differentiated instruction process

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

Definition of differentiated instruction

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

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

Teachers who practice differentiation in the classroom may:

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

History of differentiated instruction

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

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

Four ways to differentiate instruction

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

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

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

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

Examples of differentiating activities:

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

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

Examples of differentiating the process:

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

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

Examples of differentiating the end product:

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

4. Learning environment

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

Examples of differentiating the environment:

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

Pros and cons of differentiated instruction

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

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

Differentiated instruction strategies

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

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

Differentiated instruction strategies for math

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

Differentiated instruction strategies for science

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

Differentiated instruction strategies for ELL

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

Differentiated instruction strategies for reading

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

Differentiated instruction strategies for writing

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

Differentiated instruction strategies for special education

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

References and resources

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

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

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

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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. 

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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

What Is Differentiated Instruction?

Instruction is tailored to meet all students' needs, interests and strengths.

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The most challenging task for differentiated learning is the execution in the classroom.

No two students are alike, including when it comes to their academic strengths and how exactly they learn best.

That's why many educators have sought to adopt more inclusive teaching practices, one being differentiated instruction – a broad term that usually refers to a teaching approach where instruction is tailored to meet all students' needs, interests and strengths.

"When you have a one-size-fits-all approach, it connects to your high and some of your middle learners. But it doesn't connect to some of your lower learners. So this way, we are able to grab all levels of learners," says Dave Steckler, principal at Red Trail Elementary School in North Dakota and president of the National Association of Elementary School Principals. "Differentiated instruction gives our students success, which promotes that love to learn."

How Differentiated Instruction Works

Differentiated instruction may look different in every classroom, grade, school or district. But according to experts, teachers can differentiate instruction in four areas: content, process, product and learning environment.

Content differentiation is when teachers provide learning activities based on where the student is academically, while process occurs when teachers differentiate the mode of learning, says Becky Pringle, a middle school science teacher for 30 years and now president of the National Education Association, the nation's largest teachers' union.

For students with dyslexia , for instance, it may be difficult to simultaneously listen and take notes. A differentiated instruction approach might adjust the process by passing out a copy of the class notes for students to follow along with, says David Arencibia, principal at Colleyville Middle School in Texas.

Product differentiation refers to ways students can demonstrate what they know, whether that's through varying assignments , projects or exams. For example, students may be given several options to show that they understood a book read in class , such as a writing an essay, drawing or creating a poem.

The physical space and feeling of a classroom can also impact learning. A differentiated classroom may have flexible seating. Students in an English class, for instance, may get the option to go to other learning areas, such as the library, to read in a more comfortable area if they so choose, Arencibia says.

"Think of yourself as a reader," he says. "Do you want to be sitting in a hard desk with a specific type of lighting where it's kind of uncomfortable or would you rather be sitting on the couch with special lighting? We differentiate even our learning environments to really be conducive to really get the most out of our learning for our students."

Differentiated Instruction vs. Other Approaches

More "traditional" approaches to learning often entail a teacher lecturing at the front of the classroom with an accompanying PowerPoint presentation, where students are asked to listen and take notes.

Children in a differentiated classroom are also all working toward the same learning goals, says Carol A. Tomlinson, professor emeritus at the University of Virginia’ s School of Education. But "they won't all be doing the same work in the same way over the same time period with the same support."

Teachers might use rotating work stations to divide students based on skill level, so students complete assignments that correlate with their academic level and needs. This can be done in a confidential way, such as through color-coding, in order to ensure students can't tell apart their levels, Arencibia says.

How to Know if Differentiated Instruction Is Being Done Well

Though many experts say differentiated instruction is beneficial, it can be challenging to execute in the classroom – in part because teachers have to really know the ins and outs of each student.

"That should be something that all instructors should be doing anyway, but sometimes it becomes automated and you are just there to teach and get out and go home," says Joseph Lathan, professor of practice and director of online programs in the department of learning and teaching at the University of San Diego in California. "You have to spend the time to know your students to be able to best help them."

There's also immense pressure for teachers around standardized tests, Tomlinson says. "They feel like all they can do is go into the classroom, start covering the material, cover it as fast as they can and at the end of the year say, 'I did it, I made it through.' We don't have any reason to believe that's effective teaching or learning."

Experts says parents should be feel good about differentiation going on if their child can explain their learning goals, shows enthusiasm about learning and talks about working in a variety of groups and having a choice of assignments.

"It's not intended to be in your face all the time. It's intended to be subtle and smooth," Tomlinson says.

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Differentiated Instruction: A Primer

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How can a teacher keep a reading class of 25 on the same page when four students have dyslexia, three students are learning English as a second language, two others read three grade levels ahead, and the rest have widely disparate interests and degrees of enthusiasm about reading?

What is Differentiated Instruction?

“Differentiated instruction”—the process of identifying students’ individual learning strengths, needs, and interests and adapting lessons to match them—has become a popular approach to helping diverse students learn together. But the field of education is filled with varied and often conflicting definitions of what the practice looks like, and critics argue it requires too much training and additional work for teachers to be implemented consistently and effectively.

Differentiated Instruction Definition

The process of identifying students’ individual learning strengths, needs, and interests and adapting lessons to match them

Differentiation has much in common with many other instructional models: It has been compared to response-to-intervention models, as teachers vary their approach to the same material with different students in the same classroom; data-driven instruction, as individual students are frequently assessed or otherwise monitored, with instruction tweaked in response; and scaffolding, as assignments are intended to be structured to help students of different ability and interest levels meet the same goals.

Federal education laws and regulations do not generally set out requirements for how schools and teachers should “differentiate” instruction. However, in its 2010 National Education Technology Plan , the U.S. Department of Education lays out a framework that places differentiated teaching under the larger umbrella of “personalized learning,” instruction tailored to students’ individual learning needs, preferences, and interests. This framework assumes that all students in a heterogeneous classroom will have the same learning goals, but:

• “Individualization” tailors instruction by time . A teacher may break the material into smaller steps and allow students to master these steps at different paces; skipping topics they can prove they have mastered, while getting more help on those that prove difficult. This model has been used in iterations as far back as the late Robert Glaser’s Individually Prescribed Instruction in the 1970s, an approach which pairs diagnostic tests with objectives for mastery that is intended to help students progress through material at their own pace.
• “Differentiation” tailors instruction by presentation . A teacher may vary the method and assignments covering the material to adjust to students’ strengths, needs, and interests. For example, a teacher may allow an introverted student to write an essay on a historical topic while a more outgoing student gives an oral presentation on the same subject.

That distinction is accepted by some, though far from all, in the field.

The ambiguity has led to widespread confusion and debate over what differentiated instruction looks like in practice, and how its effectiveness can be evaluated.

For example, a 2005 study for the National Research Center on Gifted and Talented, which tracked implementation of “differentiation” over three years , found that the “vast majority” of teachers never moved beyond traditional direct lectures and seat work for students.

“Results suggest that differentiation of instruction and assessment are complex endeavors requiring extended time and concentrated effort to master,” the authors conclude. “Add to this complexity current realities of school such as large class sizes, limited resource materials, lack of planning time, lack of structures in place to allow collaboration with colleagues, and ever-increasing numbers of teacher responsibilities, and the tasks become even more daunting.”

Evolution of the Concept

Differentiated instruction as a concept evolved in part from instructional methods advocated for gifted students and in part as an alternative to academic “tracking,” or separating students of different ability levels into groups or classes. In the 1983 book, Individual Differences and the Common Curriculum , Thomas S. Popkewitz discusses differentiation in the context of “Individually Guided Education, … a management plan for pacing children through a standardized, objective-based curriculum” that would include small-group work, team teaching, objective-based testing, and monitoring of student progress.

Carol Ann Tomlinson, a co-director of the Institutes on Academic Diversity at the Curry School of Education at the University of Virginia, and the author of The Differentiated Classroom: Responding to the Needs of All Learners , 2nd Edition (ASCD, 2014) and Assessment and Student Success in a Differentiated Classroom (ASCD, 2013) argues that differentiation is, at its base, not an approach but a basic tenet of good instruction, in which a teacher develops relationships with his or her students and presents materials and assignments in ways that respond to the student’s interests and needs.

Differentiated Instruction Strategies

In theory—though critics allege not in practice—differentiation does not involve creating separate lesson plans for individual students for a given unit.

Ms. Tomlinson argues that differentiation requires more than creating options for assignments or presenting content both graphically and with hands-on projects, for example. Rather, to differentiate a unit on Rome, a teacher might consider both specific terms and overarching themes and concepts she wants students to learn, and offer a series of individual and group assignments of various levels of complexity to build those concepts and allow students to demonstrate their understanding in multiple ways, such as journal entries, oral presentations, creating costumes, and so on. In different parts of a unit students may be working with students who share their interests or have different ones, and with students who are at the same or different ability levels.

During the 1990s, teachers were also encouraged to present material differently according to a student’s “learning style”—for example, visual, auditory, or kinesthetic. But while there have been studies that show students remember more when the same material is presented and reinforced in multiple ways, recent research reviews have found no evidence that individual students can be categorized as learning best through a single type of presentation.

Rick Wormeli, an education consultant and the author of Fair Isn’t Always Equal: Assessment and Grading in the Differentiated Classroom , instead suggests in a 2011 essay in the journal Middle Ground that teachers differentiate based on “learner profiles” : “A learner profile is a set of observations about a student that includes any factor that affects his or her learning, including family dynamics, transiency rate, physical health, emotional health, comfort with technology, leadership qualities, personal interests, and so much more.”

Impacts of Technology

Differentiated and personalized instructional models have also evolved with technological advances, which make it easier to develop and monitor education plans for dozens of students at the same time. The influence of differentiation on school-level programs can be seen in “early warning systems” and student “dashboards” that aim to track individual student performance in real time, as well as initiatives in some schools to develop and monitor individualized learning plans with the student, his or her teachers, and parents.

Advocates of hybrid education models, such as the “flipped classroom” —in which students watch lectures and read material at home and perform practice that would normally be homework during class time—have suggested this could help teachers differentiate by recording and archiving different lectures that students could watch and rewatch as needed, and providing more one-on-one time during class.

Professional Development

By any account, differentiation is considered a complex approach to implement, requiring extensive and ongoing professional development for teachers and administrators.

It required teachers to confront and dismantle their existing, persistent beliefs about teaching and learning ...

In the 2005 longitudinal study that found no consistent implementation of differentiation, researchers noted that “many aspects of differentiation of instruction and assessment (e.g., assigning different work to different students, promoting greater student independence in the classroom) challenged teachers’ beliefs about fairness, about equity, and about how classrooms should be organized to allow students to learn most effectively. As a result, for most teachers, learning to differentiate entailed more than simply learning new practices. It required teachers to confront and dismantle their existing, persistent beliefs about teaching and learning, beliefs that were in large part shared and reinforced by other teachers, principals, parents, the community, and even students.”

In the 2009 book, Professional Development for Differentiating Instruction , Cindy A. Strickland notes that most schools do not provide sufficient training for new and experienced teachers in differentiating instruction.

Ms. Tomlinson said that teachers can begin to differentiate instruction simply by learning more about their students and trying to tailor their teaching as much as they find feasible. “Every significant endeavor seems too hard if we look only at the expert’s product. ... The success of all these ‘seasoned’ people stemmed largely from three factors: They started down a path. They wanted to do better. They kept working toward their goal.”

Including students of disparate abilities and interests also requires the teacher to rethink expectations for all students: “If a teacher uses flexible grouping lesson by lesson and does not assume a student has prior knowledge because he is a ‘higher’ student but really assesses and groups, based on need sometimes and other times by interest, the students will get what they need,” Melinda L. Fattig, a nationally recognized educator and a co-author of the 2008 book Co-Teaching in the Differentiated Classroom , told Teacher magazine that year.

In practice, differentiation is such a broad and multifaceted approach that it has proven difficult to implement properly or study empirically, critics say.

In a 2010 report by the research group McREL, author Bryan Goodwin notes that “to date, no empirical evidence exists to confirm that the total package (e.g., conducting ongoing assessments of student abilities, identifying appropriate content based on those abilities, using flexible grouping arrangements for students, and varying how students can demonstrate proficiency in their learning) has a positive impact on student achievement.” He adds: “One reason for this lack of evidence may simply be that no large-scale, scientific study of differentiated instruction has been conducted.” However, Mr. Goodwin pointed to the 2009 book Visible Learning , which synthesized studies of more than 600 models of personalizing learning based on student interests and prior performance, and found them not much better than general classroom instruction for improving students’ academic performance.

Both in planning time and instructional time, differentiation takes longer than using a single lesson plan for a given topic, and many teachers attempting to differentiate have reported feeling overwhelmed and unable to reach each student equally.

In a 2010 Education Week Commentary essay , Michael J. Schmoker, the author of the 2006 book, Results NOW: How We Can Achieve Unprecedented Improvements in Teaching and Learning , says attempts to differentiate instruction frustrated teachers and “seemed to complicate teachers’ work, requiring them to procure and assemble multiple sets of materials” leading to “dumbed-down” teaching.

Likewise, some advocates of gifted education, such as James R. Delisle, have argued that advanced students still are not challenged enough in a differentiated environment, which may vary in the presentation of material but not necessarily in the pace of instruction. He argues that “differentiation in practice is harder to implement in a heterogeneous classroom than it is to juggle with one arm tied behind your back.”

“There is no one book, video, presenter, or website that will show everyone how to differentiate instruction. Let’s stop looking for it. One size rarely fits all. Our classrooms are too diverse and our communities too important for such simplistic notions,” Mr. Wormeli said in an interview with Education Week blogger Larry Ferlazzo .

“Instead, let’s realize what differentiation really is: highly effective teaching, which is complex and interwoven; no one element defining it.”

A version of this article appeared in the February 04, 2015 edition of Education Week

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What is Differentiated Instruction?

• History of Differentiated Instruction

Differentiated Instruction: Content, Process and Product

Differentiated instruction: classroom strategies and examples, pro & cons of differentiated instruction, differentiated instruction faq, innovative techniques for transforming your classroom.

Teachers know better than anyone that students each have their own unique gifts and challenges; interests, aptitudes and learning styles. Differentiated instruction is the practice of developing an understanding of how each student learns best, and then tailoring instruction to meet students’ individual needs.

“I think differentiated instruction actually is just teaching with the child in mind,” writes Carol Ann Tomlinson, an author and teacher regarded as a pioneer in differentiated instruction. She describes the practice as “a way of thinking about teaching which suggests that we establish very clear learning goals, that are very substantial, and then that we teach with an eye on the student.”

In her book, “How to Differentiate Instruction in Academically Diverse Classrooms,” she explains: “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 food preferences. … 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 also become important elements in teaching and learning.”

At its most basic level, Tomlinson continues, “differentiating instruction means ‘shaking up’ what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn. In other words, a differentiated classroom provides different avenues to acquiring content , to processing or making sense of ideas, and to developing products so that each student can learn effectively.”

Tomlinson’s emphasis on “Content, Process and Product” is fundamental to the theory and practice of differentiated instruction.

History of Differentiated Instruction [From One-Room Schoolhouses to the 21st Century Classroom]

The one-room schoolhouses of centuries gone by are often mentioned when your research topic is “the history of differentiated instruction.” Though not called by that name, it was understood that teachers in the traditional one-room schoolhouse setting, out of necessity, had to develop strategies for teaching students of different ages, abilities, literacy levels and backgrounds.

“Today’s teachers still contend with the essential challenge of the teacher in the one-room schoolhouse: how to reach out effectively to students who span the spectrum of learning readiness, personal interests, and culturally shaped ways of seeing and speaking about and experiencing the world,” Tomlinson writes in another of her notable texts on the topic, “ The Differentiated Classroom: Responding to the Needs of All Learners.”

The magazine Educational Leadership, established in 1943 by the Association for Supervision and Curriculum Development (ASCD), devoted an entire issue to the theme “The Challenge of Individual Difference” in 1953.

It invites readers to revisit the lead article by Carleton W. Washburne, “Adjusting the Program to the Child.” The report also cites the influence of Frederic Burk in the 1910s and other educators in recognizing the value of developing strategies for helping students “progress according to their own abilities.”

Some educational historians also draw connections between the No Child Left Behind Act of 2001, with its emphasis on helping disadvantaged students and improving individual outcomes in education, and some of the core principles of differentiated instruction.

Today, differentiated instruction is widely practiced as a progressive approach to education that endeavors to leverage the unique learning characteristics each student brings to the classroom to deliver a more effective education than a so-called “one-size-fits-all” approach.

Reading Rockets, the Library of Congress Literacy Award-winning advocacy organization, also cites Tomlinson’s influence in mapping out the basic tenets of differentiated instruction , which guide classroom teachers in differentiating three specific aspects of the educational experience, plus a fourth that encompasses and expands upon these three:

• Content – the knowledge, concepts and skills that students need to learn based on the curriculum
• Process – the activities in which the student engages to understand and make sense of the content
• Products – the ways students demonstrate what they have come to know, understand and be able to do

Learning environment is the fourth variable in the differentiated instruction equation. It refers to the climate, or the look and feel of a classroom — the physical space as well as the tone set by the teacher to establish an atmosphere of mutually supportive learning.

A classroom with a learning environment optimized for differentiated instruction is one that:

• Establishes a safe and positive environment for learning
• Allows for individual work preferences
• Includes spaces to work quietly and without distraction as well as spaces that invite student collaboration
• Provides materials that reflect a variety of cultures and home settings
• Establishes clear guidelines for independent work that matches individual needs
• Helps students understand that some learners need to move around to learn while others do better sitting quietly

To help gauge the most effective strategies for reaching each student and helping them learn and perform to the best of their unique abilities, teachers are also encouraged to consider students’ individual:

• Readiness — This refers not as much to a student’s academic ability as to their capacity to learn new material in a particular subject or topic. Since one way to ensure learning growth is to challenge students with tasks that require them to stretch their minds, an awareness of student readiness can help teachers adjust the degree of difficulty to provide an appropriate level of challenge.
• Interest — Different students show interest in different topics and activities (from football to fashion to food, you name it). The basic theory here is that teachers can motivate students to learn by showing them how subjects being taught connect with their particular interests.
• Learning profile — The ways that students learn best can be shaped by a variety of factors including their culture, the learning environment (working solo or collaboratively, sitting still or moving around, in a quiet atmosphere or while listening to music), and their innate learning style or styles (for example, is the student a visual, auditory or kinesthetic learner?).

A simplified example of connecting a student’s interest to the content of a particular learning goal or assignment is illustrated in an Education Week video narrated by teacher and author Larry Ferlazzo, who explains that differentiating instruction is really about getting to know your students and making decisions, often in the moment, based on what they need.

During a classroom assignment that involved an “argument essay” about what would be the worst natural disaster to experience, he noticed that one student had his head down on the desk and was not participating. Knowing that this student was interested in football, Ferlazzo engaged him to write his argument essay on the topic of “why his favorite team was the best.” In this case, the learning goal was developing the skills needed to make an effective argument (not learning about natural disasters) and the product was an essay that followed all the attributes of a good argument essay.

When it comes to process , the road to the best outcomes might involve teachers asking themselves: What are the learning objectives? And what are the best roads to get there for different students? A few of the possibilities include:

• Having students work alone or in groups
• Offering a choice on a variety of writing prompts
• Connecting subject matter to individual interests
• Employing tiered activities through which the whole class works on the same important subject matter and skills, but with different levels of support, challenge or complexity

Regarding product , Tomlinson has written, “students can propose the way they’d like to show us something, or we might offer them two choices — with the notion that they can make a deal with us to do the third one.”

Ferlazzo says that when he gave tests, he sometimes included an extra blank page for students to write (or write and draw!) “anything else they remember about the topic being tested that they think is important.” He found that sometimes those responses were more inspired than the responses to his test questions. Ferlazzo said his version of differentiated instruction did not require a significant amount of extra work, but “did require that I had relationships with my students to know their strengths, challenges and interests.”

Another example of a classroom that employs an interesting variation of differentiated instruction is seen in an Edutopia video titled “Station Rotation: Differentiating Instruction to Reach All Students.” At Highlander Charter School in Rhode Island, classes start with a group lesson then break into smaller groups, each of which rotates through three stations designed to connect students with the material using different learning modalities.

The biggest criticism around differentiated instruction often centers on the idea that it requires teachers to take on an even heavier workload. Here is a brief summary of some of the chief pros and cons.

• Research suggests that differentiated instruction can be effective both for students who are academic achievers as well as those with learning challenges or even significant disabilities.
• When offered more options on how they can learn the material, students become more motivated and engaged, taking on more responsibility for their own learning.
• When students are more engaged in learning, there are typically fewer classroom disciplinary problems.
• Many educators believe that making differentiated instruction truly worthwhile requires significant additional work devoted to lesson planning.
• Though differentiated instruction comes naturally to some educators, when practiced schoolwide there can be a significant learning curve and there are often insufficient professional development resources.
• Critics contend that there isn’t enough research to justify the additional resources required to support the benefits of differentiated instruction.

What is differentiated instruction?

Carol Ann Tomlinson, an author and teacher regarded as a pioneer in differentiated instruction, describes it as “a way of thinking about teaching which suggests that … we teach with an eye on the student.” She emphasizes four key pillars of differentiated instruction: Content, Process, Product and Learning Environment.

Does differentiated instruction require more work for teachers?

The amount of additional preparation required is open to debate, but most educators agree that successfully employing differentiated instruction does require building relationships with students to know their strengths, challenges and interests.

What are the biggest benefits of differentiated learning?

Advocates contend that by connecting subject matter and learning goals to individual student strengths, interests and learning styles, differentiated instruction can inspire students to be more engaged and motivated, thereby creating improved learning outcomes by inspiring them to take on more responsibility for their own learning.

Many teachers reach a point in their career where they want to further develop their skills to make an even greater impact in their classroom, often following a particular passion or specific area of interest such as differentiated instruction. Whatever one’s desired area of focus, there are a range of master’s degree programs — including online options — designed to help working teachers achieve their career development goals.

For example, the University of San Diego offers an online Master of Education degree program with different specializations ranging from Inclusive Learning to Curriculum and Instruction . The curriculum in both specializations includes coursework focused on “strategies that provide differentiated support for the success of all students.”

Differentiated instruction is a comprehensive approach to teaching whose essence, according to the educational advocate Ferlazzo, is this: “Recognizing that all of our students bring different gifts and challenges, and that as educators we need to recognize those differences and use our professional judgment to flexibly respond to them in our teaching.”

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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.

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The Foundational Guide to Differentiated Instruction

• Classroom Activities/Strategies/Guides

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

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

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

Strategies for Implementing Differentiated Instruction

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

Identifying Learning Styles and Preferences

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

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

Curriculum Compacting

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

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

Tiered Assignments

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

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

Interest-Based Learning

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

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

Benefits of Differentiated Instruction

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

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

Meeting the Needs of Diverse Learners

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

Personalizing Learning

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

Promoting Student Engagement

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

Fostering Collaboration and Community

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

Examples of Differentiated Instruction in Action

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

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

Differentiating Instruction in Mathematics

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

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

Differentiating Instruction in English Language Arts

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

Challenges and Solutions

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

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

Time Management

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

Classroom Management

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

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

Assessment and Grading

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

Professional Development and Support

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

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

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

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

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

• Strategies for Teaching Reading Comprehension
• Creating Effective Rubrics: Examples and Best Practices

Research-Based Writing Instruction (Grades K–12)

Initial Thoughts

Perspectives & resources, what is differentiated instruction.

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

How do teachers differentiate instruction?

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

Page 6: Differentiate Process

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

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

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

What does differentiated instruction look like in the classroom?

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

Tiered Activities

For Your Information

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

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

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

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

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

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

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

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

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

Learning Centers

Learning Center

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

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

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

Learning Stations

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

Interest Centers

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

Interactive Journals

Graphic Organizers

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

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

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

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

Jigsaw Activities

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

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

Manipulatives

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

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

Two students use an abacus to practice counting by fives.

A student uses colored cubes to work on pattern recognition.

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

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

View Transcript

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

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

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

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

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

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

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

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

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

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

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50 Differentiated Instruction Strategies and Examples for K-12 Classrooms

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

As a teacher, you already know that every student in your classroom is different. They have their own personalities, their own likes and dislikes, and their own ways of learning best. That’s why differentiated instruction strategies are so important. They give every kid a chance to succeed by adapting the learning to fit their needs. Add these examples of differentiated instruction strategies to your teacher toolkit so you can pull them out and use them as needed.

What is differentiated instruction?

Differentiated instruction (DI) means tailoring your teaching so all students, regardless of their ability, can learn the classroom material. 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.

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 customize their teaching in four different areas: content, process, product, and learning environment. The differentiated instruction strategies and examples below all fit into one or more of these categories.

Learn much more about the details of this concept here: What Is Differentiated Instruction?

General Differentiated Instruction Strategies

You can use these DI strategies in almost any classroom or learning environment. For each, we’ve indicated which differentiated instruction areas apply (content, process, product, or learning environment).

Stoplight system

An important part of using differentiated instruction strategies is knowing when they’re needed in the first place. Try an easy way to check for understanding by giving students a nonverbal way to show where they are. Green means they’re good to go, yellow means they’re struggling, and red means they’re stuck entirely. Try this with sticky notes, folded desk tents, colored cups, and more. (DI Area: Process)

Learn more: Stoplight System at the Ardent Teacher

Pre-teaching

Getting ready to tackle a really tough topic? Try pre-teaching a smaller group of students first. This gives you a chance to try out your lesson plan, plus it creates a built-in group of “experts” to help you out when the whole class is learning. Use this strategy regularly, but switch up the student experts. Teaching others helps kids learn too. (DI Area: Process)

Learn more: Pre-Teaching at 3-Star Learning Experiences

Cooperative learning structures

Cooperative learning describes a strategy where students work together in small groups under supervision to accomplish a goal. These groups are carefully constructed based on student needs, abilities, and learning styles. It means knowing your students well, but once you do, you can put these groups together quickly depending on your current activity. (DI Area: Process)

Learn more: Top 10 Cooperative Learning Structures at Continually Learning

Projects with choices

When you offer choices, students feel more comfortable with the assignment. Plus, they often get a sense of ownership—being allowed to pick and choose encourages kids to take responsibility for their choices. To make this work, determine what goals all students need to achieve. Then, let them come up with ways to demonstrate those goals, or give them a few options that appeal to different types of learners. (DI Area: Product)

Learn more: How I Use Choice Boards To Increase Student Engagement at We Are Teachers

Self-paced learning

One of the best things technology has given us is a better ability to use self-paced learning in and out of the classroom. When you use computer programs and games, kids can advance at the pace that makes sense to them. Of course, you’ll need to ensure students stay on task when they’re working independently. Also, remember that a computer program may only have the ability to explain things one way, so be ready to step in and give kids information in other ways when needed. (DI Area: Product)

Learn more: How To Create a Self-Paced Classroom at Cult of Pedagogy

Color coding

One of the best differentiated instruction strategies is color coding. It can work in all sorts of classroom applications, including organization and routines. But you can apply it to learning strategies too. Color helps kids see things more clearly, especially when the subject is complex. (DI Area: Process)

Learn more: Color-Coding in the Classroom

Small groups

Elementary teachers have been using small reading groups as a differentiated instruction strategy for years. Really, they work in any subject, offering teachers a chance to get more face time with their students. You can group students by skill level, but that’s not necessarily the best way to help learners. Consider grouping by learning styles instead, so you can tailor a lesson’s delivery specifically for those styles. (DI Area: Learning Environment)

Learn more: Small Group Instruction Strategies and Tips for Success

Student-led lessons

Assign students a topic or let them pick their own, then ask them each to become an expert and plan a lesson to share with the class. This goes beyond just giving a presentation. Encourage them to think of creative ways to share the information, planning interactive activities they themselves would like to do in the classroom. You’re bound to get a lot of new teaching strategies yourself! (DI Area: Process)

Learn more: Student-Led Lessons Rather Than Student Presentations at Faculty Focus

Question wait time

This one is all about teacher patience. When you ask your class a question, don’t immediately call on the first person to raise their hand. Instead, wait a few more seconds, and call on someone whose hand came up a little later. This allows slower, more thorough thinkers a chance to get their ideas heard too. (DI Area: Process)

Learn more: Wait Time: Making Space for Authentic Learning at Kent State University

Classroom environment

When you’re reading a book, what’s your favorite position? Curled up on the couch with a pillow under your head? Stretched out on your stomach on your bed? Sitting upright at a table with a cup of tea? Can you handle background noise like music, or do you prefer it to be completely silent? Your students’ choices would be just as varied as your own. Whenever you can, allow them to sit, stand, or even stretch out. Help them control distractions with noise-cancelling headphones, or let them listen to music with earbuds if it helps them concentrate. (DI Area: Learning Environment)

Learn more: 8 Types of Learning Spaces to Include in Your Classroom

Anchor charts

Good news! Those anchor charts hanging all over your walls are a popular differentiation strategy. They help visual learners succeed, giving them strong images to relate to key skills and topics. You don’t need to be an artist to make great charts, but the more color, the better. (DI Area: Process)

Learn more: Anchor Charts 101

Co-teaching

Just as students have different learning styles, teachers have different instructional styles as well. Use this to your advantage! You don’t necessarily need to co-teach full-time. Work as a team with your fellow teachers to learn what their styles are like, and consider switching things up from time to time by trading duties for certain lessons or subjects. (DI Area: Process)

Learn more: 8 Things Successful Co-Teachers Do

Peer buddy program

Pairing students of varying levels as buddies benefits all kids. Some schools pair those with disabilities with a buddy to help them as needed. Others pair older students with younger ones. Whatever you choose, plan your program carefully and monitor pairings to ensure they’re working out. (DI Areas: Process, Learning Environment)

Learn more: A Win/Win for All Students: Expert Q&A on Peer Buddy Programs at Brookes Blog

Must-dos and may-dos

Not all students need extra time; in fact, some finish everything up too quickly! That’s where the ability to provide enrichment activities comes in handy. For any lesson, be prepared with “must-do” and “may-do” activities. This helps kids prioritize the most important items and gives fast finishers meaningful work to do too. (DI Areas: Content, Process)

Learn more: The Case for Must-Dos and May-Dos

Multiple intelligences

You don’t necessarily need to create multiple activities to cater to your students’ multiple intelligences. For example, if you’re reviewing a timeline of the American Civil War for an upcoming test, give each student an index card with a major event (e.g., Fredericksburg, Gettysburg, etc.), and while playing Civil War–era music, ask students to line up in front of the class to put the events in order. This single activity activates brain stimulation for six different learning styles:

• Visual-spatial learners use a mental image of the lineup as a mnemonic device.
• Kinesthetic learners get to move around and create a life-size timeline.
• Interpersonal learners communicate with one another to decide where to stand in line.
• Musical-rhythm learners benefit from the background music.
• Logical-mathematical learners thrive on creating a chronological line.
• Verbal-linguistic learners review notes and their textbooks during the activity.

Learn more: Understanding Multiple Intelligences for the Classroom at ASCD

Reading is a key skill, no doubt about it. But when a student struggles with it, it can often affect their learning in other areas too. Unless reading itself is key to the topic you’re presenting, consider letting students listen to an audiobook instead. This lets them focus on the content, rather than just the words and sentences. (DI Area: Process)

Learn more: 10 Places Kids Can Listen to Free Audiobooks

Pre-assessments

Before you present a new topic, take a few minutes to find out what kids already know. Their responses might change how you decide to teach, especially if you find they’re lacking in prerequisite knowledge or already understand the new subject pretty well. Tip: Save time by checking out Kahoot! for pre-made quizzes on your topic. (DI Areas: Process, Product)

Learn more: 6 Benefits of Pre-Assessment at Minds in Bloom

Alternative assessments

Written tests aren’t the only way to check for learning, as teachers well know. Alternative assessments provide ways to differentiate in your classroom by giving students multiple ways to show what they know. For students who struggle with writing, consider a discussion instead (unless you’re specifically working on writing skills). Instead of a traditional book report, have students turn the story into their own graphic novel. Find ways to help students shine! (DI Areas: Process, Content)

Learn more: 25 Alternative Assessment Ideas

Universal Design for Learning (UDL)

UDL offers educators a way to reduce the need for differentiation strategies and scaffolding, by building curriculum and lessons that include multiple means of engagement, representation, and action and expression. Look for learning materials that use UDL to use in your classroom, or take the time to design your own lessons using the UDL principles. (DI Area: Multiple)

Learn more: What Is UDL and How Do Teachers Make It Work in the Classroom?

Accommodations

An outside-of-the-box way to find more differentiated instruction strategies is to explore lists of the classroom accommodations used to created IEPs and 504 plans. These include terrific ways to differentiate, even when students don’t have specific written plans. You don’t need to be diagnosed with dyscalculia to benefit from using graph paper to line up your math problems. Typing is easier than handwriting for lots of people. Reviewing an example list can spark ideas for all of your students. (DI Area: Multiple)

Learn more: 80+ IEP Accommodations Every Teacher Should Bookmark

English Language Arts Differentiated Instruction Examples

• Leveled Reading Materials: Leveled books have been around for a long time, but today teachers can also use leveled reading sites like Newsela . (DI Area: Content)
• High-Low Books: High-interest, low-readability level books keep readers engrossed page after page, without leaving them feeling frustrated or bored. Find a list of our favorites here. (DI Area: Content)
• Literacy Centers: Center work allows kids to go at their own pace and work privately, without feeling the need to keep up with others. Explore our big list of literacy center ideas here. (DI Areas: Process, Learning Environment)
• Varied Spelling/Vocabulary Lists: Offer shorter or longer lists depending on aptitude, using more-advanced words to challenge kids who excel in this area. (DI Area: Content)
• Book Report Options: Give students a variety of ways to report back on the book they’ve read, including written papers, presentations, posters, skits, and more. Find 40+ book report ideas here. (DI Area: Process)
• Writing Tools: If handwriting is a challenge, explore options like special pencil grips or try one of these easy hacks . When handwriting isn’t the learning goal, offer kids options like oral responses or typing instead. (DI Areas: Process, Product)
• Reading Spaces: Provide spaces in your classroom where students can get comfortable while they read. Vary the lighting, seating, and noise levels to create areas for different styles. See some of our favorite reading nooks here. (DI Area: Learning Environment)
• Diverse Materials: Ensure your reading choices include diverse and multicultural characters, settings, and authors . (DI Area: Content)
• Flexible Groups: Instead of leaving students in the same-leveled reading groups at all times, mix up your groupings by interest, readiness, or learning styles. (DI Area: Learning Environment)
• Writing Conferences: Meet with students individually to identify strengths and challenges. Or try peer writing groups that partner stronger writers with those who need more help. (DI Areas: Process, Learning Environment)

Math Differentiated Instruction Examples

• Manipulatives: These aren’t just for little kids! Make math manipulatives available to older students too, to help those who benefit from kinesthetic learning. (DI Area: Process)
• Evens or Odds: When giving homework assignments or practice worksheets, give students who need extra time the option to complete only the even or odd questions. This gives them effective practice but keeps them motivated. (DI Areas: Content, Process)
• Math Centers: Just like literacy centers, math centers let kids choose their pace and learning process. Try these 10 activities for secondary math centers. (DI Areas: Learning Environment, Process)
• Small Groups: After teaching a concept, put kids in small groups to tackle practice problems together. Many times, students will show each other new ways of learning that teachers might not think of. (DI Areas: Learning Environment, Process)
• Open-Ended Questions: Students think of math as having one cut-and-dried answer, but you can encourage more creative thinking with broader questions. Learn more from My Teaching Cupboard. (DI Areas: Process, Product)
• Math Books: We’re not talking about textbooks. Use storybooks with a math theme to engage reluctant learners. (DI Area: Process)
• Assessment Options: Give students different ways to demonstrate their knowledge, whether it’s answering flash cards out loud, writing an explanation of their solution methods, or drawing pictures to explain their thinking. (DI Areas: Product, Process)
• Real-Life Math: Whenever possible, use real examples to show kids why math matters. Money activities can be especially effective in engaging students. (DI Area: Process)
• Active Math Games: Many students learn best when their bodies are involved. Use active math games to engage students on a variety of levels. (DI Area: Process)
• Pre-Teach Vocabulary: This may be especially important for ESL speakers. Ensure they know specialized terms (e.g., shape names) before tackling math concepts. (DI Area: Process)

Science and Social Studies Differentiated Instruction Examples

• Graphic Organizers: This note-taking method encourages students to organize information visually. Kids might draw pictures or diagrams instead of writing words—whatever works for them. Learn about graphic organizers here. (DI Area: Process)
• Audiobooks and Videos: Reading is an important skill, but it can hold students back in other subjects. Give kids the option to use audiobooks or videos that cover the same content. This is also helpful for different learning styles. (DI Area: Process)
• Project Choices: Let students choose from different options to demonstrate their knowledge on a subject. They might write a paper, perform a skit, create a picture book, draw a poster, give a presentation, or more. (DI Area: Product, Process)
• Diverse Materials: Use videos with diverse presenters, read books or articles by diverse authors, and explore stories of many cultures. (DI Areas: Learning Environment, Content)
• Pre-Teach Vocabulary and Concepts: Just as in math, it’s important to ensure all students are on the same basic page before you begin instruction. Pre-assessments can help you learn which vocabulary terms or foundational concepts some (or all) students need reinforced. (DI Area: Process)

Examples of Special Education Differentiated Instruction Strategies

Note: Special education students usually have Individualized Education Plans (IEP) , with a variety of required accommodations and modifications. Always be sure to follow a student’s IEP requirements and recommendations. Learn more about special education here.

• Time or Workload Modifications: Reduce the amount of work expected from a student, or increase the amount of time they have to complete it. The use of “evens and odds” for math worksheets is a good example of differentiated instruction for special ed students. (DI Areas: Product, Assessment)
• Scaffolding: Provide support for students by breaking down learning into manageable chunks. Find multiple ways to scaffold instruction here. (DI Area: Process)
• Tailored Learning Spaces: Some students need complete silence while they learn; others prefer background noise. Headphones can be a solution for both. Explore small environmental changes you can make to differentiate learning for all students. (DI Area: Learning Environment)
• Routines: Special education students often benefit from established routines. Keep their learning schedule the same each day, and use proven instruction methods that they know and are comfortable with. (DI Area: Process)
• Peer or Teacher Assistance: When possible, extra attention from a teacher, teacher’s aide, or peer can provide the support special ed students need. They might read questions aloud for students to respond to, explain things in a new way, or help them stay on task as they work. (DI Area: Process)

Resources for Differentiated Instruction Strategies

• Carol Anne Tomlinson: What Is Differentiated Instruction? (Video)
• Differentiating Instruction: It’s Not As Hard As You Think (Video)
• Differentiated for Student Learning (Video Series)
• How To Differentiate Instruction in Academically Diverse Classrooms (Tomlinson, 2017)
• Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom (Sousa/Tomlinson, 2018)
• How To Plan Differentiated Reading Instruction: Resources for Grades K-3 (Walpole/McKenna, 2017)
• Differentiation in the Elementary Grades (Doubet/Hocket, 2017)
• Differentiation in Middle and High School (Doubet/Hocket, 2015)

What are your go-to differentiated instruction strategies? Come share your ideas and ask for advice in the We Are Teachers HELPLINE group on Facebook .

Plus, read what is scaffolding in education.

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What is Differentiated Instruction?

By: Steph Nagl

In today’s world, teachers are tasked with engaging and educating students with a wide range of abilities and needs. The one-size-fits-all approach does not meet the needs of the majority of students and can cause learners to be actively disengaged from the content and the learning process. An alternative approach is to use differentiated instruction that allows educators to adapt their lessons and instruction to reach each student.  

This article covers the basics of differentiated instruction, what it looks like in practice, and why it’s important for educators to understand. 

What Does Differentiated Instruction Mean?

Differentiated instruction is a teaching method that adjusts instruction to fit the needs of all students. While the learning goal remains the same for everyone, this approach allows teachers to vary instruction depending on a student’s strengths as well as their struggles. It also can take into consideration a student’s interests and preferences. 

This is the opposite of a more traditional, whole group instruction method, such as lecturing, class read-alouds, or everyone working on the same worksheet or assignment. With differentiated instruction, students have options for how to take in, process, and retain information. 

Educator and differentiated instruction researcher Carol Ann Tomlinson maintains that “differentiation is not just an instructional strategy, nor is it a recipe for teaching, rather it is an innovative way of thinking about teaching and learning.”

How Can Teachers Differentiate Instruction 

In practice, teachers are able to differentiate instruction across four areas: content, process, project, and environment. 

Differentiation with content refers to adapting what the student needs to learn or how the student will get access to the information. First, teachers need to consider the learning objective of the lesson before tailoring options for students to interact with the content in order to meet those objectives. 

A few examples of content-differentiated instruction include:

• Offering reading materials at various reading levels 
• Allowing for student choice in a text
• Using reading buddies 

When teachers differentiate the process of learning, they are differentiating how students learn. These are the activities that can help students make sense of what they learn. Sometimes this involves strategic grouping of students. Other times, process differentiation involves teaching the concepts in a variety of ways, including visual, auditory, or kinesthetic lessons. 

Some examples of process differentiation include: 

• Offering an interactive assignment alternative
• Providing opportunities for students to explore a subset of topics through interest centers 
• Using scaffolding, which offers different levels of support, difficulty, or complexity to learners as they work with diverse skills and abilities 

Project differentiation allows students flexibility when it comes to showing what they know. For some students, it might make the most sense for them to verbally explain a concept, while others would do better using a written report. This also applies to the types of assessments teachers give students at the end of a lesson or unit. 

Some examples of project differentiation include:

• Using rubrics that match and extend the varied skills of students
• Offering the option of working alone or in small groups
• Giving options for students to express required learning depending on their skills and interests (a written report, a visual representation, or an interactive presentation)

Environment

The learning environment is how the classroom feels for students and how everyone works together. These factors also have an impact on learning and offer teachers an opportunity to differentiate the environment and ensure students are successful. Environment differentiation can be as simple as changing how desks are arranged to more intentional changes, such as examining routines or class habits. 

Some examples of environment differentiation include:

• Offering alternative seating options such as bean bag chairs 
• Providing materials that reflect the cultural diversity of the students in class
• Setting guidelines for independent work that matches individual needs and allows students to be successful while the teacher is working with others 

Why Is Differentiated Instruction Important?

Every person is different, which means everyone has a way they learn best. Just like teachers have their own processes for developing curriculum and lesson plans, students have their own unique learning processes. Educators who tailor instruction allow all students the opportunity to succeed in the classroom, regardless of their background, preferences, or abilities.

By giving students a choice and voice, teachers can improve educational outcomes and increase student engagement. They can also promote inclusivity within the classroom as differentiation allows students to feel included and respected in the learning process. 

Develop a deeper understanding of differentiated instruction with an online Master of Curriculum and Instruction degree from Wake Forest University’s School of Professional Studies. Request more information today.

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Differentiation: Content, Process, Product, and Learning Environment

Get our free guide to differentiated instruction.

Watching a concept “click” for a student can be the most rewarding moment in teaching. Differentiated instruction is a useful strategy to help get your students there. In particular, the four key elements of differentiation—content, process, product, and learning environment—inform different strategies to teach a concept and ensure students really understand the lesson. Using differentiated instruction can help all your students meet the same learning outcomes.

Differentiated instruction approaches classroom learning with one goal in mind, but many ways for students to learn it. In her book, How to Differentiate Instruction in Academically Diverse Classrooms , Carol Ann Tomlinson explains the approach like this: “At its most basic level, differentiating instruction means ‘shaking up’ what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn.”

What Are the 4 Elements of Differentiated Instruction?

The four key elements of differentiation are content, process, product, and learning environment. These elements were developed to help teachers consider the individual characteristics of a student when delivering instruction. Content, process, and product are the backbone of differentiation, and learning environment was added as a fourth element to acknowledge the role that physical space plays in learning.

• Content is the material that students use to learn. Content can be adjusted based on how a student processes information, and how they learn. For example, one student in the classroom can work on a real-world math problem while another tackles a more fundamental math concept, like math facts. Students may progress at different speeds and can utilize different content to reach their learning objectives.
• Process is how students learn. All students need to achieve the same learning goals, but teachers can differentiate the way students learn the content. There are many ways to acquire knowledge and gain skills, such as in small groups, 1:1 instruction, partner projects, or other supported learning.
• Product is how students show what they have learned after a lesson. Teachers may ask students to demonstrate mastery of a skill or concept through an assessment, such as a multiple-choice test, a presentation, an essay, among other ways.
• Learning environment is the setup of the classroom and physical space. Teachers can arrange the desks based on instructional needs; sometimes the desks may be set up for small-group learning, and at other times for whole-class discussion. Teachers can also provide a range of seating options in the classroom, such as beanbags, rocking chairs, or balance balls.

What Are the Benefits of the Key Elements of Differentiation?

There are many benefits of differentiated instruction that allow for teachers to meet students where they are in their instruction. Here are a few key benefits:

• Flexible Learnin g : Differentiated instruction allows teachers to practice flexibility within all four key elements. You can change up how your students learn, what they learn, or where they learn, and it can make a big impact in your outcomes. Flexibility lets students learn at their own pace and with their own preferences and this can be a game changer to them.
• Personalized Instruction : Differentiating instruction means that students are receiving instruction personalized to their needs. It allows teachers to use products that give more flexibility and to incorporate content that engages the student. HMH’s Waggle program leverages technology to help teachers to differentiate instruction with fun, targeted practice for students.
• Positive Classroom Culture : In a classroom that uses the key elements of differentiated instruction, students are learning in a way that makes sense for them. This can encourage more active participation and help to develop a love of learning. In turn, they can influence the classroom culture in a positive way and encourage others. For more tips on creating a positive school culture, check out our eBook, Building Your School Culture: An Administrator’s Guide .

Examples of Differentiating by Content, Process, Product, and Learning Environment

To give each of the four elements of differentiation more context, here are some examples for classroom instruction.

Differentiating by Content

Content differentiation refers to how a student gets their information and what materials they use to learn. Here are few examples:

• Personalized Learning : Using personalized learning software allows students to learn in the best way for them specifically. It uses assessment to put students on the correct path for success. Some students may take in content through reading assignments, while others do better with visual graphs. Finding the right fit for the student can improve student outcomes and improve accessibility, and personalized learning platforms can help with this.
• Tiered Activities : For certain lessons, consider planning various levels of activities. Students can start at a basic level and progress to more complex tasks. This works best if students in the same class get different versions of the same activity depending on their readiness level.

Differentiating by Process

Process differentiation is tailoring your teaching approaches in the classroom. There are many ways to differentiate how you teach, and here are a few examples:

• Choice Boards: If you want your students to be invested in their assignments you can use choice boards . These act like a menu of activities that encourage students to choose how they learn and master a skill. This can also be helpful as a content differentiation tool.
• Graphic Organizers: If you are teaching a topic, provide students a choice of graphic organizers to gather their thoughts on a topic and show what they have learned.
• Flexible Grouping: Different from flexible seating, flexible grouping allows for teachers to group students based on their baseline knowledge of a topic, their learning preference, or by the level of support needed.

Differentiating by Product

Product differentiation centers on how students show mastery of a skill. By allowing different outputs and assessments for lessons, educators can better gauge what their students understand. Here are a few examples:

• Project Choice: After a lesson, give students a choice of their final project to demonstrate mastering a topic. Ask them if they would prefer to write a paper, make a multimedia presentation, or a visual representation.
• Digital Portfolios: Instead of an exam, suggest a digital portfolio as a capstone project for students. This can be part written, part visual, and part presentation. Or you can brainstorm a different format with them! Keeping in mind that it will still need to show mastery of skill, stepping out of an exam format may allow some students to thrive.

Differentiating by Learning Environment

Learning environment differentiation lets students thrive in the classroom through their physical space. Here are a few examples:

• Flexible seating : Vary your seating options for students in the classroom. You can set up small-group tables, create standing desks, offer bouncy balls, or other ways to make students more comfortable in the space.
• Work Zones : Some students may work better in a quiet environment. Some students may work better in a collaborative space. Find space in the classroom—ideally in a separate area—where students can go if they need to find quiet or where they can make more noise when collaborating.

Differentiation is a valuable strategy! In order to differentiate instruction effectively, use the four elements of differentiation to guide your teaching. You’ll find it easier to engage all your students and to help them to reach their full potential.

HMH Professional Learning provides coaching memberships to support differentiated instruction in the classroom. Learn more .

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A No-Fail, Quick-Start Guide to Differentiating by Process

Differentiating instruction can be a daunting task, but it doesn’t have to be. This quick-start guide will show you how you can start differentiating by process, so that all students can succeed in your class. Using this approach, you’ll be able to meet the needs of all learners, regardless of ability or academic level. So get ready to take differentiated instruction by storm!

What does it mean to differentiate by process?

When it comes to differentiating instruction, the most important thing to remember is that every student is different. And, because of that, students learn best when they are able to learn in a variety of ways. You can differentiate content , process, and product according to student interest, readiness, and learning profile. Differentiating by process is how students make sense of ideas and information. Let’s dig deeper into how you can differentiate the process according to student interest, readiness, and learning profile.

Differentiating by Process According to Student Interest

Differentiating by process means catering to different student interests within the same math class. Ask yourself what interests your students and will motivate them to learn. Obviously, this can be a challenge in an upper-grade classroom because you have a lot of students with many different interests. The easiest way to do this is to build off of something you may already be doing.

One idea is to use math workstation choices in your guided math block. By allowing students to choose which station they want to work at, you’re giving them a chance to practice the skill they are learning in a way that engages them the most, which can help them learn more effectively.

But it’s not always possible to allow choice in your math workstations each day. So what about “Free Choice Friday”? You could allow students to choose the workstation they enjoyed the most during the week. This could serve as a great review before you do any assessments at the end of the week. Plus it gives you an opportunity to observe the math activities that engage your students the most. So if you’re looking for a way to differentiate instruction in your math class, consider using choice math workstations.

Differentiating by Process According to Student Readiness

When it comes to differentiating instruction, there are a number of different approaches that teachers can take. One approach to differentiating by process, involves providing students with different levels of support depending on their readiness level. This can be done in a variety of ways, but one common differentiation tool is to use tiered assignments.

For example, if a student is having difficulty understanding a skill, you could provide a task that starts with the most basic practice of the skill and build up on it. You also could provide answer choices or sentence stems for questions. On the other hand, if a student is demonstrating mastery of the material, you could provide more challenging questions or problems that would require higher-level thinking skills. 

Sometimes the most significant challenge with using tiered assignments is creating or finding quality activities. These 5th grade color by number activities were created to be both engaging and a helpful tool when differentiating by process in your math block. Each color by number activity is aligned to 5th grade math standards and includes 2 differentiated versions to meet the wide variety of student needs in your class. They are easy to use and require no prep from you. The picture designs are engaging for upper grade students and the best part is that no matter what level you give each student, they all will have the same colorful, final product (which will make for a great classroom display).

Want to try differentiating by process in your math class with these 5th grade color by numbers ? Click to take a closer look at these engaging 5th grade activities.

Differentiating by Process According to Student Learning Profile

Imagine you’re teaching a lesson on classifying shapes and you notice that some of your students are struggling to understand the concept. So, you decide to use manipulatives to help them learn. You grab a variety of shapes that they can see, feel, and make real-life connections to. Then you start to notice little light bulbs going off in your students’ heads all around your classroom. Congratulations, you just differentiated by process according to your students’ learning profiles. This means that you are helping students make sense of new ideas and information in ways that help them learn best.

Often times we think of math manipulatives as a tool only for primary grades, but there is definitely a place for them in upper grades. When you use manipulatives you can appeal to a variety of learning profiles (ex. kinesthetic and visual learners). So take a look around your classroom, what could you use to differentiate a skill you are teaching this week?

In order to start differentiating by process, you need to know a little bit about your students. What are their interests? What is their readiness level for the content or skill you’re teaching? And finally, what are the different learning profiles in your classroom? Once you have an idea of where your students are starting from, it will be much easier to scaffold instruction and differentiate activities so that all students can be successful.

And if you are looking for some more ideas to help you start differentiating by process, check out this post about jump-starting differentiation in your upper-grade math class and grab this FREE differentiation flow chart filled with ideas and examples.

This week, try using one of the ideas I shared to start differentiating by process in your classroom. I would love to hear how it goes!

Amanda Stitt

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3 Ways to Plan for Diverse Learners: What Teachers Do

Every teacher already has the tools to differentiate in powerful ways for all learners.

In The Wizard of Oz , Dorothy and crew are so intimidated by the Wizard’s enigmatic personality that they struggle to talk with him on equal footing. Fear and frustration overwhelm them as they blindly accept a suicide mission to slay the Witch of the West. In return, they each receive a treasured prize: a heart, a brain, courage, and a way home. Ironically, they already have these gifts—which they only discover after unveiling the man behind the curtain posing as the grumpy wizard.

Differentiated instruction (DI) casts a spell on educators as to how it meets all students’ needs. The skill set required to differentiate seems mystical to some and incomprehensible to others in this environment of state standards and high-stakes tests. Where does one find the time? The reality is that every teacher already has the tools to differentiate in powerful ways for all learners. I address some of these elements, such as assessment fog , in other Edutopia posts.

The DI elements were first introduced to me in How to Differentiate Instruction in Mixed-Ability Classrooms by Carol Tomlinson, and my understanding later deepened thanks to my friend and mentor Dr. Susan Allan. The core of differentiation is a relationship between teachers and students. The teacher’s responsibility is connecting content, process, and product. Students respond to learning based on readiness, interests, and learning profile. In this post, we’ll explore the teacher’s role for effective planning of DI, and in the next three posts, we’ll look at how students respond.

Content, process, and product are what teachers address all the time during lesson planning and instruction. These are the areas where teachers have tremendous experience in everything from lesson planning to assessment. Once the curtain is removed for how these three areas can be differentiated, meeting students’ diverse needs becomes obvious and easy to do—because it’s always been present.

Differentiating Content

Content comprises the knowledge, concepts, and skills that students need to learn based on the curriculum. Differentiating content includes using various delivery formats such as video, readings, lectures, or audio. Content may be chunked, shared through graphic organizers, addressed through jigsaw groups, or used to provide different techniques for solving equations. Students may have opportunities to choose their content focus based on interests.

For example, in a lesson on fractions, students could:

• Watch an overview video from Khan Academy .
• Complete a Frayer Model for academic vocabulary, such as denominator and numerator.
• Watch and discuss a demonstration of fractions via cutting a cake.
• Eat the cake.

This example should reassure teachers that differentiation could occur in whole groups. If we provide a variety of ways to explore the content outcomes, learners find different ways to connect.

Differentiating Process

Process is how students make sense of the content. They need time to reflect on and digest the learning activities before moving on to the next segment of a lesson. Think of a workshop or course where, by the end of the session, you felt filled to bursting with information, perhaps even overwhelmed. Processing helps students assess what they do and don’t understand. It’s also a formative assessment opportunity for teachers to monitor students’ progress.

For example, having one or two processing experiences for every 30 minutes of instruction alleviates feelings of content saturation. Reflection is a powerful skill that is developed during processing experiences. Some strategies include:

• Think-Pair-Share
• Partner talk
• Save the Last Word (PDF)
• Literature Circles (which also support content differentiation)

Of these three DI elements, process experiences are least used. Start with any of the shared strategies, and see long-term positive effects on learning.

Differentiating Product

Product differentiation is probably the most common form of differentiation.

• Teachers give choices where students pick from formats.
• Students propose their own designs.

Products may range in complexity to align to a respectful level for each student. (I discuss readiness in another post .) The key to product options is having clear academic criteria that students understand. When products are cleanly aligned to learning targets, student voice and choice flourish, while ensuring that significant content is addressed.

For example, one of my favorite practices is providing three or four choices in products. All but the last choice are predeveloped for students who want a complete picture of what needs to be done. The last choice is open-ended, a blank check. Students craft a different product idea and propose it to the teacher. They have to show how their product option will address the academic criteria. The teacher may approve the proposal as is or ask for revisions. If the proposal is too off-focus, the students work on developing a new idea. If they can’t come up with an approved proposal by a set due date, they have to choose from one of the predetermined products.

Reach Higher

Content, process, and product are key elements in lesson design. Fortunately, educators have many instructional tools that can differentiate these core areas of instruction, such as these 50+ social media tools , which set the stage for students to respond through the next three DI elements in this series:

• Learner readiness
• Learning profiles
• Learner interests

I do an activity where I ask participants to stand and reach as high as they can. Then I ask them to reach even higher. They do. When considering your students’ needs, reach even higher in your practice—that extra stretch is inside us all—and students will benefit.

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Differentiated Instruction [A Complete Guide]

Table of Contents

Differentiated Instruction: a Definition

According to Carol Ann Tomlinson , “a teacher who differentiates instruction proactively plans and carries out varied approaches to content, process, and product in anticipation of and response to student differences in readiness, interest, and learning needs”.

Basically, in a differentiating classroom the teacher creates different ways to learn the content and make sense of it. The teacher also designs multiple ways students can create products to prove they have learned the content. Many times, in a traditional classroom the same content is taught through only one process, ending with the same product for everyone in the class. For example, in many classrooms today students walk in through the door, sit in the chair, and listen to the teacher lecture endlessly. After the lecture the students take a quiz and then leave. The next day the same thing happens.

In a differentiated classroom, the teacher knows that students learn differently. He also realizes that students don’t know exactly all the same things, so he assesses their knowledge. He now has an understanding of what his students know. So, he will now use a variety of instructional strategies to match the readiness, talents, and interests of his students to the content, process, and product of the lesson.

In the end, this teacher has differentiated instruction to meet the varied needs and levels of his students. All of his students learned.

Differentiating instruction is not easy to do, but it’s also imperative. It’s important to remember that there’s so much more to differentiated instruction than just a definition. It’s a way of student achievement.  

Why Use Differentiated Instruction

We use differentiated instruction to meet the diverse needs of our students. There are several reasons differentiated instruction is used in a classroom setting:

First off, research has shown us that individuals are better at learning information through different modalities. Differentiated instruction allows educators to cater to all learning styles .

Next, you must differentiate the rigor of the content, because students differ on performance and readiness level. We also recognize that some students will find certain material engaging, all others will not. Let’s just say a teacher is giving a lesson on equations; some students will get it automatically while others will feel lost.

Teachers need to differentiate because not all students learn the same material in the same time period.

Also, consider some of the specific types of students in the classroom. There are students with disabilities that require differentiation through modification.  

How to Use Differentiated Instruction

There are many different paths to differentiating instruction:

• First off instruction must be standards-based. Differentiated instruction begins with the selection of standards.
• The teacher must determine readiness and student interests through diagnostic testing and learning style inventories.
• The teacher then delivers varied content to students, depending on their learning styles interest and content readiness.
• Follow that up with having students work on varied activities.
• After students complete the varied activities, take questions and review the standards with the entire class.
• Next up, provide students with various assessments and projects aligned to the differentiated activities and contents.
• And finally, after assessments again review the standard with the entire class.

It is up to the teacher to come up with their own ways to differentiate instruction.  

Examples of Differentiated Instruction

Instruction can be differentiated through content, process, and product.

• Differentiated content is related to what the students learn. The standard must be the same for all students. The content delivery can be varied based on student interest. For example, some students read stories based on music while others read stories based on sports.
• Differentiation by process means that, for example, you can differentiate an activity by creating activity tables, next you can differentiate students through various groupings, you may differentiate students based on their levels of readiness or differentiate the learning process through a various number of learning styles. Have some tasks designed for visual students like creating diagrams and other tests for auditory learners.
• Finally, you can differentiate the instruction as a product. Some assessment types might be in the best interests of one group of students but not in the best interest of another group. Offer different types of assessments and also try to incorporate projects and product assessments to allow for class creativity as students come up with their own ideas.

If you want to know what a differentiated classroom looks like, here is what school administrators look for when evaluating a differentiated classroom:

The first thing they look for is choice in student assignments. This should be reflected in lesson plans. Next, administrators want to see more than one text being used in the classroom, therefore offer multiple reading texts for students. When differentiating instruction, there should be an overall feel of students having their needs met and that is through personalized learning . Administrators like to monitor students and teachers through assessment, and they will look to see if students are being assessed in a variety of ways. Lastly, administrators will look to take notice if there is an acknowledgement of student learning styles; there should be teaching to multiple forms of intelligence.

How to Plan Your Lessons

Differentiation doesn’t have to be hard, but it also doesn’t happen magically. Teachers need to have a fair number of differentiation strategies in their back pocket, so they can pull them out when the occasions arise.

A common concern that a lot of teachers share is what do you do when you have students you know finish something faster. A quick solution is to have some extension strategies, some extension ideas that those students can do, some more complex tasks. For example, when studying a particular topic, and some students are done early, ask them to pull out their phones and research more information on that topic that they could share with the class. Another thing that you can ask students to do is, if they’re done early, to think about helping others.

On the other hand is what you do for students who take a little longer to complete assignments. What you can do is modify the student output. Instead of answering three questions, they can do one. Researchers have found that if you can just help someone get started on something, they’re much more likely to finish. So, sometimes just providing that first sentence in a writing response that they’re doing can just help those students get started.

A final point is what resources you can use to help ensure successful differentiation

that also don’t require a ton of time. If you’re serious about differentiation, you must consider carefully your materials. The challenge is to have materials that can be both challenging to your most proficient students and your least proficient students.

There are many fairly easy materials that you can create that can be helpful to both groups. One is graphic organizers. Graphic organizers are great for everybody. They don’t have to be used by everybody, but they can be made available for everybody. The other thing to keep in mind is this concept of engineering the text. You can make complex text more accessible without changing the words. You can create more white space. You can create headings. You can add definitions to key vocabulary at the bottom of the sheet that can be helpful to everybody. It doesn’t require necessarily simplifying the text; it’s more amplifying it.

Supporting All Learners

Diversity has become a defining feature of modern classrooms. Students come to

school with a wide range of interests and abilities, and diverse learning strengths and needs. Differentiated instruction is a philosophy that acknowledges that students learn at different rates and in many different ways.

Differentiated instruction benefits students because it promotes an environment in which learning differences are not just tolerated, they are valued. Carol Ann Tomlinson, one of the early advocates of this approach, describes differentiation as shaking up what goes on in the classroom, so that students have multiple opportunities to explore concepts, make sense of ideas, and demonstrate what they know and understand.

Differentiated instruction can take many forms. For example, teachers can provide materials and learning tasks at different levels of challenge or provide different levels of support in the classroom depending on student needs. When done effectively, differentiated instruction is a seamless part of everyday instructional planning and classroom practice. It is woven throughout the school day and informs how physical space at the classroom is organized, what learning resources are used, how instruction is planned and delivered, how student learning is assessed. The very nature of differentiated instruction means that it will look very different in every learning environment depending on the students, teachers, and learning contacts.

Effective differentiation also depends on knowing how and when to use multiple instruction strategies, so that students have opportunities to learn in multiple ways. Ongoing classroom assessment is also key to differentiated instruction. Assessment informs instructional planning and provides snapshots of what students understand and can do.

Another hallmark of differentiated instruction is the use of flexible groupings. With flexible groupings, students are grouped and regrouped over the course of the school day and throughout the school year. Typical groupings include whole class instruction, small group instruction, one-to-one instruction, peer teaching, pairs, partner learning, and independent learning activities. This flexible way of organizing groups allows for targeted small group instruction with students who share similar learning needs, interests or learning preferences.

It is essential that group membership is flexible and ever-changing to allow students to work with different peers in a variety of situations. Students need opportunities to work in group settings that they are comfortable with, as well as those that challenge them to learn and grow.

Differentiated instruction can enhance a teacher’s ability to reach all learners. Research shows that differentiated instruction can particularly benefit students with disabilities, English language learners, students who are gifted, students considered at risk for not completing school. A differentiated approach builds on evidence-based practices in an intentional and systematic manner, and differentiated instruction allows teachers to provide the best learning experience for all students in their classroom.

13 Differentiated Instruction Strategies

• Create learning stations. Provide different types of content by setting up learning stations. For example, students can rotate between stations; that involves watching a video, creating artwork, and completing puzzles.
• Use task cards. 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.
• Interview students. Asking questions about learning and studying styles can help you pinpoint the kinds of content that will meet the needs of your class. Track your results to identify students with uncommon preferences, helping you determine which methods of instruction best suits their abilities.
• Target different senses within lessons. A lesson should resonate with students if it targets visual, tactile, auditory, and kinesthetic senses instead of only one. These tactics help more students grasp the core concept of lessons.
• Share your own strengths and weaknesses. 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.
• Use the think-pair-share strategy. The think-pair-share strategy exposes students to three lesson experiences within one activity. As the strategies 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.
• Make time for journaling. A journal can be a tool for students to reflect on the lessons we’ve taught helping them process new information.
• Run literature circles. Organizing students into literature circles not only encourages students to shape and inform each other’s understanding of reading, but helps auditory and participatory learners retain more information.
• Group students with similar learning styles. Heterogeneous grouping is a common practice for grouping students. It can encourage collaboration through common work and thinking practices. This practice links like-minded students to support each other’s learning while giving you time to spend with each group.
• Assign open-ended projects. Give your 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.
• Teach up. Teaching at a level that’s too easily accessible to each student can harm your differentiated instruction efforts. Teaching up however allows you to focus your differentiated teaching strategy and bring each student up to high end curriculum and expectations.
• Play a math focused version of tic-tac-toe. Prepare by dividing a sheet into squares, three vertical by three horizontal. Then fill the boxes with questions that test different abilities. 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.
• Analyze your differentiated instruction strategy on a regular basis. Carol Tomlinson recommends analyzing your strategy 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.  

Differentiating Instruction Is Not as Hard as You Think

To some educators, differentiating instruction conjures visions of having to create a different lesson for every student in the room and long nights of planning and grading.

This is not what differentiation is all about. Differentiating instruction is really a way of thinking, not a preplanned list of strategies.

Many times, it is making decisions in the moment based on this mindset. It’s recognizing that fair doesn’t always mean treating everyone equally. It’s recognizing that all of our students bring different gifts and challenges and that as educators we need to recognize those differences and use our professional judgment to flexibly respond to them in our teaching.

Carol Tomlinson talks about the ability to differentiate in three areas, content, process and product. For content, student choice is one way we might differentiate, like allowing students to choose their research topics or essay prompts. As teachers, we need to keep asking ourselves what the main learning objectives are.

To differentiate by process, teachers can change up how they group students. Sometimes a mixed ability group might work best, while sometimes it might be appropriate to have same ability groups.

Teachers can also differentiate by the type of product students create. The major demonstration of learning doesn’t always have to be an essay or a multiple-choice test.

None of these differentiating strategies create any extra work for the teacher. They require that you have relationships with your students to know their strengths, challenges and interests. And you needed to demonstrate flexibility in your thinking.

Making these strategies successful also requires building a strong class culture, so that some of the students are being treated differently and they understand why.

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20 Differentiated Instruction Strategies and Examples [+ Downloadable List]

Written by Marcus Guido

Reviewed by Allison Sinclair, M.T.

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• 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.