Making a Difference

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Differentiated instruction—the theory that teachers should work to accomodate and build on students’ diverse learning needs—is not new. But it’s unlikely that anyone has done more to systematize it and explicate its classroom applications than University of Virginia education professor Carol Ann Tomlinson.

A former elementary school teacher of 21 years (and Virginia Teacher of the Year in 1974), Carol Ann Tomlinson has written more than 200 articles, chapters, and books, including The Differentiated Classroom: Responding to the Needs of All Learners and Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching . Characterized by a rigorous professionalism and a strong underlying belief in both teachers’ and students’ potential, her work has given many educators both practical and philosophical frameworks for modifying instruction to meet the individual needs of all students.

Anthony Rebora, editorial director of the Sourcebook , recently talked to Tomlinson about the theory of differentiated instruction and its use in schools today.

BRIC ARCHIVE

Differentiated instruction is a term that is interpreted in a lot of different ways. How do you define it, and why is it important for teachers today?

I define it as a teacher really trying to address students’ particular readiness needs, their particular interests, and their preferred ways of learning. Of course, these efforts must be rooted in sound classroom practice—it’s not just a matter of trying anything. There are key principles of differentiated instruction that we know to be best practices and that support everything we do in the classroom. But at its core, differentiated instruction means addressing ways in which students vary as learners.

The reason I think differentiated instruction is important is that students do vary in so many ways, and our student populations are becoming more academically diverse. They always have been, but they’re becoming more so. And the chances are pretty good that this will continue throughout our lifetimes.

As I see it, there are three ways to deal with students’ differences. One is to ignore them. We’ve tried that for years, and we just don’t have any evidence that pretending that all kids are alike and teaching them the same things in the same way over the same time period is effective.

See the accompanying story,

Schoolwide Differentiation

The second way is to separate kids out—trying to figure out who’s smart and who’s not. When we do that, we end up getting the idea that most teachers are supposed to work with “normal” kids, and the kids who are somehow “broken”—if you don’t speak English too well, if you have a learning disability, if you’re too smart—are put someplace else. But we’re finding that this separation process isn’t helping in terms of achievement, particularly for the “broken” kids. And there’s the problem that the broken kids are often poor and minority, while the kids we see as being in good shape tend to be white and more affluent. So, the division between the haves and the have-nots is being reinforced by schools rather than ameliorated. Finally, sorting kids in this way creates a negative mindset, to use author Carol Dweck’s term. We’re basically telling kids from the outset they’re too different and that they can’t do the work—which is pretty detrimental to their outlook.

So that leaves us with the third, unfortunately less common choice—keeping kids together in the context of high-quality curriculum but attending to their readiness needs, their interests, and their preferred ways of learning. And we have a fairly good body of research to suggest that when you do that the results are pretty impressive. Differentiated instruction assumes a more positive mindset: Let’s assume they can all do good work, and let’s attend to the ways that they need us to teach them in order to get there.

What are the hallmarks of a well-run differentiated classroom? What are the things you look for when you visit a classroom?

One of the first things I look for are teacher-student connections. Does this seem to be a teacher who is really paying attention to the kids, who’s going out of his or her way to study them and understand what makes them tick? To be effective with differentiation, a teacher really needs to talk with the kids, ask them their opinions on things, sit down with them for a minute or two to see how things are going, and listen to them and find out what they are interested in. All that feeds back into instruction. And teacher-student connections not only help teachers plan what to do with kids, it also provides motivation for differentiation: If I can see kids as real individual human beings, I’m going to be much more invested in helping them learn and grow individually.

Another thing I look for is a sense of community in the classroom. Has the teacher pulled this class together as a team? It’s helpful to think of a baseball team: Different players play different positions and fill different roles, but they also work together and support each other in working toward a common goal. In the same way, it’s really important for kids to come together and understand and appreciate their differences, and to be willing to help one another succeed—as opposed to the cut-throat competition that sometimes goes on in schools.

The third thing I look for is the quality of the curriculum being used. You have to differentiate something. And if what you differentiate is boring enough to choke a horse, you’ve just got different versions of boredom. If you differentiate something that’s murky and not clear regarding why anyone’s doing it, then you just generate multiple versions of fog. Or if all you’re doing—as unfortunately many teachers feel pressured to do today—is teaching a telephone book of facts in preparation for a test, you’re not really providing memorable or useful learning. So teachers who are trying to reach out to kids really need to keep asking themselves about the quality of what they are teaching. This is also a mindset issue: If I really think all my kids are capable of learning, then I want to give them the most robust materials, not the watered-down stuff.

So what are the key things a teacher needs to think about when developing a differentiated lesson plan?

This gets us further into the core principles of differentiated instruction. One of these is what we call “respectful tasks.” This means that everybody’s work needs to be equally engaging, equally appealing, and equally important. It’s very easy to fall into the pattern of giving some kids no-brainer tasks and giving other kids the teacher’s pet tasks. What you really want is every student to be focused on the essential knowledge, understanding, and skill. And for every student to have to think to do their work.

Another important principle is that of flexible grouping. This means you don’t arbitrarily divide students or automatically group them with kids of the same skill level. You need to systematically move kids among similar readiness groups, varied readiness groups, mixed learning-profile groups, interest groups, mixed interest groups, and student-choice groups. In a sense, the teacher is continually auditioning kids in different settings—and the students get to see how they can contribute in a variety of contexts.

Another key to a good differentiated lesson is “teaching up.” 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.

You alluded to the fact that teachers are under a great deal of pressure to teach mandated standards and to improve standardized test scores. How does differentiated instruction fit into this context?

I think it fits in pretty well actually. As I see it, you’ve got two choices. One is to say, “Look, all I think I can do is cover this list of skills.” But even if that’s all you think you can do, it’s still better to start where the kid is and help him move from that point instead of trying to skip over gaps.

But what we really know from people who work with good quality curriculum is that the stuff we’re being asked to teach kids for the tests is part of a bigger picture of something that helps them make sense of the world. To teach that bigger picture is the second choice. Typically, what we’re being asked to teach kids are facts and skills, but you can wrap them in understanding. You give kids a sense of how this makes sense in the world, how it all fits together, how it ties in with their lives, and what they can do with it as people. You don’t jettison the facts and skills; you just package them in a way that makes them more interesting to learn, more memorable, more transferable, more useful, and retainable.

No one would ask teachers not to teach what they feel they’re responsible for. But you can teach those things in ways that are more meaningful and richer. So what I’m talking about is quality curriculum and my sense of it—and I think this is where most curriculum experts are, too—is that quality curriculum is centered on understandings.

I found it interesting that in The Differentiated Classroom you say that an effective teacher “must like himself.” What do you mean by that?

When you see purpose in what you do, when you really like what you do, when you get up in the morning ready to make a difference, when you see human beings that are going to be impacted by your work—I think these things enable you to be a fulfilled person. And I think that teachers who really find fulfillment in the classroom feel better about themselves and are more likely to have the courage to reach out to kids and try new things than those who doubt themselves and feel discouraged. And I would guess this is also true of teachers who are more self-efficacious in the first place. You need a certain sense of self-assurance to teach at high levels.

To use differentiated instruction as you discuss it in your books, teachers really have to get to know and understand their students—in terms of their learning styles, interests, strengths, and weaknesses. It seemed to me that this would be very difficult to do if you have five or six classes a day. How do teachers digest all this?

Let me just clarify that I taught for 21 years, so this isn’t just something I thought of at a university and never tried in a classroom. I’ve done it with 150 kids a year. But it is difficult. Teaching is difficult. So are many other professions.

But getting to know students in this way isn’t really as hard as you think. The key thing is to actively get kids to show you who they are and what their needs are. There are a lot of pretty simple techniques to do this. For example, we have a fairly substantial body of evidence that some of us learn better in creative ways, some in practical ways, and some in analytic ways. To start to gauge where your students fall within this schema, you could create three different journal prompts that all ask the same question—but with one coming at it from an out-of-the-box perspective, one bringing in a life-application aspect, and one in a more methodical or analytic way. Then just ask the kids to respond to the prompt that’s best for them personally. More generally, you could give students periodic surveys of the class, asking them what they particularly liked and what they found particularly difficult. It’s also good practice for a teacher to keep a kind of journal where they jot down things they learn about kids—about they’re likes and dislikes, and what they get really excited about—and be able to refer back to it.

Actually, we’re hitting on another key principle of differentiation, which is ongoing assessment, meaning that I’m continually checking in on who’s where with the knowledge and understanding I’m trying to teach and continuing to track the progress of kids, much the way a hospital would track the blood work or respiration of a patient. There are really a lot of ways to do this, outside of formal quizzes and tests, that aren’t tremendously laborious. You start by systematically watching kids, taking good notes, checking work regularly and closely, and asking good questions. It’s really as much a predisposition on a teacher’s part as anything else.

The growing numbers of English- language learners in schools pose particular challenges for many teachers. In your books, you talk about the ability of differentiated instructors to build “language bridges” to help these students. Can you explain how that’s done?

You learn a language through speaking, so making sure these kids participate in discussion groups where they can make a contribution is really very important.

One great way to do this, when possible, is to put a student who is just learning English in the same group as someone who can serve as a kind of bridge—someone who speaks the same native language but is further along in English. This gives the English-language learner a way to contribute and follow the work.

Another helpful strategy is what we call “front-loading vocabulary.” This is when the teacher identifies the half-dozen or so words in a unit that really are central and really give it its meaning. Then you teach this academic vocabulary before the unit begins, so that when the lessons and readings start the kids have something to build on. This is helpful not only with second-language learners but also with students with learning disabilities or below-level vocabulary skills. It helps tremendously with focus and understanding.

A related technique is the use of word walls—which we tend to associate with younger grade-levels but can work well with older students, too. These are simply places on the classroom walls where you list words and definitions and categorize them in word families and in other ways. This gives kids something to refer to and helps them learn words and derivatives. I know a high school teacher in North Carolina who has her students—many of whom are learning English—“adopt” particular words by creating poster-board presentations on them, complete with definitions, pronunciations, and illustrations. Strategies like these really amount to vocabulary-support systems and can help kids create associations and understandings.

Another tried and true technique is to make audio recordings of reading assignments that kids can listen to while they read. Oftentimes, hearing vocabulary in a new language develops more quickly than their reading vocabulary.

Graphic organizers can also help English-language learners organize and make sense of ideas in the content.

Teachers often say they don’t get enough—or any—training or professional development in differentiated instruction. Why do you think that is?

I think the main reason is that differentiated instruction requires a complex change process for most teachers. It’s not something you can show me how to do today and then I can go back and do in my classroom tomorrow. And unfortunately, the professional development models used in most schools aren’t conducive to complex, meaningful change or growth. For most schools, a good professional development program is, “Well, shoot, we used two whole staff-development days.” But something like differentiated instruction takes a lot more than that. You have to have people in the classrooms with teachers and you have to give teachers opportunities to trouble shoot and work together. And you need a leader who’s both approachable and insistent, who commits to the program.

In the book I recently co-authored, called The Differentiated School , we actually look at two very different schools—one elementary and one high school—that have moved their entire faculties to differentiated instruction. The one thing that was immediately evident in both schools was that they had leaders who really understood what differentiation meant. And they went about staff development with the understanding that asking teachers to change their practices in this way is a complex thing. Both schools came up with staff-development plans that were sustained and persistent and embedded in the school’s culture, with people in charge who never went away. On some level, when you look at those schools, it’s almost a no-brainer. Everything they did was entirely sensible—it’s just that we almost never do those things systematically and persistently in schools.

Considering the high teacher turnover in many schools and the increasing use of scripted lessons, are you optimistic about the growth of differentiated instruction in schools?

I think I’m sort of a realistic optimistic. I understand how hard change is, and I understand the complexities of schools and school systems. But there’s no doubt that our classrooms are becoming more diverse, and that’s going to continue. And whether you call it differentiation or something else, we’re going to have to reach out to those kids. Educators get this. New ideas in teaching often disappear from the scene fairly quickly because real change is so hard. But I’ve been working with differentiated instruction for at least 15 years now, and people are sticking with it. It’s even starting to take hold, quite effectively, in some good teacher-prep programs, giving young teachers a strong basis for development.

Now, I don’t think this is because people just like the way it sounds. I think it’s because we all have these kids, in all their wonderful diversity, right there in front of us every morning—and we have to figure how to help them reach their potential. So, I think my optimism comes from what seems to be a sustained interest on the part of educators in reaching out to diverse student populations and a willingness to pursue change even if it doesn’t come in a simple formula.

A version of this article appeared in the September 10, 2008 edition of Teacher PD Sourcebook as Making a Difference

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Initial Thoughts

Perspectives & resources, what is differentiated instruction, page 1: defining differentiated instruction.

  • Page 2: General Principles

How do teachers differentiate instruction?

  • Page 3: Know Your Students
  • Page 4: Differentiate Instructional Elements
  • Page 5: Differentiate Content
  • Page 6: Differentiate Process
  • Page 7: Differentiate Product
  • Page 8: Evaluate and Grade Student Performance

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

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

What does differentiated instruction look like in the classroom?

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

Students in a classroom

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

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

Research Shows

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

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

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

flexible grouping

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

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

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

hs_tomlinson

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

View Transcript

Transcript: Carol Ann Tomlinson, EdD

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

For Your Information

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

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

CAST, Inc. (2007)

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

response to intervention (RTI)

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

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

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

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

individualized education program (IEP)

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

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Inclusive Education in a Post-Soviet Context pp 67–97 Cite as

Differentiated Instruction, Perceptions and Practices

  • Ainur Aliyeva 3  
  • First Online: 27 February 2021

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In a time of shifting paradigms from teacher-centered approaches toward more student-centered approaches, differentiated instruction has become one of the leading pedagogical strategies to address individual learning needs

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differentiated instruction 2008

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

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The Goals of Differentiation

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Building trust, ensuring fit, strengthening voice, developing awareness, a dual goal.

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Sarah Kajder (2006) found that a large number of students in her high school classroom were discouraged with school and alienated from learning. They didn't read, they told her. They couldn't, and they weren't going to. Meeting them where they were in readiness, interests, and learning modes, she asked the students to find images on the Internet that reflected their feelings about reading. One student brought in a picture of a bulldozer and wrote about how reading tore him apart and destroyed his chances of success. To counteract these feelings, Kajder used graphic novels, digital word walls and flash cards, and online journals to build students' competencies, connect with their worlds, and nurture their expression. Later in the year, one of her students wrote, I don't know what it is about this assignment but I have never taken so much time to read something before. I think maybe it's because I'm taking the time to allow the picture to unfold in my head. (p. 90)
Voice, the third element, is an extension and refinement of thought that gives students power over their own destinies as learners. As Parker Palmer (1998) wrote, Learning doesn't happen when students are unable to express their ideas, emotions, confusion, ignorance, and prejudices. In fact, only when people can speak their minds does education have a chance to happen. (p. 74)
Elementary teacher Stephen Levy (1996) explained how he listened to student voices as he crafted curriculum to engage students' minds and spirits: We made all our decisions by consensus. We sat in a circle on the floor, and each person had a chance to state an opinion or pass. After all opinions were heard, students were invited to defend their idea or to explain how their opinion had been modified by what they had heard. Most discussions were very civil, and consensus was clear. (pp. 56–57)

Earl, L. (2003). Assessment as learning: Using classroom assessment to maximize student learning . Thousand Oaks, CA: Corwin.

Kajder, S. (2006). Bringing the outside in: Visual ways to support reluctant readers . Portland, ME: Stenhouse.

Levy, S. (1996). Starting from scratch: One classroom builds its own curriculum . Portsmouth, NH: Heinemann.

Littky, D. (2004). The big picture: Education is everyone's business . Alexandria, VA: ASCD.

Palmer, P. (1998). The courage to teach: Exploring the inner landscape of a teacher's life . San Francisco: Jossey-Bass.

Tomlinson, C., Brimijoin, K., & Narvaez, L. (2008). The differentiated school: Making revolutionary changes in teaching and learning . Alexandria, VA: ASCD.

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Carol Ann Tomlinson  is William Clay Parrish Jr. Professor Emeritus at the University of Virginia's School of Education and Human Development. The author of more than 300 publications, she works throughout the United States and internationally with educators who want to create classrooms that are more responsive to a broad range of learners.

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What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom

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

Infographic: What is 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. Four ways to differentiate instruction: Content, product, process, and learning environment. Pros and cons of differentiated instruction.

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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Categorized as: Tips for Teachers and Classroom Resources

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

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Differentiated Instruction: 9 Differentiated Curriculum And Instruction Strategies For Teachers 

Samantha cleaver.

To help teachers meet the needs of each student, they need to differentiate instruction. Doing so helps to provide lessons and activities that align with student’s knowledge, interests, and skills. 

But in a classroom with 20 or more students, it is unlikely that every student will have the same skills, interests, or preferences.

In this article, we will explore in-depth what differentiated instruction is, its benefits and challenges and 9 strategies to help you implement differentiated curriculum and instruction in your classroom today. 

What is differentiated instruction?

How can teachers differentiate instruction , how to differentiate instruction for individual students, how is differentiated instruction different from special education, benefits of differentiated instruction, drawbacks of differentiated instruction, 9 strategies for delivering differentiated instruction , making differentiated instruction work.

Differentiated instruction involves using a range of teaching strategies that provide students with instruction and tasks appropriate to their working level. 

When teachers differentiate work, they prepare information, modeling, and tasks for each student, individually or in groups, according to their ability. 

In terms of Vygotsky’s zones of proximal development, this means that each student is working right where they are ready to learn, not too high and not too low.

Researcher and professor at the University of Virginia, Carol Ann Tomlinson, describes differentiated instruction as how teachers take students’ levels of readiness and learning styles into account while they plan and deliver instruction. This means that teachers:

  • Design lessons based on student preferences
  • Group students by shared abilities or interests
  • Use formative assessment to continually adjust instruction

Carol Ann Tomlinson identified four ways to differentiate instruction within the classroom: 

  • Learning environment

Differentiated instruction strategies

Teachers can differentiate content according to student readiness, or when students have different levels of knowledge or understanding about a topic. 

For example, some students may be familiar with how to calculate area and perimeter, while others have never been taught the skill. To accommodate student readiness, the teacher will differentiate the instuction and content of the lesson. 

This does not mean teaching every student something different. It means acknowledging what students know and can do with a topic, and providing different mini-lessons and tasks so that each student is challenged. 

Teachers can use Bloom’s Taxonomy to plan activities that reach students at their level. A teacher may provide an explicit instruction to students who have not learned how to calculate area and perimeter, while students familiar with the concept apply that skill to designing a house floor plan. 

Bloom's taxonomy for differentiated instruction

All students have preferences for how they learn best. Some enjoy listening to lectures, while others are more visual learners and some engage most in discussion. Differentiated instruction means providing various instruction strategies to help all students access and learn new information. 

Students also have preferences for showing they have mastered content. Some may prefer to draw, create models, or write. Teachers can differentiate tasks for students so they can demonstrate their understanding in a way suited to their preferences.  

For example, a student may draw the process they used to complete a word problem while another may explain their answer in a paragraph. Both strategies can convey whether or not a student has mastered the content.

Learning Environment

Creating student groups is an important part of differentiating — it can help with classroom management. 

Classroom seating should be open and flexible to accommodate small groups, individual students, and the whole class across the day. One small group of students may need tailoring instruction for math and another group for science. Flexible seating allows students to move based on their needs. This also helps teachers manage the differentiated classroom in a controlled manner with similar ability students grouped closely for instruction. 

Of course, mixed-ability classrooms can also accommodate differentiated instruction. Teachers may create a seating plan where students can benefit from other students’ strengths in certain subjects. 

Differentiated classrooms should be diverse classrooms and include spaces that are quiet for students to work without distraction or causing cognitive overload.

Read more: Metacognition in the Classroom.

Math Intervention Packs

Use these Number and Operation in Base Ten intervention packs with small groups or individuals who need differentiated instruction

Differentiation addresses student needs. According to Tomlinson, this is driven by a teacher’s knowledge of students’ readiness, interest, and learning profile. 

Readiness 

A student’s readiness to learn a skill is not the same as their ability. Everyone is a beginner at some point and students differ in their readiness levels. 

The goal of differentiating for readiness is to provide students with the right amount of challenge so that they feel they are stretched, but not that the work is so difficult they are overwhelmed.

Interest 

Students’ interests naturally engage them. When students are working on tasks that interest them, they are naturally motivated. 

Teachers should not ask themselves “How do I motivate students?” but “What interests students? And how can I use that to engage them?” 

When teachers are aware of student interests they can design lessons and activities that help students connect their interests to new learning. For example, if a student is interested in baking, design a measurement lesson around baking. 

Learning Profile 

A student’s learning profile comes from a variety of factors, including: 

  • Culture : how students perceive time or what they focus on in a classroom
  • Preference : how they work, set up their workspace, the environment
  • Intelligence preference : how they prefer to learn

According to Gardner people have multiple intelligences broken down into 8 categories:  

  • Verbal-linguistic
  • Logical-mathematical
  • Bodily-kinesthetic
  • Musical-rhythmic
  • Interpersonal 
  • Intrapersonal 

Every student will have strengths in different intelligences. 

Gardners's multiple intelligences

Planning should be proactive, not reactive. Teachers learn about students and ask questions that will help them plan activities to meet students where they are, rather than planning a whole group activity and then tailoring parts of it to meet student needs. 

Teachers should consider: 

  • Grouping Plan for flexible grouping with a focus on creating groups that allow each student to learn best. Research supports using smaller groupings to address student needs. 
  • Materials Varying materials could mean providing each group with completely different materials. For example, one group may need manipulatives to demonstrate equal groups while another may use pencils and grid paper to solve multiplication problems. It could mean providing math problems according to reading levels. 
  • Pacing Pacing expectations should not be the same for all groups. Not all students learn or complete work at the same pace, or end at the same level. 
  • Knowledge Use student assessment to identify misconceptions and gaps in knowledge to help you design lessons that advance students to the next level. Ongoing assessment tools such as exit tickets can be beneficial when planning differentiated instruction. 

Third Space Learning provides one-on-one personalized math tutoring for students who need differentiated instruction.

Highly trained math specialist tutors use ongoing assessment to identify and focus on the topics students need help with most. 

Because lessons are one-on-one, students receive individualized instruction to help accelerate math progress and achievement at a faster rate than they would with group instruction. 

6th grade multiplication lesson

All students benefit from differentiated instruction. But students in special education may require specific accommodations or modifications to learn due to individual needs or a disability. 

For example, a student who has dyslexia may be ready to learn how to compare decimals, but they may require the use of a slant board and text that is blocked to include just the relevant text. Or they may require the teacher to read the text to them as they work through each problem. 

These accommodations are one way that students with disabilities receive additional differentiated instruction. 

High-quality differentiated instruction provides enormous benefits to students’ education. Here are some of the ways it can accelerate student achievement:

It works with all students

Planning instruction so that student’s learning needs are met, allows all students to make progress within learning objectives and keep pace with grade-level curriculum.

Helps students learn how to learn 

When students are given multiple strategies for learning, they learn how they work best and engage in learning. They may, for example, figure out how to take notes in a way that works for them.

Increases student engagement 

Curriculum content and instruction will engage students when it is  delivered at the appropriate level. It means they can access the learning independently and as a result, reduces behavor problems in class. 

Connects teachers and students

Creating a differentiated classroom requires teachers to learn about their students. In turn, this builds rapport and relationships, improving the classroom culture. 

While the benefits of differentiated instruction accelerate student progress, there are some drawbacks for school staff. 

Requires additional work

Differentiation requires work at the beginning to identify what students know, and plan experiences that meet the needs of all learners.

In a class of 20 or more, each student may have differing needs and require work to be differentiated uniquely. This can add hours to teachers’ lesson planning time. 

One way to overcome this extra workload is collaborative lesson planning . Team up with the same subject or same grade-level teachers to plan together and differentiate based on your students. 

May be difficult to do in small spaces

At times, differentiation requires space to move and possibly rearrange furniture. A smaller classroom may not be conducive to changing groupings frequently. 

Sometimes, it’s easier to take small groups out of the classroom for differentiated instruction — this is not always available in smaller school settings. 

Still needs to be researched

While there is research out there, additional research is needed to determine the best and most efficient ways to differentiate instruction.

There is no one-size-fits-all when it comes to differentiation. Teachers will be best placed to understand the strategies that work for their students. But here are 9 tried and tested differentiation strategies to use in the classroom that work:  

Tiered Assignments

Tiered assignments are designed to teach the same skill but will have different outcomes based on a student’s starting point. 

For example, some students work with manipulatives to represent number amounts while others are given a number and challenged to represent it in different ways.

Flexible grouping

Set up groups for students to move through that allow them to learn the new concept, apply previously learned concepts, and revisit not mastered skills. 

Groups can be set for some parts of the lesson, and mixed-ability for other parts. 

Interest Centers

Provide centers for students with different activities that reinforce the same skill. 

For example, when exploring shapes, a teacher can provide a tangram center, a measurement center, and a video center. Students choose how they move through the centers.

For students who have already mastered what is taught in class, compacting involves creating a plan for what each student needs to learn. 

Excusing students from studying known material and allowing them to spend time practicing an accelerated skill.

Learning contracts

Develop a contract with the student that lays out the expectation for how a student will demonstrate mastery of a skill. Students write the ways they would prefer to complete the assignment. 

Contracts allow students to work at their own pace and practice independence and responsibility.

Portfolios of work demonstrating what students can do are a way to differentiate student assessments. 

Students compile collections of work showing what they have learned, rather than completing a standard assessment.  

Mini-lessons

Instead of teaching the whole class, teach mini-lessons to small groups of students who need to master the skill.

Split starts can be useful here. Students who know what they are doing can carry on with tasks from a previous lesson while teachers instruct smaller groups. 

Once they grasp the concept and begin independent work, the teacher can loop back the group that started with independent activity and provide instruction to accelerate learning. 

Question and answer desk

While students work, sit at a question and answer desk where students can ask questions about content. 

Prompt specific students to ask questions if you know they need support. This can be a useful tool for formative assessment. 

Choice boards

Students choose from a list or board of options for how they learn about something. For example, students have the choice to learn about fractions by playing a game with a peer, watching a video, reading the textbook, or working through problems. 

A choice board provides options for presenting student learning, including writing, modeling, drawing, creating a video, and more. 

Learning is individual for every student, teachers need to plan lessons that aren’t one-size-fits-all. 

Consider what students already know and incorporate variety around content, procedure, process, and learning environment to create a differentiated classroom where all students can thrive. 

Read more: What Makes A Good Elementary Teacher?

Differentiated Instruction FAQs

The four aspects, as outlined by researcher Carol Ann Tomlinson, are content, process, product, and learning environment.

In a lesson plan, teaching methods, and assessments are adjusted to meet the needs of students. Lesson plans may have space to provide flexible grouping of students based on factors like student level or interest. The plan may incorporate differentiated instruction strategies for English language learners, gifted students, students who are receiving RTI intervention or those with disabilities.

Differentiating is not homogeneous grouping or teaching all students the same content at the same time. It is also not “streamlining” classes or “leveling classes.” Within the classroom, it is not giving students who have mastered content more free time, no homework, or having them teach students who need additional support.

One idea that teachers have incorporated into differentiation is the idea of learning styles or the idea that every child has a preferred way to learn (for example, that there are kinesthetic learners, auditory learners, etc). This idea has not been supported through research, though it is a popular idea in education. 

Universal Design for Learning (UDL) is a way to plan learning experiences so all students can be successful. It is similar to differentiated instruction in that both focus on all students being able to access learning and succeed in the education environment. And, both are built on the idea that the environment should change to fit the learner, not the other way around. However, the core focus of UDL is that learning goals are the same for all students, and students are provided with different ways to reach those goals through multiple means of representation, expression, and engagement. 

Ultimate Guide to Metacognition [FREE]

Looking for a summary on metacognition in relation to math teaching and learning?

Check out this guide featuring practical examples, tips and strategies to successfully embed metacognition across your school to accelerate math growth.

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  1. PDF REACH: a framework for differentiating classroom instruction

    REACH: a framework for differentiating classroom instruction. By: Marcia L. Rock, Madeleine Gregg, Edwin Ellis, and Robert A. Gable Rock, M. L., Gregg, M., Ellis, E., & Gable, R.A. (2008). REACH: A framework for differentiating classroom instruction. Preventing School Failure, 52 (2), 31-47.

  2. Making a Difference

    Making a Difference. By Anthony Rebora — September 10, 2008 14 min read. Differentiated instruction—the theory that teachers should work to accomodate and build on students' diverse learning ...

  3. IRIS

    McQuarrie, McRae, & Stack-Cutler (2008) In one study, the reading skills of elementary- and middle-school students who participated in a reading program that incorporated differentiated instruction improved compared to the reading skills of students who did not receive the program. Baumgartner, Lipowski, & Rush (2003)

  4. PDF Differentiated instruction: A research basis

    936 Differentiated instruction: A research basis Given that the model of differentiated instruction is relatively new, attempts were made to draw as many references into the discussion. Despite efforts to ensure a comprehensive and exhaustive review of the literature relating to differentiating instruction, this analysis cannot be complete.

  5. Learning Styles in the Age of Differentiated Instruction

    Furthermore, Citation Rock et al. (2008) described seven essential beliefs about differentiated instruction, again based on Tomlinson's work, which include (a) experiences in life and readiness to learn differ significantly among same-aged students; (b) these difference have a considerable effect on their learning; (c) students' learning is heightened when teachers challenge them beyond their ...

  6. PDF Examining differentiated instruction: Teachers respond

    differentiated instruction 2) Essential components 3) Suggestions for implementing differentiated instruction 4) Myths, clichés, and barriers in differentiated instruction and the ... Rock, Gregg, Ellis & Gable (2008) have designed a blueprint for differentiating instruction called Reach. The first activity requires teachers to reflect on what ...

  7. PDF Differentiate Instruction

    In school, instruction that is differentiated for students of differing points of entry and varied interests is also more comfortable, engaging, and inviting. Even though students in a classroom may be chronologically the same age, one-size-fits-all instruction will inevitably sag or pinch

  8. Differentiated Instruction as an Approach to Establish Effective

    Differentiated Instruction (DI) has been promoted as a model to facilitate more inclusive classrooms by addressing individual learning needs and maximizing learning opportunities (Gheyssens et al., 2020c).DI aims to establish maximal learning opportunities by differentiating the instruction in terms of content, process, and product in accordance with students their readiness, interests and ...

  9. Evaluating the impact of differentiated instruction on literacy and

    Abstract This article presents the findings of a quasi-experimental study that evaluated the effect of differentiated instruction on students' learning, in mixed ability classrooms. Participants in the study were 24 teachers and 479 grade-four elementary students.

  10. Differentiated Instruction, Perceptions and Practices

    Research Design and Method. A qualitative research design was used to explore teachers' perceptions and experiences of differentiated instruction, as it allows the research to capture the "value depth of meaning and people's subjective experiences and their meaning making processes" (Leavy, 2017, p. 124). To obtain data in a particular school setting, taking into consideration the ...

  11. What Research Says About . . . / Differentiated Learning

    According to Tomlinson and Strickland (2005), teachers usually differentiate instruction by adjusting one or more of the following: the content (what students learn); the process (how students learn); or the product (how students demonstrate their mastery of the knowledge or skills).

  12. PDF Differentiated Instructional Strategies to Accommodate Students with

    Differentiated instruction is appropriate for virtually all general education classes and is ... 2008). Differentiated instruction means that teachers create different levels of expectations for task completion, and emphasize the creation of environments where all learners can be successful; it addresses the ...

  13. What is differentiated instruction?

    By Geri Coleman Tucker Expert reviewed by Kylah Torre At a glance Differentiated instruction is a teaching approach that tailors instruction to students' different learning needs. It lets students show what they know in different ways. It doesn't replace the goals in a child's IEP or 504 plan.

  14. Teachers and differentiated instruction: exploring differentiation

    Differentiated instruction (DI) is a well-known and practice-proven approach that responds effectively to the diverse students' needs (Coffey, 2011; Coubergs, Struyven, Vanthournout, et al., ... From 2008 to 2013, NEPS data were collected as part of the Framework Program for the Promotion of Empirical Educational Research funded by the German ...

  15. Preparing Novice Teachers to Differentiate Instruction: Implications of

    Carol Ann Tomlinson is the William Clay Parrish, Jr. Professor Emeritus at the University of Virginia's School of Education and Human Development where she taught for 30 years and served as Chair of Educational Leadership, Foundations, and Policy for 10 years. Prior to her time at the University, she taught in public schools for 21 years. In both settings, her interests focused on creating ...

  16. Differentiated Instruction

    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.

  17. Differentiated instruction

    Teachers can differentiate in four ways: 1) through content, 2) process, 3) product, and 4) learning environment based on the individual learner. [7] Differentiation stems from beliefs about differences among learners, how they learn, learning preferences, and individual interests (Algozzine & Anderson, 2007).

  18. Meeting the Needs of All Students through Differentiated Instruction

    Differentiated instruction (DI) is a teaching method in which the teacher changes teaching depending on the academic needs of each student (Pinnell and Fountas, 2007; Levy, 2008). DI requires ...

  19. The Goals of Differentiation

    November 1, 2008 • 11 min • Vol. 66 • No. 3 The Goals of Differentiation a Carol Ann Tomlinson Abstract It's Only Logical Building Trust Ensuring Fit Strengthening Voice Developing Awareness A Dual Goal Differentiated instruction helps students not only master content, but also form their own identities as learners. Abstract Premium Resource

  20. Differentiated Instruction: Examples & Classroom Strategies

    According to Tomlinson, teachers can differentiate instruction through four ways: 1) content, 2) process, 3) product, and 4) learning environment. 1. Content As you already know, fundamental lesson content should cover the standards of learning set by the school district or state educational standards.

  21. The Goals of Differentiation

    However, differentiated instruction focuses on meeting students where they are in their learning (Tomlinson, 2008 (Tomlinson, , 2017. Differentiated instruction can include providing options for ...

  22. DIFFERENTIATED INSTRUCTIONS: RELEVANT STUDIES ON ITS ...

    Differentiated Instruction (DI) is a well-known and well-debated pedagogical approach that gives importance to the fulfilment of student needs (Tomlinson; 2000, Jacobse; 2019). ... (2008) research ...

  23. PDF Culturally Responsive Differentiated Instructional Strategies

    Differentiated instruction is an approach to teaching and learning for students with different abilities in the same classroom. The theory behind differentiated instruction is that teachers should vary and adapt their approaches to fit the vast diversity of students in the classroom. (Tomlinson, 1995, 1999a; Hall, 2002).

  24. Differentiated instruction flow chart from Tomlinson (1999, 2008)

    Download scientific diagram | Differentiated instruction flow chart from Tomlinson (1999, 2008) from publication: Differentiated Instruction in a Calculus Curriculum for College Students in Taiwan ...

  25. Differentiated Instruction: 9 Differentiated Curriculum And Instruction

    Differentiated instruction means providing various instruction strategies to help all students access and learn new information. Product. Students also have preferences for showing they have mastered content. Some may prefer to draw, create models, or write. Teachers can differentiate tasks for students so they can demonstrate their ...