In its simplicity, differentiated instruction is creating a different classroom environment so that all students have multiple options for learning information, making sense of ideas, and being able to show and express what they have learned. A classroom focused on differentiation will provide different ways for all students to learn information at their needed level and allow for all students to process and make sense of ideas. A differentiated classroom also involves the development of products that enable all students the ability to learn effectively and as deeply as possible.
As a helpful comparison, here is a list of what Differentiated Instruction IS and IS NOT.
Differntiation IS NOT CHAOTIC
Student behavior is more productive and focused
Teachers provide more active leadership
Differentiation IS NOT ABILITY GROUPING
Flexible grouping is used to support and excel students where they need it
Students work with different peers regularly to draw on different strengths and to develop areas of need
Differentiation IS NOT INDIVIDUAL INSTRUCTION
It does not require a separate assignment from individual learners
Similar to the style of a "one-room school house" instead of individualization
********************************************** Differentiation IS INTENTIONAL
Teachers who use differentiation know the different needs of their students and plan purposefully for all to "get it"
It is designed to engage and challenge the full range of learners in the classroom
Differentiation IS MORE ABOUT QUALITY THAN QUANTITY
Students who are advanced and show mastery in a skill should be allowed to move on instead of doing more practice
Altering the nature of an assignment is better than giving less or more of it to specific students
Differentiation IS FOCUSED AROUND ASSESSMENT
Teachers work to know their students better and use conversations, classroom discussions, student work, observation and formal assessment to know student needs.
Informal and formal assessment is used to gauge mastery, readiness to move on, need for review, and possible remediation
Differentiation is STUDENT-CENTERED
Learning is more effective when students are engaged and find relevance and interest in the topic
Teachers help students develop agency as learners by guiding them to think on their own , accept responsiblity for their learning, and build pride in their accomplishments
Differentiation IS DYNAMIC
Teachers and students are learners together
Teachers do not see themselves as already differentiating; they know that teaching every day and hour in the classroom will provide more ways to make the classroom environment better for its learners
Students' Needs
Advanced Learners
Students who may have large vocabularies, easily make connections, seem to naturally understand, and have broad background knowledge. They are not a "fixed" group of students, but a group of students that can change and grow depending on the topic or subject.
Should be given advanced learning opportunities; work should not just be harder but more challenging based on their needs
We need to be careful not to train these kids to think that success and grades are more important than taking risks and making new discoveries
Challenge these kids to challenge themselves; balance joy in learning new things and rigor
Teach that there can be satisfaction in struggle; have them be a partner in planning and learning
Raise the support you offer to match the higher expectations given
Struggling Learners
Teach knowing there is a hidden capacity in all students
Teach them to have a growth mindset and show them the evidence that it is true with them
Look for the positive in every child; they will do more if they know you are committed to helping them succeed
Having success with bring more success; do not spend so much time remediating that you forget to enchance their strengths
Work to love every student; authentic love, unconditional acceptance and a view of their potential will create miracles
Kids in the Middle
These students need to feel unique and important and irreplaceable
Teach them to have a growth mindset
Help them to have better habits and to set goals; they need to learn to self-advocate
Teach at a higher level and help students in the middle to have dynamic learning experiences; they will look and become smarter
Role of the Teacher
Organize learning opportunities and become collaborators with the students
Teach students first, and then you teach content
Use assessment as a map for your planning
Create lessons where all students can be engaged and participate in creativity and critical thinking
Have a good balance of tasks that teacher-assigned and student-selected
What is the Learning Environment in a Differentiated Classroom?
Teacher leads students to help them develop practice, beliefs and attitudes where everyone is and feels welcome
Mutual respect is key, and the classroom is a safe place
All students understand the expectation for growth and celebrate all growth, for themselves and their classmates
Fairness is worked toward and is understood as giving every student what they individually need to learn, grow and succeed
Teacher and students collaborate, and students help in developing routines and contributions to the classroom
Teacher sets the example and tone; she/he should be joyful, appreciative of one another, patient, kind, and generous
Source: Tomlinson, Carol Ann. How to Differentiate Instruction. Alexandria, Virginia: ASCD, 2017