategies such as  formative assessment —periodic, in-process evaluations of what students are learning or not learning—to determine the best instructional approaches or modifications needed for each student.

Differentiation techniques may also be based on specific student attributes, including  interest   (what subjects inspire students to learn),  readiness   (what students have learned and still need to learn), or  learning style  (the ways in which students tend to learn the material best)

Video 8.5.2.  Differentiating Instruction: How to Plan Your Lessons  provides suggestions for including differentiation in lesson planning.

The Debate on Equity 

Differentiation plays into ongoing debates about equity and “academic tracking” in public schools. One major criticism of the approach is related to the relative complexities and difficulties entailed in teaching diverse types of students in a single classroom or educational setting. Since effective differentiation requires more sophisticated and highly specialized instructional methods, teachers typically need adequate training, mentoring, and professional development to ensure they are using differentiated instructional techniques appropriately and effectively.

Some teachers also argue that the practical realities of using differentiation—especially in larger classes comprising students with a wide range of skill levels, academic preparation, and learning needs—can be prohibitively difficult or even infeasible. Yet other educators argue that this criticism stems, at least in part, from a fundamental misunderstanding of the strategy. In her book  How to Differentiate Instruction in Mixed-Ability Classrooms , the educator and writer Carol Ann Tomlinson, who is considered an authority on differentiation, points out a potential source of confusion, “Differentiated instruction is not the ‘Individualized Instruction’ of the 1970s.”

In other words, differentiation is the  practice of varying instructional techniques in a classroom to effectively teach as many students as possible, but it does not entail the creation of di stinct courses of study for every student (i.e., individualized instruction).  The conflation of “differentiated instruction” and “individualized instruction” has likely contributed to ongoing confusion and debates about differentiation, particularly given that the terms are widely and frequently used interchangeably (Myths and Misconceptions, n.d).

Differentiated Instruction and Implication for Universal Design for Learning

To differentiate instruction is to recognize students’ varying background knowledge, readiness, language, preferences in learning, and interests; and to react responsively. As Tomlinson notes in her recent book Differentiated Classroom: Responding to the Needs of All Learners  (2014), teachers in a differentiated classroom begin with their current curriculum and engaging instruction. Then they ask, what will it take to  alter or modify the curriculum and instruction so that each learner comes away with the knowledge, understanding, and skills necessary to take on the next important phase of learning. Differentiated instruction is a process of teaching and learning for students of differing abilities in the same class. Teachers, based on characteristics of their learners’ readiness, interest, and learning profile, may adapt or manipulate various elements of the curriculum (content, process, product, affect/environment). These are illustrated in the table below which presents the general principles of differentiation by showing the key elements of the concept and the relationships among those elements.

Table 8.5.1.  Principles of differentiation by key elements

Adapted with permission from Carol Tomlinson: Differentiation Central  Institutes on Academic Diversity  in the  Curry School of Education  at the  University of Virginia  (September 2014).

Identifying Components/Features

While Tomlinson and most recognize there is no magic or recipe for making a classroom differentiated, they have identified guiding principles, considered the “Pillars that Support Effective Differentiation”: Philosophy, Principles, and Practices. The premise of each is as follows:

The  Philosophy  of differentiation is based on the following tenets:

• recognizing diversity is normal and valuable,
• understanding every student has the capacity to learn,
• taking responsibility to guide and structure student success,
• championing every student entering the learning environment and assuring equity of access

The  Principles  identified that shape differentiation include

• creating an environment conducive to learning
• identifying a quality foundational curriculum
• informing teaching and learning with assessments
• designing instruction based on assessments collected
• creating and maintaining a flexible classroom

Teacher  Practices  are also essential to differentiation, highlighted as

• proactive planning  to address student profiles
• modifying instructional approaches  to meet student needs
• teaching up  (students should be working just above their individual comfort levels)
• assigning respectful tasks  responsive to student needs—challenging, engaging, purposeful
• applying flexible grouping  strategies (e.g., stations, interest groups, orbital studies)
• Several elements and materials are used to support instructional content.  These include acts, concepts, generalizations or principles, attitudes, and skills. The variation seen in a differentiated classroom is most frequently in the manner in which students gain access to important learning. Access to content is seen as key.
• Align tasks and objectives to learning goals.  Designers of differentiated instruction view the alignment of tasks with instructional goals and objectives as essential. Goals are most frequently assessed by many state-level, high-stakes tests and frequently administered standardized measures. Objectives are frequently written in incremental steps resulting in a continuum of skills-building tasks. An objectives-driven menu makes it easier to find the next instructional step for learners entering at varying levels.
• Instruction is concept-focused and principle-driven.  Instructional concepts should be broad-based, not focused on minute details or unlimited facts. Teachers must focus on the concepts, principles, and skills that students should learn. The content of instruction should address the same concepts with all students, but the degree of complexity should be adjusted to suit diverse learners.
• Clarify key concepts and generalizations.  Ensure that all learners gain powerful understandings that can serve as the foundation for future learning. Teachers are encouraged to identify essential concepts and instructional foci to ensure that all learners comprehend.
• Flexible grouping is consistently used. Strategies for flexible grouping are essential. Learners are expected to interact and work together as they develop knowledge of new content. Teachers may conduct whole-class introductory discussions of content big ideas followed by small group or paired work. Student groups may be coached from within or by the teacher to support the completion of assigned tasks. Grouping of students is not fixed. As one of the foundations of differentiated instruction, grouping and regrouping must be a dynamic process, changing with the content, project, and ongoing evaluations.
• Classroom management benefits students and teachers.  To effectively operate a classroom using differentiated instruction, teachers must carefully select organization and instructional delivery strategies. In her text, How to Differentiate Instruction in Mixed-Ability Classrooms (2001), Carol Tomlinson identifies 17 key strategies for teachers to successfully meet the challenge of designing and managing differentiated instruction.
• Emphasize critical and creative thinking as a goal in lesson design. The tasks, activities, and procedures for students should require that they understand and apply meaning. Instruction may require support, additional motivation; and varied tasks, materials, or equipment for different students in the classroom.
• Initial and ongoing assessment of student readiness and growth are essential. Meaningful pre-assessment naturally leads to functional and successful differentiation. Incorporating pre- and ongoing assessment informs teachers so that they can better provide a menu of approaches, choices, and scaffolds for the varying needs, interests, and abilities that exist in classrooms of diverse students. Assessments may be formal or informal, including interviews, surveys, performance assessments, and more formal evaluation procedures.
• Use assessment as a teaching tool to extend rather than merely measure instruction.  Assessment should occur before, during, and following the instructional episode; and it should be used to help pose questions regarding student needs and optimal learning.
• Students are active and responsible explorers.  Teachers respect that each task put before the learner will be interesting, engaging, and accessible to essential understanding and skills. Each child should feel challenged most of the time.
• Vary expectations and requirements for student responses.  Items to which students respond may be differentiated so that different students are able to demonstrate or express their knowledge and understanding in a variety of ways. A well-designed student product allows varied means of expression and alternative procedures and offers varying degrees of difficulty, types of evaluation, and scoring.

Affect/Environment

• Developing a learning environment.  Establish classroom conditions that set the tone and expectations for learning. Provide tasks that are challenging, interesting, and worthwhile to students.
• Engaging all learners is essential.  Teachers are encouraged to strive for the development of lessons that are engaging and motivating for a diverse class of students. Vary tasks within instruction as well as across students. In other words, an entire session for students should not consist of all lecture, discussion, practice, or any single structure or activity.
• Provide a balance between teacher-assigned and student-selected tasks. A balanced working structure is optimal in a differentiated classroom. Based on pre-assessment information, the balance will vary from class to class as well as lesson to lesson. Teachers should ensure that students have choices in their learning.

The following instructional approach to teaching mathematics patterns has several UDL features (see Table 8.5.2). Through the use of clearly stated goals and the implementation of flexible working groups with varying levels of challenge, this lesson helps to break down instructional barriers . We have identified additional ways to  reduce barriers in this lesson even further by employing the principles of UDL teaching methods and differentiated instruction. We provide recommendations for employing teaching methods of UDL to support this lesson in Table 8.5.3. Note that we are not making generalized recommendations for making this lesson more UDL, but instead are focusing on ways that differentiated instruction, specifically, can help achieve this goal.

Table 8.5.2. UDL elements in a differentiated instruction mathematics lesson

Table 8.5.3. UDL strategies to further minimize lesson barriers in a differentiated instruction lesson plan for mathematics

Training in Differentiated Instruction

The IRIS Center of Peabody College, Vanderbilt University provides a training module for those that wish to learn more about  Differentiated instruction:   Maximizing the learning of all students.

Candela Citations

• Differentiated Instruction. Authored by : Nicole Arduini-Van Hoose. Provided by : Hudson Valley Community College. Retrieved from : https://courses.lumenlearning.com/edpsy/chapter/differentiated-instruction/. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Educational Psychology. Authored by : Kelvin Seifert and Rosemary Sutton. Provided by : The Saylor Foundation. Retrieved from : https://courses.lumenlearning.com/educationalpsychology. License : CC BY: Attribution
• Instructional Methods, Strategies and Technologies to Meet the Needs of All Learners . Authored by : Paula Lombardi. Retrieved from : https://granite.pressbooks.pub/teachingdiverselearners/chapter/differentiated-instruction-2/. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Differentiating Instruction: Itu2019s Not as Hard as You Think. Provided by : Education Week. Retrieved from : https://youtu.be/h7-D3gi2lL8. License : All Rights Reserved
• Differentiating Instruction: How to Plan Your Lessons. Provided by : Education Week. Retrieved from : https://youtu.be/rumHfC1XQtc. License : All Rights Reserved

Educational Psychology Copyright © 2020 by Nicole Arduini-Van Hoose is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Share This Book

How to Differentiate Instruction: 10 Classroom Strategies

Differentiated instruction is when the teacher modifies their techniques to suit the needs of a diverse classroom.

Students have different learning styles, interests, and motivation levels. So, teachers should try to develop their lessons in a way that is flexible and able to accommodate the differences among their students.

Definition of Differentiated Instruction

Dr. Carol Ann Tomlinson is one of the most recognized proponents of differentiated instruction, which she defined as:

“an instructional model that provides guidance for teachers in addressing student differences in readiness, interest, and learning profile with the goal of maximizing the capacity of each learner” (Tomlinson, 2018, p. 279).

To accomplish differentiated instruction , teachers can modify their classroom layout, allow for students to choose subjects and methods, and develop testing procedures that give all students an opportunity to excel.

How to Differentiate Instruction

• Learning centers: A kindergarten teacher has divided the classroom into learning centers that contain materials that match various student interests: building blocks, arts and crafts, puppetry and role-play.
• Interest-based differentiation: A high-school history teacher realizes that several student-athletes are not particularly interested in writing an essay on WWII. So, he allows them to write about how the war impacted the NFL.
• Differentiated assessment: Instead of requiring all students to write a book report based on a book they read, the teacher provides audio books and allows students to make audio recordings of their book report.
• Student choice: Students work in groups to design and produce a poster on Arctic animals and pollution. Each student gets to choose what role they play in the project; some will do research, others will write, and others will handle the artistic aspects of the poster.
• Subject interest options: Students are grouped according to subject interests and allowed to choose their topic for an oral presentation at the end of the term.
• Differentiation of difficulty level: Students in a high school art class are given different pictures to use as a model. The pictures vary in terms of their complexity and color schemes so that less skilled students try their hand at simpler pictures, while the more talented students get Monet’s and Picassos. 
• Differentiated tasks: More advanced students are grouped with less advanced students that need more development so the advanced students can experience teaching their knowledge while the less experienced students can get peer guidance.
• Grouping students by ability levels: A teacher in an EFL class simplifies her questions to lower-level students, while more advanced students receive questions that have more complex sentence structure.
• Physically grouping students to differentiate: A kindergarten teacher arranges the seating for the playdough lesson so students that need the most help are sitting near each other. This makes it easier for her to help them and not have to spend so much time moving from student to student.
• Differentiated learning stations: Students are grouped according to reading skills and placed at different reading stations that contain appropriate leveled readers.

See 31 more examples of differentiation here .

5 Best Ways to Differentiate Instruction

1. skills-based grouping.

In addition to students having different learning styles, they also differ in terms of their skills and abilities. One way to differentiate instruction is to allow students to participate in group projects based on their unique skillsets.

A teacher in a high school English literature course really wants her students to do an end of term play. But, she has observed throughout the term that not all students are completely enthralled with the idea of acting on a stage.

So, she decides to do a quick assessment of her students’ skills. She discovers that some students have carpentry skills, while others are good at painting. There are also a few students who seem to be natural leaders and good at talking to and motivating their classmates.

Her course of action seems clear; some students can build the sets, some can paint and decorate it, and others can serve as directors and project managers.

The students respond quite enthusiastically to this plan and things get started with a level of collective energy she has not seen in this group all semester.

2. A Charity Campaign

In a university social work course, the end of term assessment is to design and hold a charitable event for the homeless. Recognizing that not all students have the same level of interest in the issue, the professor decides to be flexible and implement a degree of differentiated instruction.

To get things started, the professor writes the different tasks needed to be done on the board. He begins to go down the list and briefly describes each task.

Instead of assigning students to take on different responsibilities, he lets the students choose.

Some tasks require making contact with sponsors and convincing them to fund the event.

Other tasks involve designing marketing material such as posters to advertise the event and pamphlets on homelessness to distribute to participants. Still other tasks involve designing digital content to release on social media.

The students are quite pleased to get to choose what they want and appear highly motivated.

3. Flash Card Speed Differentiation

Children read at a wide range of speeds. Advanced readers can process a word in microseconds with incredible ease. It takes nearly zero cognitive capacity or attentional focus. However, struggling readers will need to concentrate and focus on the phonetics of each and every letter.

In this situation, a teacher absolutely needs to practice differentiated instruction. Presenting struggling readers with a set of flash cards that consist of multi-syllable words is way too difficult. Not only will it be unhelpful, but it can and will probably destroy their self-confidence.

Therefore, the teacher needs to select the flash cards carefully. Then, when presenting them to struggling students, they need to go nice and slow; maybe even covering-up most of the letters and revealing each one at a time, slowly.

For advanced readers, that of course will be too boring. So, using more complex words and presenting them rapidly, in succession, will make the task a lot more challenging. This will get the interest of those advanced readers and they might even ask the teacher to go faster!

4. Station Rotation

A big component of differentiated instruction involves classroom design. Setting desks up in rows is very traditional, but there are other ways to organize the room.

One of those ways is to create small stations using tables instead of desks. The teacher can place tables in different areas of the classroom to create stations. Each station is focused on a specific aspect of the lesson or on developing a particular skill.

For example, one station may contain a lot of visual material regarding the lesson. Another station might be more tactile and include objects that can be touched and manipulated. While a third station may be experiential based and involve students participating in a role-play.

Students start at one station and engage the materials located there. After a certain period of time, 15 – 20 minutes, the teacher blows a whistle and the students rotate to different stations.

5. Differentiating Text Assignments

Children in a single classroom can vary greatly in regards to their reading skills . This is especially true at the lower primary school levels. Therefore, if there was ever a need for differentiated instruction, reading is it.

Teachers can achieve differentiated instruction for a reading assignment by varying the difficulty of an after-reading task. For example, struggling learners can read aloud so that the teacher can hear their pronunciation and provide prompts as necessary.

Readers at a slightly higher level can be given a response completion (e.g., fill in the blank) worksheet to assess their comprehension.

Readers that are on schedule can make a story outline that identifies key facts, while advanced readers may be given an opportunity to explain the different perspectives of the characters in a story.

This requires a bit of extra work for the teacher when preparing the lesson materials, but the pay-off will be worth it.

It may seem obvious that lessons should match the ability of the students, but for a long time, educational practices did not always recognize this principle.

Today, classrooms are far more diverse than ever before; not only in terms of abilities, but also in regard to interests, motivation levels, and cultural backgrounds.

This makes the job of the teacher a lot more challenging. Differentiated instruction means teachers have to spend more time thinking and planning their lessons, but it has to be done.

Bondie, R. S., Dahnke, C., & Zusho, A. (2019). How Does Changing “One-Size-Fits-All” to Differentiated Instruction Affect Teaching? Review of Research in Education, 43 (1), 336–362. https://doi.org/10.3102/0091732X18821130

Brazzolotto, M., & Phelps, C. (2022). Global Principles for Professional Learning in Gifted Education and Italian Primary Teachers. International Journal for Talent Development and Creativity, 9 , 123-141. https://doi.org/10.7202/1091475ar

van Geel M, Keuning T, Frèrejean J, Dolmans D, van Merriënboer J, & Visscher, A. J. (2019) Capturing the complexity of differentiated instruction . School Effectiveness and School Improvement, 30(1):51-67.  https://doi.org/10.1080/09243453.2018.1539013

Singh, H. (2014). Differentiating classroom instruction to cater learners of different styles. Indian Journal of Applied Research, 3 , 58-60. https://doi.org/10.15373/22501991/December2014/25

Tomlinson, C.A. (2014) The Differentiated Classroom: Responding to the Needs of All Learners . 2nd Edition, ASCD, Alexandria.

Tomlinson, C. A. (2018). Differentiated instruction. In C. M. Callahan & H. L. Hertberg-Davis (Eds.), Fundamentals of Gifted Education Considering Multiple Perspectives (2nd ed., pp. 279-292).  Routledge.

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ Social-Emotional Learning (Definition, Examples, Pros & Cons)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ What is Educational Psychology?
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ What is IQ? (Intelligence Quotient)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 5 Top Tips for Succeeding at University

Leave a Comment Cancel Reply

Your email address will not be published. Required fields are marked *

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

• Employing effective classroom management procedures
• Grouping students for instruction (especially students with significant learning problems)
• Assessing readiness
• Teaching to the student’s zone of proximal development

Although differentiated instruction as a whole is yet to be validated by scientific research, a growing body of evidence shows that the approach has positive effects on student learning.

Research Shows

• Strategies used to differentiate instructional and assessment tasks for English language learners, gifted students, and struggling students were also effective for other students in the classroom. McQuarrie, McRae, & Stack-Cutler (2008)
• Students with learning disabilities received more benefits from differentiated instruction than did their grade-level peers. McQuarrie, McRae, & Stack-Cutler (2008)
• In one study, the reading skills of elementary- and middle-school students who participated in a reading program that incorporated differentiated instruction improved compared to the reading skills of students who did not receive the program. Baumgartner, Lipowski, & Rush (2003)

In addition to using the kinds of evidence-based strategies listed above, teachers who differentiate instruction often:

• Use a variety of instructional approaches
• Alter assignments to meet the needs of the students
• Assess students on an ongoing basis to determine their readiness levels
• Use assessment results to adjust instruction as needed
• Provide a variety of options for how students can learn and demonstrate their knowledge
• Strive to make lessons engaging and meaningful
• Employ different grouping formats for instruction (e.g., whole-class, small groups, independent instruction) and use flexible grouping

flexible grouping

A fluid or dynamic method of grouping students. Rather than being set, group membership changes to meet the different needs of the students.

Click here to see the attributes of a traditional classroom contrasted with those of a differentiated classroom.

Teachers often have a number of misperceptions about differentiated instruction. Carol Ann Tomlinson addresses two of these (time: 1:33).

Carol Ann Tomlinson, EdD Professor of Educational Leadership, Foundations, and Policy The University of Virginia Charlottesville, VA

View Transcript

Transcript: Carol Ann Tomlinson, EdD

One is it takes too much time to plan, but the other is it takes too much time in a classroom to differentiate. The planning piece, of course, is a matter of saying differentiation doesn’t say spend an hour planning tonight like you always did and then add differentiation to it. What it would say is, if you have an hour to plan, think about how you can do that in a way that’s going to work for kids. And, again, if you go slowly it doesn’t need to eat your life in any way at all. But the issue in terms of it takes too much time in class is an intriguing one to me because it turns out that differentiation is not what takes extra time in class. What takes extra time in class is giving kids chances to work with ideas and manipulate ideas and come to own the information. It doesn’t take as long just to tell kids things or just to cover standards, but we also don’t have any evidence that students come away with understanding or the capacity to use what they’ve learned to transfer knowledge. When you take time to let kids think and make meaning of stuff, that slows us down some in terms of coverage. If you let kids make meaning of stuff in two different ways, or if you let kids make meaning of stuff working alone or working with somebody, or if you let kids making make meaning working independently or working with a teacher, that doesn’t take any longer. Where it got to take longer was in the making meaning part.

For Your Information

What is the difference between differentiated instruction and Universal Design for Learning (UDL)?

Both attempt to maximize the learning of all students by offering multiple ways to learn content or skills and to demonstrate that knowledge. Additionally, both emphasize learning environments that are engaging and utilize ongoing assessments to make adjustments to meet the instructional needs of students. So what is the difference? The difference is in when and how changes are made to address the needs of students.

CAST, Inc. (2007)

How does response to intervention (RTI) fit in with differentiated instruction?

response to intervention (RTI)

A multi-tiered method for delivering instruction to learners through increasingly intensive and individualized interventions.

Both are instructional frameworks. Whereas the purpose of differentiated instruction is to address the needs of all students, the purpose of RTI is to identify and address the needs of struggling students. Though the two frameworks overlap—differentiated instruction is often provided in an RTI classroom—under RTI, students may receive more intensive levels of instruction than they would normally receive in a differentiated classroom.

How do adaptations (i.e., accommodations and modifications) fit with differentiated instruction?

Differentiated instruction might not be enough for some students to succeed. Those with disabilities might need additional supports—accommodations or modifications—to learn the concepts and skills being taught. These supports are identified in the student’s individual education program (IEP) .

individualized education program (IEP)

A written plan used to delineate an individual student’s current level of development and his or her learning goals, as well as to specify any accommodations, modifications, and related services that a student might need to attend school and maximize his or her learning.

• Our Mission