differentiated instruction in the general education classroom

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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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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

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

How Differentiated Instruction Can Help You Reach Every Student in Class

• July 24, 2020

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

What is Differentiated Instruction?

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

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

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

Benefits of Differentiated Learning for Students

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

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

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

How to Differentiate Instruction in Your Classroom

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

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

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

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

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

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

Waterford’s Adaptive Curriculum Offers Differentiated Instruction

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

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

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

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

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Differentiated Instruction: Strategies and Examples for the Classroom

In today’s increasingly diverse classrooms, differentiated instruction has become a crucial component for ensuring all students receive the support and opportunities they need to succeed.

This article will provide K-12 educators, school administrators, and educational organizations with a comprehensive understanding of differentiated instruction strategies, their importance, and practical examples that can be easily applied in various classroom settings.

As we delve into the key principles, strategies, and real-life applications of differentiated instruction, you will gain valuable insights and tools to create a more inclusive and effective learning environment for every student.

Understanding Differentiated Instruction

Differentiated instruction is an educational approach that focuses on adapting teaching methods and materials to accommodate the diverse learning needs of students in a classroom.

The primary goal of differentiated instruction is to ensure that every student has an equal opportunity to learn, engage, and succeed, regardless of their abilities, background, or learning style.

This teaching philosophy recognizes that students come from various backgrounds and have unique strengths, weaknesses, and preferences, making it essential for educators to cater to their individual needs.

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Key Principles of Differentiated Instruction

This approach encourages active engagement and ownership of learning, helping students build on their existing knowledge and skills.

Flexible grouping is another fundamental principle of differentiated instruction. By organizing students into various groups based on skill level, learning style, or interest, educators can provide targeted instruction and support.

This allows for a dynamic learning environment where students can collaborate and learn from one another, fostering a sense of community and shared responsibility in the classroom.

Differentiated Instruction Strategies

Differentiated instruction strategies can be categorized into three main areas: content, process, and product. These strategies help educators create a more inclusive and effective learning environment for all students.

Content differentiation focuses on the material being taught and how it is presented to students. Tiered assignments, for example, allow teachers to provide different levels of complexity within the same assignment, ensuring that each student is challenged according to their ability.

Learning centers are another content differentiation strategy, where educators create stations with activities tailored to various learning styles and abilities, enabling students to work at their own pace.

Process differentiation addresses how students engage with and make sense of the content. Flexible grouping is a key strategy in process differentiation, where educators form groups based on students’ readiness, interests, and learning profiles. This allows for more targeted instruction and collaboration among students with similar needs.

Differentiated questioning techniques are another process differentiation strategy, where teachers pose questions at varied levels of complexity to assess and challenge each student appropriately.

Product differentiation involves giving students choices in how they demonstrate their understanding of the content. Product options can range from alternative assignments and activities to different assessment types.

For example, students may be asked to write an essay or create a podcast as part of their final project.

Rubrics and assessment tools can also be used to differentiate products, providing clear expectations and criteria for success while accommodating diverse learning needs and abilities.

Real-Life Examples of Differentiated Instruction in Action

In an elementary school setting, differentiated instruction can be effectively implemented through reading workshops and math centers.

Reading workshops allow students to engage with texts at their individual reading levels while participating in guided reading sessions, independent reading, and comprehension activities. This approach not only fosters a love for reading but also addresses the varying abilities of students in the class.

Math centers provide opportunities for students to practice and apply mathematical concepts through hands-on activities, games, and problem-solving tasks, tailored to their individual skill levels.

At the middle school level, differentiated instruction strategies can be applied in a science lab setting or during a social studies project.

In the science lab , students can be grouped based on their prior knowledge and skills, allowing them to conduct experiments and analyze results at a pace and complexity suited to their abilities. This ensures that all students are challenged and engaged while also providing opportunities for peer learning and collaboration.

In social studies projects, students can be given a choice of topics or formats, allowing them to explore an area of interest and demonstrate their learning in a way that best suits their strengths and preferences.

Integrating Technology in Differentiated Instruction

As technology continues to advance, educators can leverage various tools and resources to support differentiated instruction in their classrooms.

Online resources and digital tools play a significant role in facilitating differentiation by providing students with personalized learning experiences and helping teachers manage diverse learning needs effectively.

There is an abundance of online resources designed to help teachers differentiate instruction. Websites and platforms like Khan Academy, Edmodo, and Google Classroom offer customizable learning materials, including videos, texts, quizzes, and interactive activities, which can be tailored to individual student’s needs and interests.

These resources enable teachers to provide targeted support and enrichment opportunities, ensuring every student receives an appropriate level of challenge and support.

In addition to online resources, classroom technologies can be utilized to promote differentiation. Interactive whiteboards, tablets, and document cameras enable teachers to present information in various formats, accommodating students’ diverse learning styles.

For example, visual learners may benefit from watching videos or interactive presentations, while auditory learners may prefer listening to podcasts or recorded lectures.

Moreover, adaptive learning platforms can be employed to track student progress and provide real-time feedback, allowing teachers to make data-driven decisions when adjusting instruction for different learners.

These platforms help identify areas of strength and areas that require extra support, ensuring all students are on the right path to achieving their academic goals.

Tips for Implementing Differentiated Instruction in the Classroom

Teachers can use surveys, interviews, and observations to gather information about their student’s learning preferences, strengths, and challenges. This information can also help in establishing a positive learning environment where every student feels valued and supported.

Planning and organizing for differentiation is another essential step in creating an inclusive and effective learning environment. Educators can start by reviewing their curriculum and identifying areas where differentiated strategies can be applied.

This may involve modifying lesson plans, creating tiered assignments, or incorporating learning centers.

Educators should plan for ongoing assessment and feedback to evaluate student understanding. This can be done through formative assessments such as observation notes or quick checks.

Strobel Education’s Role in Supporting Differentiated Instruction

Strobel Education is dedicated to empowering educators with the tools and strategies necessary to implement differentiated instruction effectively in their classrooms.

These programs provide educators with an in-depth understanding of differentiated instruction principles and practical applications, such as how to adjust lesson plans for learners at various readiness levels or incorporate technology into the classroom.

In addition to our professional development programs, Strobel Education also provides numerous resources and tools that educators can use to enhance their differentiated instruction strategies.

Differentiated instruction is an invaluable approach to teaching that ensures equitable access and opportunities for all students. At Strobel Education, we understand the importance of differentiated instruction and are committed to supporting educators in their journey to create more inclusive classrooms.

At Strobel Education , we understand the power and importance of differentiated instruction. It is essential for achieving success in our professional and personal lives. We offer the Engaging the 21st Century Learner professional development training in two formats.

• Our Engaging the 21st Century Learner through Differentiated Instruction On-site PD is great for learning how to provide differentiated instruction and gain strategies for engaging today’s learners.
• The Engaging the 21st Century Learner Online Course delivers the same information but in a self-paced course, which offers teachers more flexibility. Teachers also get access to the course for nine months should they wish to implement it in small doses.

We get high-quality professional development into teachers’ hands so they have everything they need for immediate implementation and support. Our professional development workshops, courses, keynotes, and coaching services provide practical tools, resources, and mindset shifts that will help you enhance your classroom instruction strategies. Join our community of passionate educators today and let us help you transform your teaching practice to better serve your students. Together, we can make a lasting impact on student success.

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A Practical Guide to Planning for Intentional Differentiation

By considering what students need to know, their interests, and how learning will be assessed, teachers can differentiate assignments.

Differentiating for the needs of all learners is an important focus that many teachers across the world share. We want our students to have a year-plus growth in courses, whether they’re struggling with core basics, are just at the appropriate skill level, or have understanding that exceeds the learning outcomes of the curriculum. These are the key elements to consider in differentiating instruction:

• Planning: Content, processes, and products
• Learner access: Readiness, interests, and learning preferences
• Environment

Much has been written to help teachers think about and provide differentiated experiences for learners that align and explain these elements. However, the question and challenge that I hear and observe from teachers most often is: how do we effectively plan intentional differentiation that we can implement and evaluate with the same confidence and understanding as traditional lessons? The answer that follows is based on a change in how to use the planning elements—content, processes, and products—for differentiation, which is finding traction in classrooms that are using this approach.

A Three-Pronged Approach to Planning for Differentiation

Part 1: Content. Content is what students need to know, understand, and do something with. When identifying these outcomes, we also shape the assessment(s) by how learners can demonstrate what they understand. Success comes from teachers accomplishing two steps for this task.

First, identify the specific skills and concepts that students must achieve. This is what gets measured and analyzed through a variety of assessments. Unpacking the skills and concepts enables teachers to track student learning progress for areas of additional support for learners with significant gaps and learners who are ready for complexity beyond the content expectations of the lesson. This understanding enables teachers, instructional coaches, and supervisors to be on the same page as to what students need to learn through intentional differentiation.

Second, collect data on what the students bring to the focused content. Sometimes, this step is viewed as finding strategies for planning differentiation. That is a mistake. Meeting learner needs means knowing what opportunities they bring to the lesson based on what they already know and what challenges exist, based on gaps in core areas of need. Examples of student data to collect prior to planning include life experiences and interests outside of school and academic skills. Using strategies like K-W-L charts or need to knows is one way to find out what learners already know about the topic. Their level of understanding of the content should be factored into the planning. No student feels engaged with a lesson or session that delivers content they have long since mastered. This stage of planning also helps to confirm gaps in knowledge.

Educators should collect information about students’ interests and passions that may relate to, or give them background for, applications of the content. This data can lead to rich learning experiences, such as providing informational text to read and analyze from articles about sports or Minecraft if many students identify those as areas of interest.

Accomplishing these two steps helps to ensure that the educators feel well prepared about the specific curriculum expectations at a targeted level. It also ensures that teachers are fully aware of what students bring to the content in terms of opportunities and areas of challenge.

Part 2: Processes. Process is about the different ways that students make sense of the content. Students need frequent experiences of sense-making through a variety of different ways and opportunities. Teachers make this happen through lessons that are made up of a series of activities.

Differentiation through processes is applied in one or more of these activities that make up the lesson. Teachers might start with differentiating one activity. As confidence and experience grows, most lesson activities can be differentiated. The focus of intentional differentiation for process is based on students’ content opportunities and challenges. It also incorporates at least one of the learner access elements: readiness, interests, and learning preferences.

Here are two examples.

English: Using details in writing through learning centers. Each center focuses on a different type of detail strategy: example, facts, and sensory detail. Each center includes two options and students choose one to complete.

Math: Understanding the parts and functions of fractions through think dots . Students are put into groups based on their readiness skill level to complete a tiered activity where they all must complete the focus skills. Each group collaborates to solve the six tasks in a random order of choice.

Part 3: Products. Products are the artifacts that students create to show what they know and do not know. These products vary in format both small and large, such as quizzes, reflections, discussions, multimedia, social media tools, and performance tasks.

Intentional differentiation is based on how to leverage what’s known about students’ content opportunities and challenges. Also, use at least one of the learner access elements: readiness, interests, and learning preferences. These experiences range from practice to learn to assessment checks on progress. There is much flexibility to provide learners with a range of opportunities and experiences to help them make connections and extend their learning while maintaining the content focus.

Driving Forward With Differentiation

Explore this approach for reflecting and planning for students’ needs through differentiation. Using content, processes, and products as planning steps provides a clear and concise approach toward choosing strategies and activities based on learner needs that align with the lesson outcomes. This resource curation portal offers ideas to build into your plan, and this differentiation guide offers more insights and a differentiation planning criteria checklist to start your planning journey.

This structure not only empowers student learning but also gives educators common language for collaborative professional opportunities to discuss, implement, and build stronger experiences that meet the needs of all their learners.

Initial Thoughts

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

• Page 2: General Principles

How do teachers differentiate instruction?

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

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

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

What does differentiated instruction look like in the classroom?

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

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

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

Research Shows

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

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

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

flexible grouping

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

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

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

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

View Transcript

Transcript: Carol Ann Tomlinson, EdD

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

For Your Information

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

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

CAST, Inc. (2007)

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

response to intervention (RTI)

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

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

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

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

individualized education program (IEP)

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

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• Differentiation: Strategies and Educational Impact

Differentiation encompasses a variety of instructional strategies available to educators for use in the classroom to vary instruction based on student ability, learning style, and educational needs. Research indicated when utilizing differentiation in the classroom there are positive benefits for students in terms of motivation to learn and retention of information. Research has indicated a variety of differentiation strategies that can be used in the classroom for instruction in various areas of education, including but not limited to math, literacy, and assessment. Utilizing differentiated strategies will benefit the students and encourage teachers to plan engaging lessons that promote learning. This issue of the LD Report , written by Stephanie G H Samples is to examine strategies for differentiation and its educational impact.

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Supporting Diverse Learners using Differentiation, Scaffolding and Universal Design for Learning Strategies

Table of Contents

• Differentiation

Differentiation vs. Scaffolding

• Philosophy, Principles and Practices
• Content, Process and Products
• Universal Design for Learning and  Differentiated Instruction

Differentiating the Process with Student Choice Boards

Voices from the field.

Differentiation. Authored by: S. Abbott (Ed.). Provided by: Great Schools Partnership. Located at:  http://edglossary.org/differentiation/ . Project: The Glossary of Education Reform. License:  CC BY-NC-SA: Attribution-NonCommercial-ShareAlike

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.Also called “differentiated instruction,” differentiation typically entails modifications to  practice  (how teachers deliver instruction to students),  process  (how the lesson is designed for students),  products  (the kinds of work products students will be asked to complete),  content  (the specific readings, research, or materials students will study),  assessment  (how teachers measure what students have learned), and  grouping  (how students are arranged in the classroom or paired up with other students). 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 preference (the ways in which students like to learn the material best)

(Abbott,n.d.)

Key Takeaways

Also called “Differentiated Instruction, (DI)” differentiation typically entails modifications to :

• practice  (how teachers deliver instruction to students),
• process  (how the lesson is designed for students),
• products  (the kinds of work products students will be asked to complete),
• content  (the specific readings, research, or materials, students will study),
• assessment  (how teachers measure what students have learned), and
• grouping  (how students are arranged in the classroom or paired up with other students).

Excerpts from Applications of Educational Technology  by Susan Stansberry is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted

Don’t forget to challenge advanced learners.  (Bloom’s Higher Order Thinking Skills)

(Susan Stansberry)

As a general instructional strategy, differentiation shares many similarities with scaffolding, which refers to a variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process. Because differentiation and scaffolding techniques are used to achieve similar instructional goals—i.e., moving student learning and understanding from where it is to where it needs to be—the two approaches may be blended together in some classrooms to the point of being indistinguishable. That said, the two approaches are distinct in several ways . When teachers differentiate instruction , they might give some students an entirely different reading (to better match their reading level and ability), give the entire class the option to choose from among several texts (so each student can pick the one that interests them most), or give the class several options for completing a related assignment (for example, the students might be allowed to write a traditional essay, draw an illustrated essay in comic-style form, create a slideshow “essay” with text and images, or deliver an oral presentation). Alternatively, when teachers scaffold instruction, they typically break up a learning experience, concept, or skill into discrete parts, and then give students the assistance they need to learn each part . For example, teachers may give students an excerpt of a longer text to read, engage them in a discussion of the excerpt to improve their understanding of its purpose, and teach them the vocabulary they need to comprehend the text before assigning them the full reading.  (Edglossary, 2013)

HLP 15 Provide scaffolded supports.

Scaffolded supports provide temporary assistance to students so they can successfully complete tasks that they cannot yet do independently and with a high rate of success. Teachers select powerful visual, verbal, and written supports; carefully calibrate them to students’ performance and understanding in relation to learning tasks; use them flexibly; evaluate their effectiveness; and gradually remove them once they are no longer needed. Some supports are planned prior to lessons and some are provided responsively during instruction.

Scaffolding for struggling learners

The following comparison chart will help illustrate the differentiation concept and its major component strategies:

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 distinct 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.

Hall, T., Vue, G., Strangman, N., & Meyer, A. (2003).  Differentiated instruction and implications for UDL implementation.  Wakefield, MA: National Center on Accessing the General Curriculum. (Links updated 2014). Retrieved [6.20.2020] from http://aem.cast.org/about/publications/2003/ncac-differentiated-instruction-udl.html This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International license.

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:

• (1) Recognizing diversity is normal and valuable,
• (2) Understanding every student has the capacity to learn,
• (3) Taking responsibility to guide and structure student success,
• (4) Championing every student entering the learning environment and assuring equity of access

The Principles identified that shape differentiation include—

• (1) Creating an environment conducive to learning
• (2) Identifying a quality foundational curriculum
• (3) Informing teaching and learning with assessments
• (4) Designing instruction based on assessments collected
• (5) Creating and maintaining a flexible classroom

Teacher Practices are also essential to differentiation, highlighted as—

• (1) Proactive planning to address student profiles
• (2) Modifying instructional approaches to meet student needs
• (3) Teaching up (students should be working just above their individual comfort levels)
• (4) Assigning respectful tasks responsive to student needs—challenging, engaging, purposeful
• (5) Applying flexible grouping strategies (e.g., stations, interest groups, orbital studies)

According to the authors of differentiated instruction, several key elements guide differentiation in the education environment through which teachers may differentiate instruction: content , process , product and affect/environment (see Table 1) (Tomlinson, 2014). These are described in the four sections below, and they help to serve as guidelines for forming an understanding of and developing ideas around differentiation of instruction.

• 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 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 on-going 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 supports, additional motivation; and varied tasks, materials, or equipment for different students in the classroom.
• Initial and on-going assessment of student readiness and growth are essential. Meaningful pre-assessment naturally leads to functional and successful differentiation. Incorporating pre- and on-going 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.

Myths and Misconceptions about Differentiated Instruction and Universal Design for Learning

Differentiated instruction is just one component of UDL. Tomlinson (2001), declares that differentiated instruction is the intentional application of specific lesson planning and multiple learning approaches to support all learners.

The key difference between differentiated instruction and UDL is that differentiation is a strategy that supports instructors in addressing each student’s individual level of readiness, interest, and learning profiles (Nelson, 2014).

UDL in comparison is an overarching educational framework that addresses the learning environment as a whole . This includes, both the physical learning environment as well as the lessons, units, and/or curriculum. When the whole environment is addressed first, it removes physical, mental and psychological barriers so all students have full access in the classroom, regardless of their needs and abilities.

(Myths and Misconceptions, n.d)

The following instructional approach to teaching mathematics patterns has several UDL features (see Table 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 of employing teaching methods of UDL to support this lesson in Table 3. Please 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 2. UDL Elements in a Differentiated Instruction Mathematics Lesson

Table 3. UDL Strategies to Further Minimize Lesson Barriers in a Differentiated Instruction Lesson Plan for Mathematics.

(Hall, Vue, Meyer, 2004)

Shaelynn Farnsworth, July 2, 2019 (CC BY NC)

Teachers in a differentiated classroom understand two things. First, there are standards that guide what is taught; and second, no two learners have the same path in mastering those standards. A differentiated classroom recognizes this and provides various ways through content, product, assessment, and process to meet the needs of all students. And all of this is accomplished by design, not chance!

The one component many educators find most difficult to understand and implement is “Differentiation through Process”. Process is how the learner comes to make sense of and understand topics, concepts, and skills directly aligned to the learning goal. Varying levels of support along with student choice make differentiating process one of the most effective ways to improve student learning.

A Student Choice Board is not a hodge-podge of activities thrown together in an attempt to provide student choice in the classroom. Instead, a choice board is aligned to learning goals, has carefully selected activities to allow students to access and understand information, plus multiple options to apply and demonstrate understanding of a topic or concept.

When designing a Student Choice Board, we like to consider 3 layers of learning, Surface Learning, Deep Learning, and Application.

• Surface Learning – Initial exposure. Serves to support and build background knowledge in which students can construct new knowledge upon.
• Deep Learning – Students continue to solidify understanding and dig deeper, make connections, see examples, provides practice, and deepen their own understanding.
• Application – Students demonstrate mastery of content or skill by applying knowledge and demonstrating understanding.

Here  is an example from a science classroom where students are exploring and learning about the Periodic Table. The directions on the side provide the learning goal and student expectations. This clarity provides students the “what” and allows them to  own  the “how”.

Blank Choice Board Template

• Differentiation Strategies for Lesson Delivery
• Differentiation Strategies for Acceleration
• Differentiation Strategies for Intervention
• Teaching Checklist
• Listening and Speaking
• Reading and Writing
• Vocabulary Development

Lesson Planning and Teaching

Differentiated instructional strategies will be embedded in the body of the lesson plan.

Learning Centers are a way to differentiate Instruction.

Elementary Math has a nice 5 part series that covers the major aspects of designing  Math Centers. https://mrelementarymath.com/math-centers/

Teacher candidates discuss differentiating instruction.

Differentiating the content, process and product

One of the ways I will be differentiating instruction within my math lesson is by providing manipulatives for my students. I will be providing them with number flashcards and a number line to help with number identification and counting on. Not every student will need these manipulatives but it will help the ones that do. We will also be differentiating the product of our lesson. We will allow the students to participate in a visual assessment for counting on or a paper bunny hop counting activity. This will allow us to see how students demonstrate their knowledge of the given subject. Overall, differentiation is a valuable tool in lesson planning and development.  Sadie Bloom

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My Elementary Ed. SP is a teacher in a multi-age first and second grade classroom. The students in this class have many different abilities and interests. Throughout the day, her lessons vary from whole classroom discussion to hands-on activities to quiet observations and thinking. She also utilizes rotating stations with assigned activities based on readiness. While a lesson may start with a lecture, it can then move to demonstrations and observations, partner discussions, and a writing and coloring worksheet. Because it is a multi-age class, the activity sheets are different for the age levels, for example the first graders will get a worksheet with the lesson conclusion written and two blanks to fill in, while the second graders have to complete the entire sentence. The takeaway is the same for all students, but the work differs based on grade expectations and ability level.  Tate Van Valkenburg

Another way that traditional and differentiated instruction differ is in traditional classroom instruction “the teacher assigns the same assignment to all students”, whereas in a differentiated instruction classroom “ the teacher offers several assignment choices” (IRIS Center). This could look like the math teacher offering the students to either complete a math packet, work on posted links on IXL, or work on their ALEKS pie. The students can be working on the same content, but the teacher varied the assignments for them. This was the case this past week in the math class that I work in. The teacher posted IXL links in his Google classroom, gave the option to complete certain pages in the textbook, work on the skill on ALEKS and offered a math packet. The students were able to choose which method they wanted to use, and again, the material they were learning was the same, but the way the students presented what they were learning was different.  Michelle Shaw

 I think it is so important to assess using different methods because until we try different ways we don’t truly know which way a student can best show us what they know.  A few years back, I worked with an 8th grade student who had EBD and some other disabilities and he absolutely loved to make YouTube videos, but he hated to write. In his social studies class they were learning about WWII, as a form of assessment, rather than having him take a written short answer test his teacher allowed him to make a short film.  In this he drafted a script and had classmates as well as himself use props/costumes to demonstrate the content that he had learned.  Had his teacher asked him to demonstrate what he knew by taking the short answer exam, he would have shut down and she never would have known just how much he knew.  It just goes to show what can happen if you give students a chance to demonstrate their knowledge through a preferred method rather than something that is aversive to them. Nicole Coonrod

I just differentiated a math unit assessmen t this week, which proved to be so advantageous for a few of our students.  I took a small group and chunked the test into smaller parts.  I would go over the directions of the section, discuss an example or two, and then let the students complete that section independently.  Instead of giving the test in 1 part, I made three sections and the students took the test (the same test as the others) in the manner described.  The students were so much more successful taking the unit assessment in this manner than in the traditional manner.  Results can be so drastically changed just by making a few adjustments!  Kari Grimes

As a student, I would have responded much better to  learning menus .  Having the ability to choose how I would demonstrate my knowledge and understanding of a unit would have been a much better option for me than to just take a test.  I have a student I tutor in Virginia who is a home school student and each unit we decide how we will assess his knowledge, so far we have used Kahoot, slides and iMovie.  The student responds much better throughout the unit since he is creating his assessment assignment. Frank Del Medico

One of my all time favorite things to do is create learning menus , especially for literacy based teaching. I am a huge believer in the power of choice for students. Easing some of the constraints of the classroom makes them all a little more productive. When making learning menus, I try to set it up so that they have a few options they will find easier and that play to their strengths, but also make sure that they eventually have to step out of their comfort zones and try something that may be more difficult as well. My learning menus have “ appetizers” and “main dishes.” Appetizers might be something hands-on and fun, while main dishes will be something more comprehensive. I require students only perform a task once until all are completed, so that they don’t choose the same things over and over again. As time goes on, I eventually see what my students are trying to avoid and what they are good at by their choices for assessment. Arthur Rafus

In language arts and social studies specifically, I have seen teachers ask students to make videos about books they’ve read, make PowerPoint presentations, make cereal box book reports, dress up as a favorite character to talk about character traits, trace themselves as historical figures, and write stories/essays about tests they’ve read.

I’ve also noticed many ways of demonstrating learning through the activity in which that student  teaches other students about what they have learned. This can be done in lots of subjects. In the class I was in last year, students had groups of 3-4 for reading, and would read a nonfiction book together, take notes, then create a PowerPoint presentation on the topic to teach their classmates about it. This seemed like it really helped students remember the information they learned, and showed the teacher everything they had learned. This could also be done using other types of technology, such as SMORE (an educational website where kids build something similar to a blog/newspaper), as well as just making a video in the style of a news segment, or writing a “how-to” book or an “all-about” book for classmates to read. Students seem to really like doing this because it also lets them pretend to be “the teacher”! Caitlin Dubisz

One of the ways we might differentiate  product  is by allowing learners to select from a tic-tac-toe board, selecting  three options to complete, or a choice board; both a means through which students demonstrate their mastery of content. It feels that differentiating  product is one of the less challenging aspects of differentiation though it frequently requires a universal rubric which enables teachers to evaluate these different displays of proficiency fairly as well as input from students as to the tasks options (i.e. knowing your learners well)

Our district has revamped the middle school’s social studies program to promote personalized learning. After students select topics within the CCSS framework and then complete the various processes to master the content, they are able to select the manner in which they showcase it. Our SS choice boards allow students to pick from PowerPoint or Slide Deck presentations; blogs; videos; 3-D models; 1st person narratives or character/historical figure’s diary; etc. This allows students to demonstrate their mastery in a manner that best displays their proficiency and simultaneously appeals to their interest. Students must select a different activity from the choice board as they continue to navigate their selected topics throughout the year. We also use mastery checklists which further differentiate by giving students their must do, should do,  and  aspire to do . It personalizes learning while also differentiating for the learner and their current skill level while encouraging students to challenge themselves and safely expand out of their comfort zone.  Kate D’Appolonia

One of the most common ways that I see teachers differentiating conten t is through different presentation styles. Presentation styles are broken up into saying it, showing it, and modeling it. For example, one of my lessons that I have used in my class is going over a story plot diagram. I started off my lesson by explaining what a story plot diagram was made of (exposition, rising action, climax, falling action, resolution, conflict). After, I was able to show them the plot diagram by drawing the story plot on to the white board and labeling the different parts of the diagram. Finally, I model what I was looking for by breaking down a  Harry Potter  book.  There are also other media options for presenting information. A teacher can use television, audio, or computer to present content to their students (p.5).

Another strategy that I have seen teachers use in the classroom is a tiered based content. The entire class will be completing the same activity or lesson objective. However, the classroom is broken up into different groups based of the different levels of difficulty. In the end, the students will be learning the same key concept in that lesson. The example given in the reading is that the first group works with the teacher throughout the activity. The second group of students work together with more challenging problems from the worksheet. The final group of students work together to complete the problems as well discuss their answers.

Differentiating content is crucial for a positive classroom environment because it allows the teacher to teach the main concept to all students while using different strategies in order for to be effective for the different types of learners in the classroom.  Lucas Fisher

At XY High School, there is an Algebra 1 class I support, whose teacher does a fantastic job of differentiating content . Within this classroom, there’s a variety of learners, some of which are ready for algebra 2 and others are challenged by solving basic algebraic equations. For a significant portion of the content and activities during this class, the teacher differentiates based on difficulty. Most often this is done through worksheets; some students receive a visually similar worksheet, but the problems or equations are at a more basic level of understanding. In addition to this, the students frequently receive small group instruction within the general education classroom, while learners at a higher level of content knowledge are given self-led discovery type assignments.

For subjects such as mathematics, I believe content differentiation is highly important since there are many prerequisite skills required for many of the higher order objectives. Without the mastery of prerequisite skills, a learner will have a slimmer chance in fortifying a deeper understanding of the latter material. Anonymous

At the high school, I often see teachers differentiating the product , especially in the humanities. However, with the factor of Covid-19, the potential for cheating on traditional tests has pushed some of the math and science teachers into offering other types of assessment, as well. In pre-algebra, a teacher gave a rubric that involved data collection and representation, but the students chose the topic and how to present their information (paper, presentation, website, video, etc.). In tenth grade science, the students were assigned a factor of climate change and had to investigate that issue more deeply. They then had to make a digital product to present their findings. In English, the students had the opportunity to share their short story on Flipgrid or through a written document. For English and Social studies (which are cotaught at the high school), I’ve also seen students illustrate the plot of a story, write a letter to a real or fictional person, make a political cartoon, write a song, make a book trailer, and build dioramas.

For my lesson, I will differentiate the process by allowing them to choose their materials to practice their math with (white board, pen and paper, or verbal responses). I will also provide a graphic organizer. I think in the case of the coordinate plane and word problems, a KWL chart might be a good idea, especially since it provides the student with an opportunity to state what they know and to see their own learning progress as they fill in the final column of what they’ve learned. Rachel Stoudt

For my lesson, I will differentiate the process by offering my case study student (and any others in my small group that need it) the use of manipulatives such as base-10 blocks to help model and break apart numbers. I will also allow those that need it the use of a multiplication chart, as I want to ensure they are mastering the concept of the lesson rather than spending all of their time on the multiplication facts within each problem. Finally, some students may need more time or a reduced number of problems to complete on the exit ticket, so I will differentiate the product if necessary by making these adjustment s . Anonymous

There are many examples of differentiation in the process such as using tiered activities or learning enters to ensure each student has their own level of needs met.  Also, activities where the class is broken into small groups with each needing to master one concept can be used to differentiate based on student needs. Another way to differentiate in the area of process is through the manipulative used.  These are concrete objects that can be provided to students needing the extra assistance in comprehending a subject.  The concrete object aids in the connection to the abstract subject being taught.  The last two methods to be discussed are graphic organizers and interactive journals.  Graphic organizers come in all shapes and sizes and so can easily be used to differentiate instruction based on need.  They can be made to require deeper and more complex thought or simplified down to the bare bones to allow initial understanding.  Interactive journals, or communication journals, are a method in which the educator ‘communicates’ with their student through prompts written specifically for them.  This removes the stigma of having a different prompt from others because everyones’ are different.  When thinking of methods to differentiate one’s process, it is important to reflect first on the students’ readiness and interest with the topic as well as their individual learning profiles to ensure the most fruitful results from the differentiation can be had. Annie Lewis

By offering students different means of demonstrating their knowledge, teachers are providing ways for students to best express themselves.  This concept must be monitored in order to prevent the student from always choosing the same method.  One example I see daily for differentiating the product in my third grade classroom is when the students complete work in their reading/writing journals after we complete a chapter or two from the book we are currently reading as a class.  The students must either write or draw a picture with a short description about what is going on in the book.  They must address one of the following prompts:

• Relate something from the reading to their own personal experience

By allowing each student to choose to either write a paragraph or draw a picture with a description we are differentiating the product .  We are able to further differentiate the product by allowing them to choose one of the five prompts.  We monitor it to ensure they do not always choose the same method and prompt each day.  The students enjoy this method quite a lot. Tim Fahey

I spend most of my work day in life skills classrooms so most of the products requested of the students are most always differentiated before requested. When I venture out into the general education classrooms, I see many written tests and/or papers being given as formative assessments. Differentiation of these assessments that I have requested of the teacher or have seen being given as choices include: WeVideos, PowerPoint presentations, posters, written formative assessments that are multiple choice versus short answer, as well as allowing the student to produce the product alone or in a group- just to name a few.  Sarah Carroll. 

For my lesson, I will differentiate the process by offering my case study student (and any others in my small group that need it) the use of manipulatives such as base-10 blocks to help model and break apart numbers. I will also allow those that need it the use of a multiplication chart, as I want to ensure they are mastering the concept of the lesson rather than spending all of their time on the multiplication facts within each problem. Finally, some students may need more time or a reduced number of problems to complete on the exit ticket, so I will differentiate the product if necessary by making these adjustments. Anonymous

In my lesson that I will be teaching, I will be providing skeleton notes for the students to fill in as we go through the lesson. Each step is given a visual component to help reinforce the connection and the order of the steps. Once completed as a class they are posted online to my classroom as a way for the students to access them again if they lose their copy or missed a section of the notes. Anonymous

One day per week, I teach the Unified Arts Library classes at our school.  In our current rotation, I have a Kindergarten class that has a very diverse group of learners.  We are currently working on using databases ( PebbleGO ) to research animals from a story that I read aloud to the class.  I shared my computer screen on the projector and taught the class how to find and navigate through the database in order to fill in the research worksheets that corresponded to their chosen animal.  While some students were able to quickly become independent researchers, others needed more support.  For one student, I had his 1:1 Paraprofessional scribe his answers as he gave them to her orally.  Another small group worked as a team to find the information on the computer, discuss what was needed for the research sheet, and write the information onto their sheet.  One student had a hard time with the sequence of the steps needed to navigate the database so I made picture cards, showing the steps, for him to follow.  By differentiating the lesson to suit the needs of this diverse group, I was able to teach the lesson to many different types of learners.  Beth Corbett

The K/1 kids I work with have also been exploring PebbleGo during library for the past couple of weeks. We are beginning a nonfiction unit, and we use this resource to help them explore topics that are interesting to them. We ask them to follow up each research session by providing information one thing they learned. For the first graders who perform at or above grade level as well as some advanced k’s, this means writing 3-4 sentences. For most of the kindergarteners as well as a few first graders, we use Padlet. I’m sure you’re familiar with it, but it’s such a great tool for kids who struggle or aren’t quite there yet with their literacy. They are able to record videos of themselves talking and explaining what they learned, then are able to draw a picture to go along with it. Differentiated methods for response is so important in our classroom, as I’m sure it is in everyones!  Shayna Morin

Early Childhood Education

As an example of differentiating the process , we played bingo in my Pre-K 4 class. Each student was given a bingo card and the students were told that all the cards are different. Each card contained letters of the alphabet. For the more advanced students in the classroom their cards contained all lowercase letters. The students who are having trouble identifying their cards had all uppercase letters. The rest of the class had cards which contained both upper and lower case letters. Anonymous

At our grade level (Pre-K ) differentiating content is often simplified as we are working with children who are just learning the basic concepts of math and literacy.  We have a wide range of abilities in our classes.  In one class I have students who are able to count past 20 and others who cannot count past 3, then the rest fall in between.   All of this comes with a variety of instructional supports that are tailored to the students.  At this age, anything hands on helps drive the concepts home and works for almost all students. We also love to use media, such as boom cards in instruction as they can be tailored to all abilities while being fun and interactive. Deanna Hanley

With the group of students I am working ( PreK- 4 year olds) with for my upcoming lesson, I have a wide range of abilities and many of them have IEP’s. My activity allows for adult support for those who need it. I will present a graphing activity with my preschoolers. For a few examples, we will be focusing on labeling colors and sorting colors fro graphing. For others, they will  work on 1:1 correspondence and cardinality. I will give my students more or less objects based on their preassessment skills. For students with more developed fine-motor skills I will ask them to write the number totals themselves. Others will count with the help of teachers or trace the numbers.  Jillian Mercer

Image source Fruit bowl Image by Carlos Felix  from  Pixabay

Differentiation Graphic from: New South Wales, Differentiatiting Learning  CC BY

Applications of Educational Technology  by Susan Stansberry is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted

Differentiation. Authored by: S. Abbott (Ed.). Provided by: Great Schools Partnership. Located at:  http://edglossary.org/differentiation/ . Project: The Glossary of Education Reform. License:  CC BY-NC-SA: Attribution-NonCommercial-ShareAlike\

Differentiation, (2013, Nov. 7). The glossary of education reform. Retrieved from  http://edglossary.org/differentiation/   (CC BY NC SA)

Hall, T., Vue, G., Strangman, N., & Meyer, A. (2004). Differentiated Instruction and Implications for UDL Implementation. Wakefield, MA: National Center on Accessing the General Curriculum. (Links updated 2014). Retrieved [7.16.19] from http://aem.cast.org/about/publications/2003/ncac-differentiated-instruction-udl.html  This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International license.

Myths and Misconceptions. (n.d.) Retrieved from http://www.alludl.ca/myths-misconceptions  (CC BY NC SA)

Updated 7/11/23

The Roles and Responsibilities of the Special Educator Copyright © by Paula Lombardi is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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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 and What Does It Look Like in the Classroom?

It's all about adapting learning to fit different needs. Continue Reading

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What Research Says About . . . / Differentiated Learning

What we know, what you can do, educators take note.

Researchers at the National Center on Accessing the General Curriculum define differentiated instruction asa process to approach teaching and learning for students of differing abilities in the same class. The intent is to maximize each student's growth and individual success by meeting each student where he or she is . . . rather than expecting students to modify themselves for the curriculum. (Hall, 2002)

• Focus on the essential ideas and skills of the content area, eliminating ancillary tasks and activities.
• Respond to individual student differences (such as learning style, prior knowledge, interests, and level of engagement).
• Group students flexibly by shared interest, topic, or ability.
• Integrate ongoing and meaningful assessments with instruction.
• Continually assess; reflect; and adjust content, process, and product to meet student needs.

Allan, S. D., & Tomlinson, C. A. (2000). Leadership for differentiating schools and classrooms . Alexandria, VA: ASCD.

Anderson, K. M., (2007). Differentiating instruction to include all students. Preventing School Failure, 51 (3), 49–54.

Baumgartner, T., Lipowski, M. B., & Rush, C. (2003). Increasing reading achievement of primary and middle school students through differentiated instruction (Master's research). Available from Education Resources Information Center (ERIC No. ED479203).

Ellis, E. S., & Worthington, L. A. (1994). Research synthesis on effective teaching principles and the design of quality tools for educators (Technical Report No. 5). Eugene: University of Oregon, National Center to Improve the Tools of Educators.

Hall, T. (2002). Differentiated instruction [Online]. Wakefield, MA: CAST. Available: www.cast.org/publications/ncac/ncac_diffinstruc.html

Lawrence-Brown, D. (2004). Differentiated instruction: Inclusive strategies for standards-based learning that benefit the whole class. American Secondary Education 32 (3), 34.

McQuarrie, L., McRae, P., & Stack-Cutler, H. (2008). Differentiated instruction provincial research review . Edmonton: Alberta Initiative for School Improvement.

Rock, M., Gregg, M., Ellis, E., & Gable, R. A. (2008). REACH: A framework for differentiating classroom instruction. Preventing School Failure, 52 (2), 31–47.

Tieso, C. (2005). The effects of grouping practices and curricular adjustments on achievement. Journal for the Education of the Gifted, 29 (1), 60–89.

Tomlinson, C. A. (1999). Leadership for differentiated classrooms. The School Administrator, 56 (9), 6–11.

Tomlinson, C. A. (2000). Differentiation of instruction in the elementary grades. ERIC Digest . Available: www.ericdigests.org/2001-2/elementary.html

Tomlinson, C., & Kalbfleisch, M. L. (1998). Teach me, teach my brain: A call for differentiated classrooms. Educational Leadership, 56 (3), 52–55.

Tomlinson, C. A., & Strickland, C. A. (2005). Differentiation in practice: A resource guide for differentiating curriculum, grades 9–12 . Alexandria, VA: ASCD.

Vaughn, S., Bos, C., & Schumm, J. (2000). Teaching exceptional, diverse, and at-risk students in the general education classroom (2nd ed.). Boston: Allyn and Bacon.

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The AI Classroom Hype Is All Wrong, Some Educators Say

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Many educators who have used generative artificial intelligence tools in their work have called the emerging technology a “game changer.”

Some say it’s been especially helpful in reducing the time it takes to do planning or administrative work , such as creating schedules, crafting lesson plans, and writing letters of recommendation for students. Teachers say they work an average of 57 hours a week , but less than half of that time is spent teaching.

“I think the use of AI has streamlined many aspects of teaching and has saved much prep time for teachers,” said a high school fine arts teacher in California in an open-ended response to an EdWeek Research Center survey conducted in March and April.

But amid all the encouragement to try the technology, there are plenty of educators who haven’t tried AI tools and don’t plan to start . These educators are more skeptical of the technology and don’t believe it should be used in K-12.

In open-ended responses to the EdWeek Research Center survey, educators shared their reasoning:

It could degrade critical thinking skills

   ai is not as wonderful as you all make it out to be. how do we expect our next generation to learn to think if all we teach them is how to use ai.

— District-level administrator, Ohio

   AI is driving a wedge between critical thinking and imagination.

— High school foreign language teacher, New Jersey

   AI are machines. They have been trained using stolen data. Students should be learning, questioning, problem-solving, and doing their own work. Teachers should as well. I do not believe AI can ethically be used.

— High school English teacher, Louisiana

   Students should not use AI until they have demonstrated some level of mastery on a subject. Students should not even use a calculator until they can do arithmetic calculations without tools. Problem solving starts in the mind, not on a keypad.

— High school math teacher, Texas

   AI and use of computers in the classroom has diminished everyone's ability to think, learn and reason. It's too easy to punch in a subject and get an immediate answer, which may or may not be correct. How many times have we heard "the computer model says this or that," so therefore that's the end of the discussion. Now I hear AI says this or that. Machines do not and can never have the capabilities of the human mind and the human experience. They can never have the ability to reason. They can never have the ability to rely on "gut instinct," which is correct most of the time. They can never have the ability to say "something just isn't right here." All they can do is look at the data that is fed into them and go from there. And that data is totally dependent on the character of the human or humans feeding it into them.

— District-level administrator, Texas

   I feel AI is used less as a resource and more as a crutch. I was shaken when I found out how many yearbook groups have used AI to write their entire yearbook and make the theme and set the ladder and put it together. We don't like students using AI because it's considered "plagiarism" but yet some teachers use it for everything. I don't mind AI as a brainstorming tool but when you give AI the ability to do all your work is when I have issues with it.

— Middle school teacher, Missouri

The human touch is better

   i have never used ai for anything in my job. i would think we still have to follow through with the actual teaching. ai can't do what i do.

— High school math teacher, Michigan

   While AI is the future, it's more important that teachers know their subject matter, and AI should only be used as a supplement to the teacher's scope of knowledge. To use it beyond that is ineffective as the presentation of the knowledge will be presented with less passion and clarity.

— Middle school physical education teacher, Virginia

   While I believe AI is here to stay, I do not believe that it should be used to simply replace the human aspect of the learning experience. If AI is used by instructors or teachers heavily, then the computer is essentially doing the teachers' jobs for them and the teacher is simply the middle person who repeats what the computer tells them.

— High school career-technical education teacher, Missouri

   AI concerns me in that educators need to know their "stuff" before blindly having AI create lessons, etc., to administer in class. I have tried AI and caught multiple errors in its creation. If I had used what AI created, I would have considered myself unethical in teaching students through that lesson because it contained many errors.

— District-level administrator, Alabama

   Utilizing AI to develop assessments is impersonal. If the general scientific community can acknowledge that generative AI utilizes biased information to create material, why would we rely on these tools to create unbiased assessments?

— High school social studies teacher, Montana

The K-12 system isn’t prepared

   i think that ai is a very dangerous phenomenon for learning and education. it seems like it is thrust upon us and unleashed without adequate preparation to handle the consequences for learning and teaching. i think this should be the number one topic for governments and academic institutions to address immediately..

— High school foreign language teacher, Pennsylvania

   I fear AI is yet another trend that education professionals are running headlong into without sufficient forethought and planning.

— Elementary fine arts teacher, Virginia

   I have never used AI and never will. I think it gives fuel to a fire that we won't be able to control.

— Elementary teacher, North Carolina

Concerns about how it affects their jobs

   last year, i spent a lot of time talking with english teaching colleagues about how to tackle the new problem of ai generated student work. we researched apps to check for plagiarism and ai produced writing and didn't find a good source to help us. this new issue is requiring teachers to rethink the types of assignments we give and the ways we ask students to produce writing in class so we can ensure they are producing original works. it's frustrating and time consuming..

— High school English teacher, Minnesota

   Artificial Intelligence will render my job unnecessary within five years. My students use Grammarly and ChatGPT to write their essays, and they even use it to email their teachers. Commercials show corporations praising their staff for using it to email each other. If humans no longer need to learn how to communicate well in writing—if AI does it for us—then what I have been teaching students for decades is no longer needed. What's more, my students already realize this and are showing it in their attitudes and efforts in writing class.

— Middle school English teacher, Massachusetts

Data analysis for this article was provided by the EdWeek Research Center. Learn more about the center’s work.

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