There are many rules and guidelines for an educator, especially when it comes to determining teaching methods, and there is no one, absolute answer. In past posts we’ve discussed Experiential Learning and Blended Learning, both of which come with many benefits. The conversation on teaching styles would not be complete, however, without a mention of Differentiated Instruction. Differentiated Instruction holds true to one specific maxim: One size does not fit all.
Differentiated Instruction adjusts to fit the learning needs of all students, and while it does not go so far as to personalize instruction for each student, it finds the middle ground between personalized instruction and universal instruction. Educators can implement differentiation practices in four aspects of teaching.
1. Content: What does a student need to learn? Which resources will help them?
2. Process: What activities will help students make sense of what they are learning?
3. Projects: How can students show what they know?
4. Learning Environment: How is the classroom set up to maximize learning? How does the class work together?
But how can Differentiated Instruction be practically applied to those four teaching aspects?
CONTENT
Content is perhaps the most straightforward aspect of differentiation practice. Differentiation within content involves asking two questions: What is the learning objective of this lesson? What resources will help students learn what they need to reach that learning objective? Once these questions have been answered, instructors can determine how to create differentiated material. Consider the following examples:
• Presenting reading materials at various reading levels
• Offering multiple texts to for students to select
• Directing students to work individually, in pairs, or in groups
• Utilizing Audio-based and text-based learning resources
PROCESS
When an instructor applies differentiation to the process of learning, they need to focus on one question: How do students learn? Solving the “how to teach different learning styles” problem can be done in two ways. The first way is to group students strategically based on learning style–something students themselves can help determine–and then provide material based on learning styles. The second way is to keep a class unified but cover class material in a variety of ways, giving all students multiple opportunities to learn. Consider the following examples of process differentiation:
• Offering alternative assignments, e.g., interactive assignments, presentations, or essays
• Creating interest centers where students can explore topics of interest within the overall learning objective
• Implementing alternative teaching methods, i.e., visual, auditory, and kinetic lesson plans
• Using instructional scaffolding: the systematic building on students’ experiences and knowledge as they learn new skills
PROJECT
Project differentiation addresses an important question: What is the best way for different students to show what they’ve learned? Just as individual students may learn differently; they may also express and show their growth in different ways. Below are some of the ways instructors can allow for project differentiation in the classroom:
• Giving students the option to work alone, in pairs, or in small groups
• Creating either project-specific rubrics, or rubrics with enough versatility to guide students through different projects
• Allowing students to demonstrate learning through self-chosen methods, e.g., presentations, written reports, visual representations, and demonstrated instruction
• Giving options for students to express required learning depending on their skills and interests (a written report, a visual representation, or an interactive presentation)
ENVIRONMENT
A Differentiated Instruction-friendly environment can be the most difficult instructional area to implement in the classroom. Creating such an environment requires asking: How can the classroom be used to maximize learning? There are a variety of ways to use the environment. Intentional environment design can be as simple as desk set up–e.g., rows vs groups–or as targeted as classroom schedule and routines. Consider the following environmental differentiation examples:
• Allowing students to determine classroom set up
• Creating an environment that allows for independent work and group work to be performed simultaneously
• Providing materials that reflect cultural diversity
• Enabling virtual vs face-to-face learning opportunities
Differentiated Instruction can seem like a lot of work for an instructor, but many plans and activities can be easily tailored to work for multiple classes. Differentiated Instruction combines both universal and personal instructional styles for a flexible, adaptable instructional style.
If you are looking for ideas to differentiate your instruction, consider the flexibility of online resources provided by MyEducator. By implementing Differentiated Instruction, educators can position all their students for greater learning. One size may not fit all when it comes to instruction, but success looks good on everyone.
Sources
Center for Teaching and Learning. “Differentiated Instruction,” n.d. https://ctl.stanford.edu/differentiated-instruction.
Moallemi, Robyn. “The Relationship Between Differentiated Instruction and Learner Levels of Engagement at University.” Journal of Research in Innovative Teaching & Learning 17, no. 1 (December 30, 2022): 21–46. https://doi.org/10.1108/jrit-07-2022-0041.
Tucker, Geri Coleman. “What Is Differentiated Instruction?” Understood, March 12, 2024. https://www.understood.org/en/articles/differentiated-instruction-what-you-need-to-know.
Nagl, Steph. “What Is Differentiated Instruction?” School of Professional Studies at Wake Forest University, November 9, 2023. https://sps.wfu.edu/articles/what-is-differentiated-instruction/.
