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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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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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Home » Tips for Teachers » 15 Helpful Differentiated Instruction Strategies for Effective Teaching in 2023

15 Helpful Differentiated Instruction Strategies for Effective Teaching in 2023

As teaching methods continue to evolve, teachers must be equipped with differentiated instruction strategies if they want their students to succeed. 

What is differentiated instruction? It’s when a teacher recognizes the varying learning needs within the classroom and adapts lessons accordingly. By responding to learner variance through tailored approaches, educators can create a personalized experience for all learners that fosters true academic growth.

Differentiated instruction allows educators to tailor their teaching approach, providing each student with the opportunity to learn in a way that works best for them. Through strategic use of varied strategies & techniques, teachers can create an inviting environment where all learners feel supported and understanding increases at every level.

Differentiating instruction is essential for engaging all learners. Teachers can create independent projects based on each student’s strengths and interests, or provide varied assignments with the same learning goals. To effectively differentiate, teachers must also make sure to simultaneously accommodate individual learning styles by providing unique opportunities to learn in an interactive environment. The teacher becomes a facilitator who guides students through their own journey of growth and discovery.

Want to create an equitable learning environment? Learn how differentiating instruction can help meet the needs of diverse learners. Discover 15 differentiated instruction strategies with practical examples, from formative assessment and grouping by ability levels to using manipulatives for all ages, that you can implement in the classroom! Equip yourself today and unlock the potential of each learner in a meaningful way:

What are we waiting for? Let’s begin!

1. Learning Stations

This instructional strategy encourages exploration and self-paced learning by setting up various centers around the classroom. By allowing students to interact with these interactive stations, they can develop an in-depth understanding of concepts and skills that is tailored to their individual needs.

Examples of Differentiated Instruction

•  A language arts class could provide varied and stimulating learning experiences with the introduction of three unique stations, tailored to different student needs. Through reading activities at one station, writing tasks in another, and opportunities for students to explore digital tools at a technology focused corner – all types of learners can engage their creativity while having fun.
• From creative writing exercises to honing their grammar skills, middle schoolers get a well-rounded English education by journeying through an array of interactive stations. With stimulating activities and vibrant materials at each stop along the way, students engage in independent or collaborative learning experiences that elevate them beyond just reading and writing drills.
• At this high school science class, students explore the subject through a multitude of interactive activities. Through lab experiments, data analysis and research tasks that tap into various learning styles and abilities – all with an opportunity for collaboration amongst peers in pairs or small groups!
• Elementary students are honing their math skills with a rotation-style classroom experience that puts the focus on hands-on manipulation, technology resources and teacher guidance. With this approach, pupils can maximize potential by tackling challenges at an individualized pace and level of understanding.

Check out how Elizabeth from The Kinderhearted Classroom Channel organizes her centers and stations in the classroom.

2. Tiered Assignments

This strategy caters to each student’s individual preferences and level of knowledge by providing assignments tailored specifically for them.

• Social studies classes offer students the chance to explore a variety of perspectives, with activities ranging from constructing timelines and reports to delivering presentations. Each assignment is tailored around specific historical events, allowing for an in-depth understanding of their context and legacy.
• In a social studies class, students are empowered to select their own challenge level as they explore an intriguing historical moment. The assignment offers varied support and resources appropriate for any learner’s journey of discovery!
• At this elementary school, a writing class is empowering students with personalized assignments to craft their own stories. Educators have developed tiered options of prompts and supports based on each student’s ability level and interests for an optimal learning experience.
• Middle school students get to put their math and science skills into action with a unique tiered assignment: bridge-building! Equipped with materials, support resources, and various levels of complexity based on proficiency level, they’ll gain invaluable insight in the creative process while learning at their own pace.

This video provides you with cases of secondary-level teachers incorporating instructional techniques that meet the needs of a wide range of students while maintaining a steady focus on essential learning objectives.

3. Interest-Based Learning

Engage students with relevant lessons and activities designed to spark curiosity through the exploration of their interests, hobbies, or real-world experiences.

• Science students are invited to explore the impact of current environmental problems by studying a range of research projects focused on topics like global warming and pollution.
• In a high school English class, students are empowered to explore their literary interests. With an array of intriguing books approved by the teacher and creative freedom in selecting topics and writing formats, this educational experience allows each student to deepen their understanding through individualized discovery.
• At the middle school level, music classes offer students a unique opportunity to explore musical creativity. With differentiated instruction tailored to individual student interests and abilities, every child has access to an immersive experience learning their chosen instrument as they build ability in composition and performance.
• In this unique art class, students of all ages and artistic abilities are encouraged to explore their creative potential. With differentiated instruction tailored specifically for each student’s needs, there is something special here for everyone!

See how the educators at Walter Bracken STEAM Academy engage students by letting them choose outside-the-box enrichment classes, like toy making, drones, and candy chemistry.

4. Curriculum Compacting

To ensure that all students reach their full potential, this strategy enables advanced learners to challenge themselves with a personalized curriculum tailored to fit individual growth.

• Unlocking the power of advanced learners, pre-tests in a math class can uncover their knowledge and identify areas to explore further. Those who demonstrate mastery could access even more complex material that will enrich their understanding of concepts.
• High school math classes are providing students who have already mastered algebra the opportunity to further their education with an advanced course. Through differentiated instruction, these learners receive personalized support needed for successful progression in this more complex subject matter.
• At a local elementary school, students who have master basic science concepts receive the opportunity to take their learning up another notch. With tailored instruction and support from teachers, these driven learners are able to push beyond what is typically taught in class in order for them explore more complex area of scientific exploration.
• At a middle school, students who have already shown excellence in reading can take their education to the next level. By offering differentiated instruction and support, these learners are provided with an opportunity to engage in more advanced material and push towards greater academic achievement.

This video is produced by Gordon Daigle in the Center for Excellence in Teaching and Learning (CETL) at UConn. Here you’ll find some info about Curriculum Compacting.

5. Graphic Organizers

Effective learning can be achieved when students utilize visual aids to structure and commit information to memory. By leveraging visuals, learners are given a valuable tool that increases their comprehension of the material at hand.

• By utilizing a Venn diagram in an English class, instructors can assist students in discovering compelling similarities and differences between two characters from the same novel. Through this method of comparison and contrast, learners will have no difficulty exploring intricate relationships within literature!
• With the aid of a graphic organizer, high school history classes can now analyze and compare various historical events with greater clarity. The organizational tool brings focus to identifying influential moments in time, contrasting critical details between pivotal points in our past along with forming meaningful conclusions.
• Elementary school students can tap into their creative side with the help of a graphic organizer! This tool provides structure and guidance as they work through all stages of writing; be it brainstorming, organizing details, or crafting a narrative. A perfect partner in discovering one’s voice on paper!
• In a middle school science class, students are given the tools to look closely at the world around them. Through an interactive graphic organizer, they can identify and explore each step of the scientific method – from making observations and collecting data all the way through drawing conclusions – so that they may examine their environment with deeper insight then ever before!

See how graphic organizers help students organize their thoughts and ideas for answering questions, function as a pre-writing tool for essays, and provide a visual display of information.

6. Student Choice

Empower students to take control of their own learning by allowing them the freedom to select how they demonstrate understanding. This approach helps facilitate a meaningful and engaging educational experience that is tailored to individual student needs.

• Music class offers a great opportunity for students to explore their creativity with the power of sound. Through selection of instruments and songs, they can discover new ways to express themselves while learning fundamental music principles essential in any musician’s journey!
• It is important to give students the opportunity to explore and hone their reading skills in an engaging way. By allowing them access to books of interest, across genres and within their comfort levels when it comes to difficulty, they can build a stronger understanding – while enjoying the process too!
• Let students customize their writing experience! Give them the freedom to pick between a narrative, persuasive essay or poem -and then select an engaging topic of their choice like a personal memory or research paper. They’ll be able to craft meaningful projects that align with both school requirements and interests for deeper engagement!
• By providing personalized assessments, students have the opportunity to demonstrate their knowledge and express themselves in a meaningful way. Through writing papers, giving presentations, making videos or podcasts and even developing websites – each student can tap into their individual strengths to showcase what they’ve learned with creativity and confidence!

Learn more about the student choice strategy from Megan McGregor, Head of Virtual Mentorship at Modern Classrooms Project.

7. Flexible Grouping

This strategy ensures that each student is placed in the most beneficial learning environment, with groups continually adjusting to reflect their evolving needs and interests.

• Science class students can explore personal interests in the sciences through dynamic projects. Groups of biology, chemistry and physics enthusiasts could work together to bring real-world understanding into their studies.
• Interest Groups provide a unique opportunity to bring together students with shared interests, helping them come up with creative projects that utilize their skills and knowledge. Young gardeners can work on growing vegetables or flowers while those interested in photography have the chance to hone their craft through collaborative photo manipulation projects.
• By grouping students according to their unique learning profiles, we enable them to maximize their individual strengths and capitalize on collaborative opportunities. Visual learners can join forces for a creative visual project such as an art-based presentation or graphic organizer. Meanwhile, those who feel more comfortable with auditory tasks can come together to create audio recordings of stories or develop videos that include artistic elements!
• By utilizing mixed ability grouping, students of varying skill levels come together to foster an enriching learning environment. In such a setting, those who excel in particular areas are able to serve as mentors and help their peers understand concepts more clearly; at the same time struggling learners can offer valuable skills like creative problem-solving or critical thinking that would otherwise be overlooked.

Here is an example of how you can yse flexible groupping in your classroom.

8. Learning Contracts

By developing individualized learning contracts with each student, we’re able to empower them to reach their own educational objectives through the completion of tailored tasks.

• In order to maximize student success and engagement, a teacher could create an individually tailored learning contract with each of their history students. This agreement would outline the information that needs to be studied, any resources or reference materials needed for completion of assignments, and specific tasks they must complete.
• When it comes to learning, no two students are the same. With personalized education programs in place, each student can take ownership of their growth and development by creating individualized goals and action steps based on what sparks their interest.
• With Self-Paced Learning, students can progress through their studies in an individualized way so they have the opportunity to gain a complete understanding of content. This approach ensures that everyone has ample time and space for learning at their own pace without feeling rushed or overwhelmed.
• With Project-Based Learning, students have the opportunity to showcase their comprehension of a concept or topic in an inventive and meaningful way. By allowing them to design projects that are tailored toward their individual interests, they can apply what they learn with greater enthusiasm while still achieving educational success!

This video describes the basic elements for designing a learning contract for students.

9. Technology Integration

By utilizing technology, we are introducing a unique approach to instruction that empowers students to engage with learning materials. This will foster an enriched educational journey and help promote deeper understanding of the subject material.

• Language arts classes can have a digital edge, thanks to tools like Google Classroom! This platform provides teachers with an effective way to deliver instruction and assign fun online activities.
• Through Digital Storytelling, students tap into their creative potential and develop digital literacy skills by creating multimedia stories with a variety of tools! By using programs like Adobe Spark, StoryMap JS, and Google Tour Builder – they are able to put together engaging pieces that incorporate text, images audio video. It’s a great way for them to learn how content can be manipulated in various mediums while further developing project-based learning abilities.
• IWBs are a dynamic teaching tool. For educators, they provide the ability to display and annotate interesting digital content while engaging students in learning activities that foster collaboration with peers during instruction. Students benefit too – using IWBs for presenting work and working together on projects encourages exploration of valuable online resources.
• With interactive simulations and engaging games, students can now explore science concepts or sharpen their problem-solving capabilities in exciting virtual worlds. Technologies like PhET and Concord Consortium help bring complex theories to life while Minecraft provides an immersive atmosphere for learning collaboration skills!

This video provides you with the essentials of the technology integration strategy.

10. Project-Based Learning

To foster meaningful learning experiences, we propose a collaborative strategy that encourages students to work together on current issues and challenges. Through this approach, they will be able to apply their knowledge while having the opportunity to think critically and creatively.

• In a social studies class, students could take on the challenge of researching and proposing solutions to current global issues impacting society today. From human trafficking to climate change – their project would be an opportunity for them to engage in critical thinking while taking meaningful steps towards creating real-world impact!
• Students gain the unique opportunity to take their passions and put them into action, by creating projects that tackle community issues. From designing public awareness campaigns around pressing topics or constructing a sprawling garden for local residents – students can foster academic growth as well  develop meaningful social-emotional skills all while making an impact in their neighborhood!
• Students take on real-world design challenges in groups, combining their critical thinking and problem solving skills to tackle problems such as building a durable bridge that can support weight, designing an effective prosthetic limb or constructing sustainable energy systems. This hands-on approach provides students the opportunity to develop collaboration abilities while also gaining valuable insight into engineering process.
• Communication and presentation skills are an invaluable asset for students. Crafting a multimedia project provides them with the chance to develop both digital literacy, as well as essential communication tools such as how to engage listeners in their ideas or stories. Examples of these projects could range from creating video documentaries and designing websites, all the way through to podcasting – allowing student creativity full rein!

In this video, there are many tips and resources to help you get started.

11. Peer Teaching

This strategy involves allowing students to teach each other and learn from each other. This strategy involves allowing students to teach each other and learn from each other.

The main benefits of peer teaching include, but are not limited to, the following:

• Learners receive a more personalised learning experience.
• Direct interaction between learners promotes active learning.
• Learners feel more comfortable and open when interacting with a peer.
• Peers share a similar vocabulary, allowing for greater understanding.
• Peer teachers reinforce their own learning by instructing others.
• Science students can team up and explore fascinating topics, delving into their research to unearth new discoveries. Presenting these findings is sure to be an engaging experience for everyone in the class!
• The Jigsaw Method is a great way to engage students in the learning process. By breaking them into smaller groups and giving each group distinct pieces of knowledge, they can become experts in their topic before coming together with other like-minded peers through collaboration and communication skills development. This encourages student involvement while preparing individuals for more complex problem solving down the line!
• By using the mentor-mentee relationship in peer tutoring programs, students are able to access personalized instruction while simultaneously working on improving their leadership and compassion. Those with a greater grasp of academic concepts can provide guidance and feedback to peers who require additional assistance—strengthening both parties’ overall education experience.
• Cooperative learning is a method of teaching which promotes critical thinking and social-emotional development by providing students with the opportunity to engage in collaborative problem solving. Through this approach, learners are empowered to take ownership over their own education as well as that of their peers; establishing an environment conducive towards success for everyone involved!

More info about this concept you will find in the video below.

12. Multisensory Instruction

This instructional strategy seeks to immerse students in a multi-sensory experience, tapping into their visual, auditory and tactile learning preferences for an engaging educational journey.

• In math classes, geometric concepts can become more accessible and enjoyable when teachers introduce interesting manipulatives such as blocks or cubes. These tools bridge the gap between abstract theory and tangible practice, creating a better overall learning experience.
• Manipulatives provide students with an engaging and tactile learning experience that can help to make abstract concepts more concrete. By using blocks, tiles or other objects in the classroom, multiple senses become involved while paralleling different learning styles; thus allowing new information to be absorbed easier by all kinds of learners.
• Mind mapping is an incredibly powerful tool, helping students to think and create in new ways. This visual strategy can help organize thoughts while also stimulating critical thinking skills and sparking creativity – a great aid for learners of all styles!
• Role-playing offers unique insights into the past, allowing students to inhabit another person’s story and experience it first hand. Through this process, they gain a deeper appreciation for how historical events unfolded without having to be directly involved in them.

In this video, you will find an example of a Literature lesson with multi-sensory methods.

13. Differentiated Homework

This strategy provides students with options tailored to their interests and learning styles, offering them the chance to take responsibility for their own academic journey. This enables students to focus on assignments they are motivated in completing, helping cultivate a passion-driven approach towards education.

• In language arts class, the teacher seeks to challenge students by requesting they read a novel and then write sum-ups of their reading while asking others to further assess it through analysis of its author’s usage of literary devices.
• With Choice Boards, teachers can offer their students the ability to personalize their homework experience – enabling each student to select an assignment that aligns best with both his or her learning style and skill level. By creating a menu of multi-level options for any given lesson, educators have enhanced opportunities for meaningful engagement in differentiated instruction.
• Through homework tiers, educational institutions can provide students with access to differentiated learning experiences. With this strategy, there is an opportunity for a comprehensive range of questions that reflect the various abilities and aptitudes in their class; from straightforward recall tasks up to thought-provoking problems requiring profound application or analysis skills.
• Help your students reach maximum success through custom-crafted Homework Contracts! These agreements provide an individualized map of what is necessary to complete each assignment, outlining the time and effort required while setting appropriate learning objectives. Facilitate engagement and achievement as you guide them along their educational journey.

Here are some differentiated homework tips.

14. Open-Ended Questions

By posing thought provoking inquiries, students can actively engage in creative and critical thinking activities that expand beyond surface level comprehension of a concept. Inviting them to evaluate, analyze or compare concepts allows for more meaningful learning experiences than simple one-word answers allow.

• In the classroom, students are encouraged to consider what might have been if alternate choices had shaped a prominent moment in history. Imagining this ‘what-if’ potential provides valuable insight into how decisions and actions can shape our world.
• Engage your students in critical thinking and collaboration with an activity involving Think-Pair-Share. Pose a thought provoking question to the class, then have them pair up to explore their individual perspectives before presenting their ideas as part of a larger group discussion.
• Unlock the power of meaningful discussion through online forums! Offer an opportunity for your students to provide their perspectives on a given topic, and discover new ideas that may not have been explored in the classroom. Fostering effective dialogue can open up paths of learning beyond what traditional methods offer.
• Engage students in the art of discussion! Stimulate their minds with a thought-provoking Socratic Seminar – requiring them to apply critical thinking and analytical skills. Encourage open-ended debates about relevant topics, challenging them to explore new perspectives.

In the video below you’ll learn what an Open Ended Question is how you can help children think through problems on their own.

15. Formative Assessment

As an educator, the ability to assess your students’ understanding of a concept in real-time helps shape effective teaching methods. Formative assessment gives instructors versatile tools – such as quizzes, exit tickets and classroom discussion – so that instructional strategies can be tailored to meet student needs on their learning journey.

• With strategic quizzes and brief writings, teachers can unlock insight into the comprehension levels of their students on various topics. This helps shape tailored guidance for each student to maximize growth potential!
• Enable your students to gain knowledge by creating an environment where they can express their understanding of the day’s material with Exit Tickets. These short assessments foster a feedback loop between teacher and student, empowering educators to adjust teaching plans according to individual class needs.
• Engage your students and measure their comprehension with interactive quizzes! Give formative feedback within the lesson period while providing students a direct look at how they’re performing. Put knowledge to work right away, in real time!
• Gather insight into each student’s learning during one-on-one conferences, allowing for the exchange of meaningful questions and individualized feedback. Gain a full picture of how your students are assimilating course material with tailored conversations.

In this video, a teaching team demonstrates how they use formative assessment with students in the classroom to make adjustments and respond to student learning and understanding.

3 More Examples of Differentiated Instructions

Differentiated instruction is an effective way to optimize learning in the classroom and ensure that each individual’s distinct needs are met. To see just how it works, check out these three videos for practical strategies on adapting your teaching style!

1. Differentiation Within the Inclusion Classroom Model

Through a co-teaching model specially designed for students with mild to moderate special education needs, teachers are able to use an inclusive approach while providing differentiated instruction. A collaborative planning process and assessments of student readiness ensure that all learners can take the reins on their learning journey.

2. Differentiating Instruction to Reach All Students

Through their differentiated approach to instruction, this first-grade classroom creates an engaging learning experience for students. They provide a flexible environment in which each student is given the freedom to learn based on individual needs and preferences through rotating station activities that include computer time, sorting tasks and teacher support. With tailored lessons to meet personal goals set at every level of mastery, students are both successful and motivated by the results of differentiation!

3. Differentiating Instruction Through Interactive Games

In this video, the teacher shares his innovative approach to teaching. Through using Planet Turtle for math instruction and providing students with multiple tools like whiteboards and fingers, he ensures that each student can find the method best suited to their individual needs. This tech-savvy educator emphasizes how computers should only supplement strategies already in use rather than making technology a sole resource.

Keep Learning

Teachers can now easily become experts in differentiated instruction with the help of various online resources. To make it simpler, here are our top 3 recommendations to get you started!

• Edutopia is an invaluable resource for teachers, offering valuable insight and strategies to help differentiate instruction in the classroom. With a variety of articles, videos, and lesson plans available among other engaging resources, it’s no wonder why this website has become such an essential part of many classrooms! 
• Teaching Channel is a comprehensive platform that offers teachers an opportunity to gain insight into various teaching strategies. Through their innovative “Differentiated Instruction” section, educators can learn from experienced peers and tap into inspiring discussions about how to implement the best practices in their classrooms.
• ASCD empowers educators with a wealth of resources to improve student success. Their selection includes books, articles and online courses in the differentiated instruction strategies list ranging from strategies to implementation tips and assessment methods – all designed to make teachers more effective!

Teachers have access to a comprehensive range of resources that share actionable strategies on how best to implement differentiated instruction in the classroom. Taking advantage of these invaluable tools serves as an ideal opportunity for teachers to continue developing their practice, ultimately resulting in positive outcomes and success for students.

Using differentiated instruction strategies, teachers can create an engaging learning experience and give students the opportunity to fulfill their academic potential. Through thoughtful planning, implementation of diverse strategies, and access to resources that support individual needs, educators are well-equipped with the tools necessary for success in fostering student achievement. Ultimately enabling learners to reach heights they never thought possible!

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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.

Check Out Our Online Course: Engaging the 21st Century Learner: Classroom Strategies to Increase Engagement and Rigor.

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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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Differentiated Instruction Strategies: Tiered Assignments

Janelle cox.

• September 23, 2014

Many teachers use differentiated instruction strategies  as a way to reach all learners and accommodate each student’s learning style. One very helpful tactic to employ differentiated instruction is called tiered assignments—a technique often used within flexible groups.

Much like flexible grouping—or differentiated instruction as a whole, really—tiered assignments do not lock students into ability boxes. Instead, particular student clusters are assigned specific tasks within each group according to their readiness and comprehension without making them feel completely compartmentalized away from peers at different achievement levels.

There are six main ways to structure tiered assignments: challenge level, complexity, outcome, process, product, or resources. It is your job, based upon the specific learning tasks you’re focused on, to determine the best approach. Here we will take a brief look at these techniques.

Ways to Structure Tiered Assignments

Challenge level.

Tiering can be based on challenge level where student groups will tackle different assignments. Teachers can use Bloom’s Taxonomy as a guide to help them develop tasks of structure or questions at various levels. For example:

• Group 1:  Students who need content reinforcement or practice will complete one activity that helps  build  understanding.
• Group 2:  Students who have a firm understanding will complete another activity that  extends  what they already know.

When you tier assignments by complexity, you are addressing the needs of students who are at different levels using the same assignment. The trick here is to vary the focus of the assignment based upon whether each group is ready for more advanced work or simply trying to wrap their head around the concept for the first time. You can direct your students to create a poster on a specific issue—recycling and environmental care, for instance—but one group will focus on a singular perspective, while the other will consider several points of view and present an argument for or against each angle.

Tiering assignments by differentiated outcome is vaguely similar to complexity—all of your students will use the same materials, but depending on their readiness levels will actually have a different outcome. It may sound strange at first, but this strategy is quite beneficial to help advanced students work on more progressive applications of their student learning.

This differentiated instruction strategy is exactly what it sounds like—student groups will use different processes to achieve similar outcomes based upon readiness.

Tiered assignments can also be differentiated based on product. Teachers can use the Howard Gardner’s multiple intelligences to form groups that will hone particular skills for particular learning styles . For example, one group would be bodily/kinesthetic, and their task is to create and act out a skit. Another group would be visual/spatial, and their task would be to illustrate.

Tiering resources means that you are matching project materials to student groups based on readiness or instructional need. One flexible group may use a magazine while another may use a traditional textbook. As a tip, you should assign resources based on knowledge and readiness, but also consider the group’s reading level and comprehension.

How to Make Tiering Invisible to Students

From time to time, students may question why they are working on different assignments, using varied materials, or coming to dissimilar outcomes altogether. This could be a blow to your classroom morale if you’re not tactful in making your tiers invisible.

Make it a point to tell students that each group is using different materials or completing different activities so they can share what they learned with the class. Be neutral when grouping students, use numbers or colors for group names, and be equally enthusiastic while explaining assignments to each cluster.

Also, it’s important to make each tiered assignment equally interesting, engaging, and fair in terms of student expectations. The more flexible groups and materials you use, the more students will accept that this is the norm.

Tiering assignments is a fair way to differentiate learning. It allows teachers to meet the needs of all students while using varying levels of tasks. It’s a concept that can be infused into homework assignments, small groups, or even learning centers. If done properly, it can be a very effective method to differentiate learning because it challenges all students.

• #DifferentiatedInstruction , #TieredAssignments

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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. 

More Team Project Ideas

Steps to consider

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

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

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

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

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

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

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

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

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

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

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

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Differentiated Instruction

Differentiated Instruction Strategies and Examples for Teacher and Student Success

Differentiated instruction is an inclusive approach that acknowledges and accommodates the diverse needs, interests, and readiness of students. Implementing differentiated instruction strategies in the classroom involves making intentional adaptations to ensure all students can access and engage with the curriculum. 

Essential Differentiated Instruction Strategies 

Differentiation can come in as many forms as there are learners, but a few key differentiated instructional strategies can be useful for effective planning and implementation.

• Assess Student Needs : Using ongoing assessment, progress monitoring, and observation to understand the needs, interests, and readiness of students will help you determine when differentiation is needed.
• Prepare a Bank of Activities : Designing a range of instructional activities that cater to different learning needs will provide you with options to choose from for differentiation. See the examples section below for some ideas.
• Establish Grouping Criteria : Implementing flexible grouping strategies will ensure that students are grouped in ways that support their learning. This may include whole-group instruction, small-group work, peer tutoring, or individualized instruction, depending on the task and student needs.

20 Differentiated Instruction Examples That Will Maximize Learning

The following list provides examples of differentiated instruction that you can use to ensure students have choices for the way that they learn new information, practice skills, and demonstrate understanding.

1. Choice Boards

Choice boards are visual organizers that present a variety of activities or tasks related to a particular learning objective that students can choose from based on their preferences, interests, or readiness levels. During a unit on the Revolutionary War, for instance, a choice board could present the following options for students to choose from to demonstrate their learning:

• Create a newspaper article reporting on a major event from the Revolutionary War.
• Design an infographic highlighting key figures, battles, and events.
• Write a diary entry from the perspective of a soldier or civilian during the war, describing your experiences, feelings, and thoughts.
• Create a map of the 13 colonies and surrounding areas during the war with labels for important cities, battle sites, and geographic features.
• Act out a skit depicting a scene from the war with historically accurate dialogue and character development.

Try our  game board of learning options that you can use for classroom centers, early finishers, and even homework assignments. Students roll a die to determine which activities to complete. We've even included a blank game board option, so you can fill in your own activity ideas if you prefer. You can also check out our choice boards for differentiating instruction and our math choice boards for elementary school . 

2. Tic-Tac-Toe

Tic-tac-toe organizes tasks in a grid for students to choose from. Activities vary in complexity and format, and students choose which tasks to complete—based on their interests, strengths, or areas of growth—to achieve a “tic-tac-toe” (three tasks in a row).

3. Think-Pair-Share

Think-pair-share is a routine that allows students to engage with material at their own pace and in a supportive learning environment. Students individually consider a question or prompt, discuss their thoughts with a partner, and then share their ideas with the whole class.

4. Small-Group Instruction

Small-group instruction   involves breaking the class into smaller groups based on students’ learning needs, interests, or skill levels, and providing targeted instruction or activities to each group. Flexible grouping is essential to meet students’ ever evolving needs. For example, analysis of formative assessment data may show that some students in a small group have mastered long vowel sounds and are ready to move on, while others need more intensive instruction. This would indicate a need for regrouping.

5. Tiered Assignments

Tiered assignments offer learners multiple versions of a task, allowing them to work toward the same objectives, but with different levels of support or challenge. For example, the following three assignments all have the same learning objective (students will demonstrate understanding of the life cycle of a butterfly), but with different levels of support:

• Students receive pre-cut images and labels of each stage of the butterfly life cycle to paste on a diagram.
• Students receive a diagram with blank spaces for each stage for them them to label.
• Students create a life cycle poster for a butterfly, including drawings or images and written descriptions for each stage.

6. Jigsaw Method

The jigsaw method allows students to work together in small groups to master specific content or skills, while also providing opportunities for individualized learning. Students are divided into small groups, and each group is assigned a different aspect of a larger topic to become experts on. For example, when learning about ecosystems, students could be divided into the following expert groups: food chains, climate zones, species interactions, human impact, and survival strategies. Then, students from the different groups would come together to share their expertise and develop a more complete understanding of ecosystems together.

7. Curated Content

Curated content empowers teachers to personalize learning experiences by thoughtfully selecting, organizing, and adapting instructional materials to meet student needs related to skill level, interest, accessibility, inclusivity, and relevance. For example, to curate content by skill, a teacher could organize sets of practice problems on fractions into different levels of difficulty, ranging from basic operations to more complex problems involving mixed numbers. This would allow students to practice at their skill level and move forward when they are ready. To curate content by relevance, a teacher might organize case studies of innovative technology by industry and allow students to explore how technology impacts their lives and future career interests.

8. Learning Contracts

Learning contracts are agreements between teachers and students that outline specific learning goals, tasks, and expectations. Students may negotiate aspects of their learning, such as the pace, mode of assessment, or topics of study.

9. Personal Agendas

Personal agendas are task lists written by the teacher that include work for the whole class as well as personalized work that addresses the needs of individual learners.

10. Graphic Organizers

Graphic organizers are visual tools that help students organize and understand information. They can be flexibly implemented to meet various needs. For example, some learners may benefit from concept maps or diagrams, while others may prefer outlines or charts. Use the Venn diagram organizer below to help students find similarities and differences between two topics. Explore our collection of graphic organizers , along with these templates for guiding multilingual students in writing, comprehension, and more. 

11. Peer Teaching

Peer teaching leverages students' interactions to enhance learning. Pairs or groups may consist of students with similar abilities working together to reinforce and deepen concepts, or they may include students with different skill levels to providing peer support and scaffolding.

12. Scaffolded Instruction

Scaffolded instruction follows a gradual release model, where teachers initially provide more support and guidance and gradually transfer responsibility to students as they gain confidence and mastery. The level of support or time spent in each stage can be adjusted based on student needs.

13. Varied Timing

Varied timing is an adjustment to the pace of instruction, assignments, or assessments. Some students benefit from extended or flexible timing to complete assignments with support while other students benefit from time to independently explore topics in greater depth.

14. Flipped Classroom Model

The flipped classroom model reverses the traditional instructional approach. Students learn new content outside of class through pre-recorded lectures, readings, or other instructional materials, typically accessed online. Class time is then used for activities, discussions, and collaborative projects to reinforce and apply the learning. This model allows for greater flexibility, personalized learning experiences, and targeted support for students with diverse needs.

15. Self-Assessment with Goal Setting

Self-assessment with goal setting empowers students to reflect on their progress, identify areas of strength and growth, and set personalized goals for improvement. Teachers can help students set achievable goals and provide guidance and resources to help them work towards their objectives.

16. Multisensory Learning

Multisensory learning engages multiple senses (such as visual, auditory, kinesthetic, and tactile) to help students process and retain information more effectively. Offering multiple pathways for integrating sensory information—such as providing an audio recording of a passage in addition to the text—reaches more learners than providing a single sensory experience.

17. Educational Technology

Educational technology  can give teachers a snapshot of student progress: how well they're grasping concepts and where they need help. Teachers can then use this data to differentiate instruction. Here are some examples of HMH programs that include differentiated practice:

• Waggle : This program for Grades K–8 automatically assigns personalized practice and differentiated ELA and math instruction based on each student’s performance.
• Writable : This writing program for Grades 3–12 provides teachers with grouping recommendations, feedback, follow-up practice suggestions, and lots of options for differentiating lessons.
• Amira : This program for Grades K–5 uses each student’s assessment results to place them into 1:1 reading tutoring. For those who also subscribe to HMH Into Reading for Grades K–6, Amira makes content recommendations based on students’ assessment and tutoring data.

18. Flexible Seating

Flexible seating involves setting up the classroom to include spaces designated for quiet work, as well as spaces for student collaboration, to be used when best suited to particular learners or tasks.

19. Interest-Based Projects

Interest-based projects allow students to explore topics or themes that align with their interests, passions, or hobbies. Students have the freedom to choose their project topic, research questions, and presentation format, tapping into their intrinsic motivation while also providing opportunities to develop critical research skills. For example, a student interested in sports might choose to create a documentary-style video on the history and evolution of basketball. A student interested in sustainable food systems might choose to develop a cookbook with recipes that include information on the environmental impact of different food choices.

20. Learning Stations

Learning stations are designated areas in the classroom where students rotate to engage in different activities or tasks related to a particular topic or skill. Stations typically offer unique learning experiences with tasks of varying complexity.

For example, a unit on “how-to” books might include the following learning stations:

• Reading Comprehension: Students read a “how-to” book and answer comprehension questions about the topic.
• Hands-On Experiment: Students follow step-by-step instructions to complete a task, such as planting a seed in a small pot.
• Writing Workshop: Students write a draft of a “how-to” book on a topic of their choice, using a graphic organizer to outline the steps.
• Artistic Expression: Students illustrate a “how-to” book cover.

Differentiating Instruction by Content, Process, Product, and Learning Environment

With so many options, it can be helpful to categorize strategies for differentiating instruction by type. While not an exhaustive list, many differentiation strategies can be grouped by the following classroom elements:

• Content : Provide varied instructional materials and resources to accommodate students’ readiness levels and interests. Example: offer reading materials at different levels, provide supplemental resources, or incorporate multimedia resources.
• Process : Adjust instructional strategies, pacing, and approaches to meet the needs of students. Example: use cooperative grouping, hands-on activities, or technology-enhanced instruction.
• Product : Allow students to demonstrate their understanding in various ways. Example: provide choices for written assignments, oral presentations, or projects.
• Learning Environment : Create an inclusive classroom space and atmosphere. Example: arrange the room to provide different seating accommodations, with considerations for accessibility, quiet areas, and collaborative learning.

Consider these suggestions and differentiated instruction examples as jumping off points—the most powerful differentiation will come from you making selections and modifications aligned to the unique needs of your students.

The views expressed in this article are those of the author and do not necessarily represent those of HMH.

For even more strategies to implement in the classroom, check out our differentiated instruction articles and resources .

Get our free guide to differentiated instruction.

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The Foundational Guide to Differentiated Instruction

• Classroom Activities/Strategies/Guides

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

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

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

Strategies for Implementing Differentiated Instruction

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

Identifying Learning Styles and Preferences

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

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

Curriculum Compacting

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

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

Tiered Assignments

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

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

Interest-Based Learning

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

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

Benefits of Differentiated Instruction

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

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

Meeting the Needs of Diverse Learners

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

Personalizing Learning

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

Promoting Student Engagement

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

Fostering Collaboration and Community

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

Examples of Differentiated Instruction in Action

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

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

Differentiating Instruction in Mathematics

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

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

Differentiating Instruction in English Language Arts

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

Challenges and Solutions

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

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

Time Management

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

Classroom Management

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

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

Assessment and Grading

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

Professional Development and Support

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

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

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

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

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

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Differentiating by Offering Choices

Elementary students have a better chance of showing what they’ve learned when they have a choice about how to show it.

Most classrooms are filled with students of varying academic abilities. Even within a gifted and talented classroom like mine, the ability levels can range drastically. As teachers strive to meet each student’s individual needs, differentiation is key because it’s about giving more opportunities for students to grow to their highest potential, and it is beneficial for all students .

In the digital era, we can provide all of our students with technological ways to enhance their learning, no matter their academic label. Every student is different and needs to be offered a variety of ways to show what they’ve learned in a way that reflects their individuality.

One way to differentiate within the curriculum is to provide students with choices for completing an assignment. Students learn in various ways, and we can let them show their learning in various ways. When I give my students a choice on how they’ll complete a project, they have to meet certain criteria, but I allow them to find an outlet they find most enjoyable, such as creating a Google Slides presentation, a trifold board, or a pamphlet. Giving students a choice allows them to take ownership of their learning as well as create a product that feels authentic to them. They work on something that they’re good at creating, or try something they want to get better at.

An excellent way to ensure differentiation is to have each student create an e-portfolio—a technology-based assessment tool that collects a student’s authentic work samples, providing a quick way for a teacher to assess growth and skills. In a sense, the e-portfolio is a window into a student’s learning, one that allows the student to choose what to include.

An e-portfolio can follow the student across grades, too. And once the time is spent creating one, the process of adding content becomes easier and quicker as the student adds to it in later grades. Since e-portfolios offer a way for students to show authentic learning , they allow students to exhibit their individual growth through their academic experiences.

Differentiating by Giving Choices

The best way to differentiate instruction is to give students a choice in how they show their learning. All students learn in their own way, and they need to be able to show their individual skills and interests. As long as they’re able to demonstrate a certain skill, assessment should be more about the process than the product.

Giving choices may seem like more work for the teacher, and it can be, but it’s also worthwhile because it encourages more students to take more ownership of their learning.

Adding a technology component to an assignment can drastically increase student engagement, especially if they haven’t been given such options in the past. Using a novel app, such as Flipgrid, adds an element of fun while also giving students practice with tech skills.

But technology is not the only way to provide choice—try using choice boards, which provide students with many options for presenting content. Students may present the water cycle stages in a song, for example, or create a comic that lays out those stages. Such choices can be fun for the students, and can show teachers hidden talents their students possess that they wouldn’t see otherwise.

Differentiating With Portfolios

Few applications offer the opportunity for students to reflect on their learning, but pushing students to do that is important in getting them to think about how they learn best and take an active role in their own learning. Quick assessment applications such as Flipgrid and Kahoot allow for student reflection, but the e-portfolio—which showcases an individual student’s personality—is even better.

With e-portfolios, students reflect on their learning while putting their own mark on their assignments. Students are able to showcase their learning and the process they used to create their final product while individualizing it with their likes and interests.

A teacher may require some items to be present—such as name, class section, pictures of hobbies, or content-related materials—but seeing the ways that students make the e-portfolio their own is what a teacher wants. The e-portfolio is a tool that students can use to express their thinking in a way that is unique to them.

Teachers can assess e-portfolios to measure growth and skills instead of just knowledge of course content. Students are able to take ownership of what they have learned , choose how they present the content, and take control of their learning.

Differentiating allows students to have their voice heard, which can lead them to become self-motivated learners. And that in turn can help increase both their learning growth and their self-awareness of that growth.

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Teaching in the Fast Lane

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April 9, 2018

6 Reliably Easy Ways to Differentiate Any Assignment

Differentiate is likely a word you have heard about a million and one times if you are a teacher. We hear we need to differentiate assignments for our students, but no one really takes the time to explain what that looks like in the classroom.

Ideally, student learning is unique to each student, but when you have a room with 25 plus kids in it, that’s a lot of differentiation. Even differentiating an assignment for just a few students can seem daunting, but it doesn’t have to be!

Differentiate by Using Cooperative Learning

Differentiate by providing challenge questions.

It is easy to forget when we talk about differentiation that it doesn’t go in just one direction. By providing students with challenge questions we are able to up the ante for our high achievers and quick finishers.

A challenge question can be as easy as asking a student to write their own question about a topic or be more in-depth to include research or possibly a STEM challenge.

Challenge questions can also be given to every level of learner in your class because each student will meet the challenge where they are.

Alternatively, you can have students create their own challenge questions.

Differentiate with a Highlighter

Differentiate with Sticky Notes

Differentiate by changing the medium.

Pencil and paper just don’t work for some students. I get it. Personally, I HATE writing in pencil. Like, with a passion. When I do have to use a pencil it automatically puts me in a bad mood. I prefer pen, or marker, or just about anything else.

Instead of fighting a student on their writing utensil, let them work in another medium. Is it an assignment which can be completed on the computer? Can they use a whiteboard instead?

These easy for you things can make all the difference!

Differentiate with Student Created Assignments

Giving students the option to create their own assignments opens up a whole new branch of critical thinking.

Giving a student a standard and having them write their own question, do research, or create a project shows a much deeper level of understanding than simply answering a multiple choice question. It is an undeniable use of higher order thinking skills.

This differentiation strategy works to scaffold learning down to our lowest level learners as well as build up more challenge for students ready for it.

Wrapping Up

Differentiation isn’t just a buzzword. It is, what is best for our students. This doesn’t mean it is easy, but when we step back to the basics we can make it happen.

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7 Ways to Differentiate Lessons for Gifted Students

Written by Victoria Hegwood

Set engaging, differentiated and standards-aligned assignments with Prodigy Math for free!

• Teaching Strategies

What does “Gifted” mean?

• Why differentiate instruction for talented students?
• 8 Differentiation strategies for gifted students

1. Create tiered assignments

2. shorten the explanations.

• 3. Flexible apps
• 4. Offer open-ended and self directed assignments
• 5. Introduce project based learning
• 6. Compact curriculum

7. Pair gifted students up

8. always keep learning, gifted education pitfalls to avoid.

• Creating a learning environment for every student

All students are unique and special in their own way. Each learns in a different way and needs their education to be individualized. 

But differentiating lessons for gifted students can require even more thought and extra planning. 

Gifted learners tend to go through their learning activities rapidly and require modifications to their education for them to be fully engaged in the classroom. 

If you’re struggling to know exactly how to differentiate lessons for gifted students, this is just the article for you. We’ll highlight instructional strategies to use that will meet your student’s need for enrichment in the classroom, as well as pitfalls to avoid.

The National Association for Gifted Children defines gifted as “ students with gifts and talents performed or capable being performed at higher levels compared to others the same age, experience, and environment. ”

If your school has a gifted program, they likely also have their own definition and benchmarks that qualify a student as gifted. It is important to note that there is not a unified definition from all the states concerning what gifted means. 

Gifted students are seen across all racial, socioeconomic and cultural backgrounds. 

And there is no one behavior or skill set that defines a gifted learner. Some are gifted in athletics or leadership while others are gifted in the sciences or social skills.

Why is differentiated instruction needed for talented students?

Gifted students are often bored in a typical classroom. This can result in them just zoning out of the lesson or misbehaving. In situations where gifted students are left unchallenged for long periods of time, the students may never learn how to learn in a classroom. 

These students need unique opportunities to analyze, evaluate, create and reflect in challenging ways. Differentiating the lesson according to their strengths can help make this happen. 

Building differentiated lessons is about the philosophy and practice rather than a strict step-by-step process. You can tweak this practice to match your students’ readiness, interest, learning styles and academic needs.

In general, differentiating lessons is a helpful strategy for all student learning. Education scholar Carol Tomlinson emphasizes, “ Differentiation really means trying to make sure that teaching and learning work for the full range of students .”

However, this article will specifically focus on why it’s necessary for gifted students. When a student is contemplating skipping a grade but isn’t quite ready to make the leap or is only gifted in a particular subject, differentiated lessons are a great solution. 

8 Differentiation strategies for gifted learners

There are a lot of ways to use differentiation with a lesson. Different approaches will likely work better for a particular topic or student. Here are some ideas to get you started.

Tiered assignments allow learners to complete the same assignment at different levels of difficulty.

How you implement this strategy will vary based on your classroom. For example, you may design an assignment for the middle tier of students and then add additional challenges for gifted students. 

Another option is designing a more difficult assignment and then adding scaffolding, such as a graphic organizer or supplied reading material, to those at or below grade level. 

With this strategy, it is important to routinely assess your students to understand where they are at. This way you will always know who needs advanced content and who needs more help.

Did you know?

If you're teaching math to students in 1st-8th grade, you can use Prodigy's Assignment tool to easily set tiered exercises. With your free teacher account , simply select the skill you want to set as an Assignment and have your students play Prodigy Math .

And the best bit? You won't have to do any grading, it's all done automatically!

Gifted students typically understand a concept the first time it is explained, whereas their peers may need the content to be taught a few different ways.

Try giving a short pre-assessment or a pop quiz once you have taught the concept one time to see if the gifted students can move on to the next topic. 

Doing this will hopefully prevent boredom and, in turn, misbehavior from gifted students.

3. Use flexible apps

When bringing technology into your classroom and blending the learning experience , choose apps and games with flexibility. Look for options where gifted students can work on more complex concepts while other students work closer to grade level. 

There are plenty of apps, like Prodigy Math , that engage students and evaluate their skills to determine if they are learning math problems at the right level. Prodigy Math then uses adaptive algorithms to continue to challenge the student. 

Apps like this can also help strain teachers less when planning differentiating lessons since they don’t have to design the tiers themselves.

4. Offer open-ended and self-directed assignments

Open-ended tasks are great for differentiated lessons because they leave plenty of room for students’ skills and ideas to shine. They are especially good at stimulating higher-order thinking skills such as problem-solving. 

Self-directed assignments give gifted learners responsibility for their own development and let them decide how far they want to take their own learning. Assignments with open-ended questions encourage students to offer creative responses, work in small groups and build other ways to further explore. But make sure you deliver open-ended sessions with an end goal rather than leaving the students alone.

5. Introduce project-based learning

Project-based learning is effective since it mimics the real world. In a project-based assignment, learners conduct research, ask complex questions and improve management skills. Oftentimes, projects end with a presentation, which is great for practicing public speaking. 

Projects can be completed in small groups or by each student individually. This learning method is especially beneficial for gifted learners due to its depth, student choice, real-world learning and collaboration opportunities.

Project-based learning tends to go over the best when the assignments relate to a student’s interests.  For example, a high school student interested in social studies could be tasked with designing advocacy around an issue of their choice.

6. Try a compact curriculum

A compact curriculum is similar to shortening explanations, but it will actually throw out whole lessons that the gifted student already understands. Instead, the gifted student will be given lessons on content they’ve never been exposed to. 

Most often in this method, students will be given a pre-test that allows them to show mastery over various problems. Then, the curriculum is adjusted. 

It’s important to remember that curriculum development for gifted students is a dynamic process.

Another strategy is being more intentional in how you pair students up in collaborative projects. Putting gifted students together in cluster groups boosts their achievement since they are able to work at a faster pace. 

You may even find that in specific subjects, students that are gifted in that area can be paired up for their own differentiated lesson while you teach the rest of the class. These pairs can work on advanced content and learn from each other.

Teaching requires constant innovation and growth with a new classroom of kiddos each year. You will always be tweaking what you are doing based on new things that you learn. 

In the last two years, the pandemic has required flexibility and accelerated digital learning in ways we had never seen before. 

The challenges that came with this got teachers talking and opened up a dialogue about what learning strategies work. It created a community where more experienced teachers could impart their knowledge to others. 

Here's more strategies and ideas to help you differentiate learning

Looking to learn more about differentiation? Check out our list of 20 differentiated instruction strategies for more inspiration on how to level educational content in your classroom, with examples included!

As with any strategy, there are ways to do it well and ways to do it that are not so great. Try to avoid these three common mistakes when differentiating lessons for gifted students.

1. Using gifted students as teaching assistants

While gifted students may seem like a great help in the classroom, they should not be tasked with mentoring or tutoring other students. They need to be challenged in their own education and reteaching a concept that they already know doesn’t do that. 

A different way to go about this is having flexible grouping projects that let students work together for a short period of time. These projects allow gifted students to practice interacting with their peers and allow other students to learn from gifted students, but it’s temporary. 

This method allows gifted students to learn and avoids attaching a ‘teacher’ role to their interactions.

2. Working independently without oversight

A differentiated lesson for gifted learners should lead to more collaboration and content enrichment without the learner working constantly on their own. Assigning open-ended tasks without oversight or accountability can actually have the opposite effect of what you’re going for with gifted learners.

Ensure that lessons allow for student choice while still conforming to school district standards. And check in often with your gifted students.

3. Assuming mastery in all subject areas

Don’t assume that just because a learner is gifted in one area means that this means they are gifted in every area. For example, a student may be reading at a high school level but is not a strong writer. Or they may excel at math problems but struggle to understand graphs in science. 

Evaluate each subject area individually before assigning advanced lessons to gifted students.

Creating a learning environment for everyone

Differentiated lessons can be a great tool for gifted students in your classroom. But there are best practices to keep in mind when you’re constructing lessons. Differentiating lessons helps challenge gifted students and keep them engaged in your classroom.  

If starting the process of planning differentiated lessons feels overwhelming to you, using Prodigy can be a great first step.  

Whether you’re teaching in a math or English classroom, Prodigy is a fantastic free teaching resource that customizes each student’s experience with adaptive content.

Prodigy helps make it easier for you to differentiate instruction across your classroom, with no grading required! Teachers simply select what curriculum-aligned skills they'd like to test on their students or let Prodigy's adaptive algorithm assign content to help a student grow, including those in gifted or talented strands.

It's also free for teachers and schools! See how it works below:

• Using Project Execution Management

Variable Hours Assignment for Resource Requests

If you don't need the resource to work on the project full-time, you can request or assign one or more resources for variable hours on a project.

You can assign the resource to work various hours some or all days of the week (including non-working days) or request for number of hours per week with flexible days to meet the schedule requirements. This helps you schedule resources better.

Specify variable hours in the requested hours to create or update a resource request, assign resources for weekly pattern that's repeated for the duration of the assignment or the request. You can also adjust resource assignment schedule to add variable hours or weekly hours.

If you request for a particular number of hours per week, the resource managers can review available capacity based on the resource's total weekly hours available. For example, if a request is for 25 hours each week, they can assign any resource that has 25 hours of remaining capacity for each week to fulfill the request.

Available capacity calculation is based on the requested hours. If the request is for weekly hours, the available capacity is based on the total remaining available hours a resource has each week of the requested duration. If the requested hours specifies using the project calendar hours, hours per day, or variable hours, the available capacity is based on the resource's available hours each day of the requested duration.

If you want to update the requests or assignments in group, you could adjust the hours by calendar or by working days in case the hours of the variable hours fall on non-working days.

Consider these examples:

Within a single assignment, a resource may work Mondays and Tuesdays for 8 hours each day, Thursdays and Fridays for 4 hours each day and not work any hours on Wednesdays. A project manager can request for such a resource assignment.

A project needs a system administrator to work once each week on Tuesday or Thursday to handle weekly builds. The project manager requests a resource for Thursdays 4 hours per day for the duration of the project. The resource manager adjusts the daily hours to Tuesday and assigns the resource.

A project manager raises a request for a DBA analyst for 5 hours every week. The resource manager knows that there is a flexibility of days and assigns resource whose availability score is at least 5 hours every week.

A resource manager created several assignments for a project where the work is scheduled to start on a Saturday, which is a non-working day on the project calendar. The project gets delayed by two weeks. To adjust these assignments, she can select all the impacted assignments on the Change Assignment Schedule page and adjust the start and finish dates by 14 calendar days to ensure the assignments start on the Saturday again but 2 weeks later than originally planned.