By now, differentiation is everyday practice. The fact is, if you have a group of 20 students, you have 20 different personalities, interests, and approaches to learning. Differentiated instruction is a way of thinking about how to meet the needs of all students in your classroom and make sure every student learns.
What is differentiated instruction?
Differentiation means adjusting what is taught, how it’s taught, what students produce, and adjusting the classroom environment to meet the needs of all students in your class. It’s a proactive approach to addressing learners’ needs. Differentiated instruction means that each student is working on content that they need to learn and on projects or activities that engage them. It’s not a strategy but a framework for how teachers approach planning and delivering lessons.
Carol Ann Tomlinson first defined the ideas behind differentiated instruction in the 1990s, and it quickly gained traction. Tomlinson identified how teachers should think about differentiated instruction while planning, considering three ways to think about students (readiness, interest, and learning profile) and four ways to differentiate (content, process, product, and learning environment) to customize in their classrooms.
Differentiation can be as simple as pulling together small groups that are working on the same reading skill, or as complex as having 20 students working on 20 different projects. How you differentiate and what it looks like will depend on the lesson’s objectives and the students you have.
How do teachers implement differentiated instruction?
As teachers use differentiated instruction, first they take student characteristics into account. Then they plan for learning using the four aspects of differentiation.
Student characteristics
Student readiness
Each student will arrive at a new topic with a different level of knowledge and competency. Teachers gauge which skills students are ready to learn and what knowledge they already have before planning instruction. For example, a pre-test on the water cycle may show a teacher which students are familiar with the water cycle vocabulary and which need to be pre-taught important words before the main lesson.
Student interest
Student interest refers to students’ inherent passions and preferences. Yes, teachers need to cover the standards and topics for the grade, but knowing what students are interested in can shape how those topics are covered. For example, when studying extreme weather, a teacher who knows that many students are interested in engineering may offer students the choice of learning how weather events impact buildings around the world.
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One way to understand your students’ interests is by administering a student survey.
Learning profiles
A learning profile is not a learning style. Instead, it is the combination of aptitudes and preferences that students bring to a lesson and how they approach their learning. A student’s learning profile impacts whether they will choose to write an essay or create a diorama, for example.
Planning for differentiation
Once teachers know who they are teaching, then Tomlinson outlines four ways they can differentiate.
Content
Content refers to how students access information or what the student is provided with to learn. Some ways to differentiate for content include:
Using leveled reading materials
Recording text into an audio file
Using spelling or vocabulary lists that are at students’ levels
Presenting ideas visually or auditorily
Using small groups to re-teach or pre-teach skills
Process
Process refers to the activities the student does to master content. Some ways to differentiate the process include:
Allowing students to explore topics that interest them
Providing differing lengths of time to complete projects
Creating personal to-do lists
Providing hands-on materials for students
Product
Product is what the student produces to show their learning. Ways to differentiate for product include:
Providing options for how students express what they learn (a speech, written report, diagram with labels)
Using rubrics that provide clear criteria for mastery and extension
Providing students with the option of working together or alone
Learning environment
The learning environment is the space where students learn, typically the school and classroom. Ways to differentiate the learning environment include:
Creating different spaces to work
Providing materials that are diverse
Setting clear guidelines for independent work
Letting some students work alone while others work in groups
Having routines that allow students to get help when teachers are busy with other students
Does differentiated instruction work?
The goal of differentiated instruction is to meet the needs of all students, including English-language learners, gifted students, and students with IEPs.
As a practice, differentiated instruction does not have a strong research base, meaning that there are not enough research studies that show that differentiated instruction does or does not produce results in student achievement. However, more evidence is being produced that shows it has a positive impact on student learning.
We do know that differentiated instruction incorporates lots of best practices and practices that do move the needle for students. For example, we know that:
When teachers differentiate instruction for students with specific needs (English-language learners, gifted students, and students with disabilities), all students in the class benefit.
Differentiated instruction particularly benefits students with learning disabilities.
When students participated in a reading program that incorporated differentiated instruction, they scored higher than students that participated in a reading program without differentiation.
Ways To Differentiate Instruction
There are countless ways to differentiate. Here are five awesome ideas to start with.
Use this color-coding strategy to help students identify and focus on various parts of a text.
Stock your library
A differentiated classroom should include books that are at varying reading levels and that are culturally diverse and relevant for students. When your library is differentiated, students have the content they need already on the shelves.
Use choice boards
Lindsey Daly via We Are Teachers
Choice boards allow students to choose how they show what they know. Create your choice boards based on what you know engages students, whether that’s creating online presentations or breaking out the art supplies.
Mixing up how and where students sit to work, read, and discuss brings differentiation into your learning environment. Flexible seating doesn’t have to be expensive though. Check out the video above to learn to make flexible seating using pool noodles and some DIY skills.
Have questions about differentiated instruction and how to use it in your classroom? Join the We Are Teachers HELPLINE group on Facebook to exchange ideas and ask for advice!
Samantha Cleaver, PhD, Special Education & Reading Intervention
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.
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).
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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.
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)
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)
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)
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)
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)
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
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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)
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
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)
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
