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

Definition of differentiated instruction

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

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

Teachers who practice differentiation in the classroom may:

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

History of differentiated instruction

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

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

Four ways to differentiate instruction

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

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

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

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

Examples of differentiating activities:

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

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

Examples of differentiating the process:

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

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

Examples of differentiating the end product:

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

4. Learning environment

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

Examples of differentiating the environment:

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

Pros and cons of differentiated instruction

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

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

Differentiated instruction strategies

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

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

Differentiated instruction strategies for math

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

Differentiated instruction strategies for science

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

Differentiated instruction strategies for ELL

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

Differentiated instruction strategies for reading

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

Differentiated instruction strategies for writing

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

Differentiated instruction strategies for special education

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

References and resources

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

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

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

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Differentiated Instruction: Strategies and Examples for the Classroom

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

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

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

Understanding Differentiated Instruction

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

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

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

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Key Principles of Differentiated Instruction

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

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

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

Differentiated Instruction Strategies

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

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

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

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

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

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

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

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

Real-Life Examples of Differentiated Instruction in Action

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

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

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

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

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

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

Integrating Technology in Differentiated Instruction

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

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

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

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

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

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

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

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

Tips for Implementing Differentiated Instruction in the Classroom

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

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

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

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

Strobel Education’s Role in Supporting Differentiated Instruction

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

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

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

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

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

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

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

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How to Differentiate Instruction: 10 Classroom Strategies

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

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

Definition of Differentiated Instruction

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

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

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

How to Differentiate Instruction

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

See 31 more examples of differentiation here .

5 Best Ways to Differentiate Instruction

1. skills-based grouping.

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

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

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

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

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

2. A Charity Campaign

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

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

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

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

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

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

3. Flash Card Speed Differentiation

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

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

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

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

4. Station Rotation

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

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

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

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

5. Differentiating Text Assignments

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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School Culture and Differentiated Instruction Essay

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Introduction

Professional learning communities, school culture and differentiated instruction.

Most instructors opine that all students have equal capacity to understand instructions. Hence, instructors prepare teaching guidelines and learning content while considering the fact that students have equal capacity. Various scholars have done research on this topic, and the results have shocked teachers.

Research has shown that the general assumption provided by researchers about the equality of the students is false and misleading. The question to ask is that, if all students have equal capacity, why are their faces different? Or why do some students understand learning content better than others? These are some of the issues that this paper addresses.

Research and experience of teachers has shown that students do not have equal capacity to understand learning instructions. Therefore, students are different from each other, they understand things differently, and they also come from different backgrounds, and have varied preferences and basic needs.

There are various forms of professional learning communities. The communities include: Study groups, coaching, mentoring, curriculum development, jigsaw strategy, video viewing, action research, and examining students work. The learning communities enhance the understanding of each student. In addition, the learning communities enhance the teacher’s communication, monitoring and evaluation of students (Bender & Larkin, 2009).

Study groups are small groups that students create to discuss certain learning topics. Students mainly focus on inquiry, reflection, and exploration of information. During study group sessions, goals and implementation plans are established. Video sessions provide an opportunity for scholars and teachers to view actual lessons. Individuals learn from mistakes by watching videos. They also learn new ideas and techniques from other scholars and researchers.

Jigsaw is a strategy that group members use to learn new ideas by reading interdependently in small groups. Each member of the group is assigned a certain portion of the text to read independently before a discussion. This fosters teamwork because individuals rely on one another while carrying out their duties.

Action research refers to the use of inquiry and research to address certain questions that students ask. Action research provides students and teachers the opportunity to pursue the questions, which students and teachers have passion (Gregory, 2008).

School policies and programs facilitate improvement and growth capacity of learning and professional institutions. Improvement, growth, and change depend on various factors. These factors include: Skills, knowledge, and dispositions of the educator, which improves quality of staff. They also include professional learning communities, which foster teamwork. In addition, there is the principal leadership, which provides encouragement and mentorship (Gregory, 2008).

In learning institutions, the main objectives and goals are to improve the students’ understanding, knowledge and skills. This also includes the need to improve the competence, confidence and skills of the teaching staff. It also includes the need to instill professionalism in the students and teachers (Eaker, DuFour & Dufour, n.d.).

The culture of an institution plays a big role in the optimal performance of the staff and students. Culture refers to norms, values and assumption that govern a society. Values are aspects that the society maintains. Assumptions are theories that govern values and beliefs. Norms are the expected behaviors that members should support.

The norms either have a positive or negative effect on student’s achievement. Positive norms involve giving people the opportunity to express their opinions. It also includes respecting personal suggestions and giving continuous support and help to needy students. Negative norms in culture include: Lack of involvement in group activities, continuous criticism of other members, and discouraging participation (Gregory, 2008).

Differentiated instructional learning should be encouraged because it helps students with special needs to access quality education. Through this technique, teachers identify the students’ weak areas through continuous monitoring and evaluation. Through professional learning communities, students learn the importance of teamwork. This is carried to professional organizations once these students complete education.

Bender, W.N. & Larkin, M.J. (2009). Reading strategies for elementary students with learning difficulties: Strategies for RTI. Thousand Oaks, CA, Corwin Press.

Eaker, R., DuFour, R. & Dufour, R. (n.d.). Transforming a school into a professional learning community . Web.

Gregory, G. (2008). Differentiated instructional strategies in practice: training, implementation, and supervision . Thousand Oaks, CA: Corwin Press.

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