instructional strategies assignment

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25 Effective Instructional Strategies For Educators

Engage, assess and motivate students with these 25 easy-to-use instructional strategies for any discipline

Christine Persaud

Instructional strategies refer to the techniques instructors use to deliver their lessons. Effective instructional strategies—also known as teaching strategies—help students become actively involved in the learning process. When done right, instructional strategies also support students in reaching their learning objectives. 

By reading the guide below ( our downloading this free list of instructional strategies ), you’ll gain a solid understanding of the various types of teaching strategies, why they’re important and how they can be applied to the learning process to benefit both professors and students.

In this guide, you’ll:

• Learn what instructional strategies are, and the various strategies educators can use to teach more effectively
• Gain a deeper understanding of how instructional strategies for teachers—including formal and informal assessments, case studies, debates, flipped classrooms and more—play into the overall student learning experience
• Get equipped to implement instructional strategies that are appropriate for your course in order to become more effective at teaching and engaging students
• Get access to a free instructional strategies list , packed with 25 easy-to-implement exercises for your next course

With this collection of teaching strategies, you’ll be ready to guide students towards success in any classroom setting. Plus, putting a few of these techniques into practice will ensure students come to class prepared to engage with the material, with their peers and with you.

Table of contents

• What are instructional strategies?
• What’s the difference between instructional strategies, teaching strategies, teaching techniques and teaching practices?
• Types of instructional or teaching strategies
• Active learning instructional strategies and teaching strategy examples
• Assessment-based instructional strategies
• Group teaching techniques
• Teaching strategy examples for advanced students
• Organizational instructional strategies
• Tiered instructional strategies

1. What are instructional strategies?

Instructional strategies encompass any type of learning technique a teacher uses to help students learn or gain a better understanding of the course material. They allow teachers to make the learning experience more fun and practical and can also encourage students to take more of an active role in their education. The objective of using instructional strategies beyond subject comprehension is to create students who are independent, strategic learners. The hope is, with time and practice, students will be able to select the right strategies on their own and use them effectively to complete tasks.

There are various instructional strategy examples that can be used effectively at all levels and subject areas, with a wide range of learning styles. These learning strategies motivate students by improving their engagement, capturing their attention and encouraging them to focus on not only remembering course material, but truly understanding it.

Educators who use instructional strategies allow students to make meaningful connections between concepts learned in class and real-life situations. They offer an opportunity for students to demonstrate their knowledge and course correct on their own when needed. Teachers also benefit from using instructional strategies because they’re able to better monitor and assess student performance through different methods of evaluation.

2. What’s the difference between instructional strategies, teaching strategies, teaching techniques and teaching practices?

In the dynamic landscape of higher education, understanding the nuances between instructional strategies, teaching strategies, teaching techniques, and teaching practices is crucial for educators aiming to enhance their pedagogical approach. Instructional strategies encompass a broader framework, outlining the overarching plans and methods employed to facilitate learning. These strategies guide the selection of teaching methods and techniques, serving as the foundation for effective educational practices. On the other hand, teaching strategies delve into the specific approaches instructors use to convey information and engage students. These strategies act as the vehicles through which instructional goals are achieved, embracing diverse methodologies such as collaborative learning, active participation, and technology integration.

Zooming in further, teaching techniques are the tactical tools and methods employed within a specific teaching strategy. These are the hands-on practices educators implement to deliver content, foster understanding, and promote critical thinking. Examples include case studies, role-playing, and interactive discussions. Finally, teaching practices encompass the comprehensive application of instructional, teaching, and technical strategies in the classroom. It reflects the amalgamation of various methods tailored to the unique needs of learners and the subject matter. By dissecting these components, higher education professors can refine their pedagogical repertoire, fostering a rich and dynamic learning environment for their students.

3. Types of instructional or teaching strategies

There are far too many types of instructional or teaching strategies to catalog in one place. And there’s no single, specific way to group them together. While the categories below are by no means exhaustive, instructional strategies often fall under general groupings. These include: active learning , assessment-based , group-based , advanced strategies , organizational (or classroom management) and tiered .

4. Active learning instructional strategies and teaching strategy examples

4.1. exit tickets.

Before students leave your learning environment, ask them to answer a question related to a key concept discussed in the lesson that day. They can write it down on a piece of paper or index card. Questions can be simple, like asking students what they found most interesting about the lesson. Or, they can be more complex, such as having them draw a sketch that demonstrates what they learned, or asking them to connect the key concept they learned to a real-life situation. Have students hand the ‘tickets ‘ to you as they exit (or have them submit a response to your discussion board), then review the responses.

The feedback can help educators determine which students need additional teaching in specific areas. Using this approach, teachers gain a quick understanding of how the whole class is grasping and reacting to the material.

Use the information from the exit tickets to form groups in the class that follows. Place students at similar levels of understanding, or who have similar views on a topic, together. Conversely, group students with opposing views together in order to foster debate and conversation. Learn more about the types of exit tickets you can use in your next course—download an exit ticket template here .

4.2. Flipped classrooms

Regardless of where you teach, flipping your classroom is one of the most popular forms of active learning and among the most well-known instructional strategies. Instead of using classroom time for lecturing, educators provide students with a pre-recorded lecture to watch prior to class. They’re often concise, posted to sites like YouTube, or presented in the form of a podcast that students can listen to at home or during their commute. Educators can then use classroom time to engage students in learning activities related to the lecture they’ve already seen or heard.

Flipped classrooms are an effective teaching technique because they allow students to review and learn concepts on their own time. Students are then free to complete more interactive and collaborative work in class, including discussions and tasks with their peers and teacher. They can also collaborate and discuss material online, via forum discussions with peers and subject matter experts. In class, students can actively apply concepts via peer learning, group work, and presentations.

Flipped learning helps keep students continuously engaged in class instead of just passively listening. And it makes good use of downtime by allowing students to combine a workout or commute time with further learning, when it’s most convenient for them. Built to enable this strategy, Top Hat makes it simple to adopt a flipped classroom —simply run quizzes prior to your lecture and create interactive discussions for students to collaborate during class time.

Looking for more? Get 25 additional instructional strategies in this free guide .

4.3. Journals and learning logs

This instructional strategy lets students record their thoughts, feelings and reflections on a variety of topics. Journal entries could refer to something discussed in your lecture, or they can allow students to reflect on a relevant newspaper article or piece of media they came across. Journals can also be used for getting students to think critically about the course material and how it can be applied to the real world. This activity lets students make predictions, brainstorm ideas, connect ideas and even identify solutions to problems presented in class.

You might consider using the following prompts in advance of a journaling assignment to promote higher-level thinking. At the start of a lesson, you might ask, “What questions do you have from yesterday?” During the middle of a lesson, ask, “What do you want to know more about?” At the end of your lesson, ask, “How could you use these findings outside of class?” Encourage students to note any thoughts that come to mind at these three points. At the end of the semester, their journal can form the foundation of a more comprehensive study guide.

4.4. Minute papers

Pose a question about the day’s teaching, and give students a moment to reflect before writing down their answer on their own or in pairs. The responses can provide valuable insight into student comprehension of the material.

Minute papers can be presented in a number of ways, but the easiest is a “ticket out,” whereby educators wrap up class a few minutes early. (We saw this earlier in our instructional strategies list, under ‘exit ticket’ ). They then ask students to answer what the most important thing they learned today was and what questions they still have. The first question requires students to think quickly, recall class material, decide on the main points, and put it into their own words. For the second, they must think further about what they’ve understood thus far.

Teachers can use the responses to determine how well students understand the material. Minute papers can also help students understand where their own learning gaps are. Once this is realized, both students and teachers can identify and address weaknesses.

4.5. Muddiest point

The ‘muddiest point’ is another active learning instructional strategy. This activity asks students to use index cards (or an app), to anonymously submit what part(s) of the course material they’re having the most difficulty with. Educators can then use the responses to determine where extra instruction is needed and adjust lessons accordingly.

Alternatively, these topics can be addressed during student review sessions. Ask students to identify topics they feel they need clarification on and consolidate these into a list. Then get each student to select a term from the list they feel they can explain to the rest of the class.

Cross it off the list, and move on to the next. By the end, it will be easy to see which concepts students are having the most issues with by process of elimination. And if terms haven’t been selected, they are being avoided for a reason. Naturally, students will pick the terms they are most comfortable with.

Use that information to devise more instructor-led sessions on the concepts that most students are confused about, or that require more clarification, to eventually complete the entire list.

4.6. Reflection

Hand out blank index cards or a pre-designed worksheet at the end of a class session and ask students to use them to submit a response to a question about the day’s lesson. Alternatively, ask students to submit a discussion board response. The reflection prompt could be simple, like asking what they learned, or what they found the most interesting. Or, you can make your prompt more application-based, like asking them to connect what they learned to a real-life situation, or telling them to explain why what they learned is important.

The purpose of reflection is to encourage students to consider what they have learned. Like a number of other instructional strategies in this list, it also gives the teacher an idea of where students stand on a topic or issue so they can use this information to help better prepare for the next lesson. The added benefit is that having students express these thoughts on paper can result in better memory retention.

To drive this strategy in higher education, Top Hat’s interactive discussions make it easy for students to reflect on what was covered in class. Allow students to discuss concepts with their peers, with the ability to grade discussions as desired.

4.7. Think-pair-share

This active learning technique is another of the best-known instructional strategies. After presenting a lesson, pause the lecture for a moment to ask students to pair up with a partner. Have them discuss the material they just learned. Prepare questions, and, once they’ve had some time to discuss with their partner(s), get students to take turns presenting their observations to the rest of the class.

Make the question challenging, such that it could spark debate between the grouped or paired students. Give them just a few minutes to talk amongst themselves and come to a collective conclusion.

Think-pair-share can work especially well for the first few lessons of a class, keeping students on their toes and interested in the material that is to come. But it can also help recapture student enthusiasm near the middle of a term, reminding students that they aren’t alone in their learning and that others share their views or concerns, and that there are different perspectives to support an issue that are worth considering beyond their own.

5. Assessment-based instructional strategies

5.1. assessment.

One of the most used instructional strategies, assessments are considered any graded test, quiz, project, or exam. Informal checks of student progress throughout the year, such as discussions or presentations, can be included too. There are many different assessment-based instructional strategies (and a few follow in this group).

In general, there are various ways to run assessments and different ways to adapt them to class time. These include: asking certain groups of students to only complete specific parts of a test, allowing students to respond orally versus in writing, or asking students to demonstrate what they’ve learned in a more hands-on way, like building something or drawing a diagram.

The most critical thing to remember with assessments is to try and stay focused on evaluating the concept that’s most important for the student to grasp. This might mean your assessments have to be more practical. Asking a student to put the learning to work and actually do something can be a far better indicator of what they know than simple written or oral answers.

One tip is to include test or quiz questions that vary in complexity, and focus on different aspects of a concept. You could include one question mandatory for responding, but allow students to choose which ones they want to answer among the remaining ones.

→ Download Now: 25 Free Instructional Strategies

5.2. Cubing

“Cubing” is a version of the above. It involves writing a command or question on each of the six sides of a cube, then having students roll the cube like a die and respond to the question or command accordingly.

The questions can relate to describing, comparing, contrasting, applying, predicting or imagining concepts. Get students even more involved in this cooperative learning activity by having them come up with their own questions that they then exchange with classmates, taking turns to answer.

Take it to another level by creating multiple cubes with questions of varying levels of complexity. Assign students to work in groups—have each group of students write or dictate their answers to the questions on their cube. Use the data to determine which students should work on which concepts come assignment time.

5.3. Grade as you go

This instructional strategy is ideal for subjects that involve repetitive practices and rote memorization, such as mathematics and language. Have students work on assignments either alone or in pairs, checking and marking their work.

This teaching technique is motivational because students instantly know if they’re on the right track, allowing them to gauge their achievement level. But it also helps students immediately correct something they’re doing wrong. Once they identify the mistakes, they can translate that learning to subsequent questions, instead of completing the entire assignment incorrectly.

Instructional strategies such as ‘Grade As You Go’ also help educators pinpoint students who have a superior grasp of the material, allowing them to move on to a more challenging assignment.

By the time the assignment is completed, it’s far more likely that the entire class will be ready to move on to the next concept or skill. And since grades have already been given, it reduces after-class grading time for teachers. Put this strategy into practice this fall by relying on the Top Hat Gradebook . This comprehensive tool lets you view attendance, participation and completion data in one place and makes it easy to retroactively adjust grade weights as needed.

5.4. Homework practice

The purpose of homework , as one of the numerous assessment-based instructional strategies, is to extend learning beyond the classroom setting. Homework gives students extra time to master concepts studied in class and further refine their learning. To use this effectively, assign homework based on the student’s skill level, ensuring it aligns with the areas they need more practice in.

The amount and complexity of homework varies depending on subject and level. Students should be able to complete homework independently, with minimal involvement from tutors or peers. If they can’t, it should serve as a red flag to both the student and educator.

Built to enable this strategy, Top Hat makes it easy to create, personalize and assign interactive homework assignments . Choose from a variety of question types including fill-in-the-blank or multiple choice and embed discussion questions throughout your assessments.

5.5. Questions and quizzes

Question-asking is among the simplest of the instructional strategies, but it can still be strategically complex. The simplest way to gauge student understanding of course material is to ask them questions about it. During group discussions, pose several questions of varying complexity so that everyone has a chance to respond, including both those who are experiencing difficulties with the class, as well as those who are mastering the concepts. Strategically adjust the questions you ask based on who you plan to call upon. This helps build student confidence and ensures the class runs smoothly.

Timing is important, too. When the class starts, or there’s a pause between concepts or topics, you can administer a quick quiz or poll to get an understanding of how far along students are in their learning. In order to effectively assess comprehension, it’s best to not attach a grade to this activity. Students will inevitably worry if the quiz is going to impact their overall grade for the class. Platforms like Kahoot! can be used to facilitate informal games or trivia sessions at the start of class, setting the stage for what’s to follow in your lecture.

Use technology like clickers to administer things like multiple choice quizzes that can be tabulated immediately for large classes, with questions that challenge or check an assumption before a lecture begins. Then, administer the same or a similar quiz at the end of class, and compare the results.

Educators can determine how effective the lesson was and see if they need to revisit the subject matter again, or can confidently move on to the next topic.

6. Group teaching techniques

6.1. case studies.

Case studies, as instructional strategies or teaching techniques, are more spontaneous than structured group projects. But this is a good thing. It helps prepare students for when they enter the workforce, where problem solving on the fly is an essential skill. In a practical work environment, students can’t just do what they’re told and expect to succeed. Case studies can help prepare them for life after college or university.

To use case studies, put students into groups and task them with finding a way to apply the knowledge they’ve acquired from reading course materials and listening to lectures into real-world scenarios that match your assigned content area(s).

In a classroom setting, working on case studies encourages students to think critically about what they’ve learned, not just recite points back to the class.

6.2. Debates

Instructional strategies like these work as a structured form of argumentation. Debates require students to research concepts and think critically in order to present their positions in a convincing and justifiable way.

Most fitting for concepts with opposing points of view, debates help students develop listening and presentation skills. Once presented in class, having a debate can also introduce new perspectives on topics, and convince students to conduct further research in order to build stronger arguments, or intelligently counter those of the opposing side.

6.3. Peer instruction

With the teacher’s guidance, students can prepare and present course material in class, encouraging interaction with peers. Try to do this without the use of slides as an aid, so students have to communicate more with classmates and discover more creative ways to present the material.

It’s best to do these kinds of student-led instructional strategies at the beginning of a class, so students can teach one another about what they know, sharing their knowledge and experiences that relate to course material.

6.4. Role play

The use of simulations and games in your instructional toolkit can give you a deeper look at the impact of learning, as well as demonstrate how students can invent and experiment with learned concepts. Role playing also offers students a chance to practice their interpersonal skills in an environment in which they are comfortable and familiar.

Having the opportunity to visualize, model or role play in dynamic situations promotes curiosity, exploration and problem solving. It can aid students in working towards a greater understanding of the material. The more ways that students have of representing the knowledge they’ve acquired beyond writing and oral explanation, the better their comprehension and recall of the information will be.

In math and science fields, for example, students can experiment with simulated projects that would otherwise be difficult or cost-prohibitive to do in real settings. Examples include: designing a model of a roller coaster to understand slopes, angles and speed; using a hard-boiled egg to demonstrate Newton’s Law of Motion; or building a model volcano to understand what makes them erupt.

7. Teaching strategies examples for advanced students

7.1. curriculum compacting.

These instructional strategies encourage educators to identify students who already have advanced knowledge of a subject, skill or concept so they can spend less time on these areas. Curriculum compacting frees students up to focus more on the areas where they need to develop a greater understanding, versus concepts with which they’re already proficient. It’s ideal when working with individual students or small groups.

7.2. Independent study project

If students appear to be ahead of the class, assign them independent study projects. These projects should allow them to focus on a single concept around material discussed in class. They can also work on a separate but related topic for which they’ve expressed an interest or passion, making this an inquiry-based learning exercise.

Once the project is completed, the student can share what he or she learned with the class, demonstrating their mastery of the concept, and further educating the rest of the class on a specific area or example.

Independent study projects usually run anywhere from three to four weeks.

8. Organizational instructional strategies

8.1. agendas.

An agenda sets out a comprehensive list of the assignments, activities, projects and tests students are responsible for working on and completing throughout the year, along with a timeline for each. Students can decide how they want to complete the work and in what order. Do they want to focus on one area of learning for an entire week? Do they want to tackle the subject matter they’re most comfortable with first, or start with more difficult concepts? In addition to encouraging students to come up with a structure they can follow, agendas help them practice time management skills.

To get going, provide each student with a blank calendar to fill in with their own schedule, ensuring they’ve organized work in order to meet assignment and project due dates. If different students are working on the same part of an assignment at the same time, consider allowing them to work together during class. Take on the role of a facilitator here, helping students set reasonable deadlines according to their needs.

8.2. Anchor activities

Also referred to as ‘sponge’ activities, anchor activities are assignments that students must work on immediately in order to maximize instruction time. They can complete these activities at the beginning of every class or right after, but the idea is to keep the learning and educational process going.

Anchor activities might include the student revisiting a question posed in the previous day’s class and composing a response to it, or presenting and discussing an answer out loud to a partner. Another option could be drawing a picture to represent a concept they just learned, or writing down an opinion about a key issue. This instructional strategy for teachers can also be used to provide students with notes as a reference when they’re studying for exams.

Be mindful of anchor activities that are simply ‘busy work’ to pass the time. Just as a sponge soaks up water, the goal of anchor activities is to help students soak up a better understanding of a concept or skill.

8.3. Knowledge charts

Before delving into a new topic or concept, have students submit what they already know, what they want to know and what they’ve learned already. Then, assess their prior knowledge on the subject, and get a feel for how interested they are in a topic.

Knowledge charts, as instructional tools, can also be used at various times to see how students are progressing, and if their interest in the topic is waning or growing. In filling out these graphic organizers, teachers can get an idea of where students are at academically. Students themselves can gauge their own progress and see where more work is needed.

8.4. Learning contracts

Another one of the several instructional strategies aimed at more advanced students is the learning contract. Use it to help students who need to be challenged by providing a specific assignment and list of directives that they must complete within a set period of time. Work with the student to set out the requirements of the contract, and provide a blank calendar they can use to devise a doable timeline, determining what dates and times they need in order to complete different parts of the assignment. 

This is an effective instructional strategy to help students set their own learning goals and practice time management skills—both of which are useful in the working world. Once the contract and timeline are set, encourage students who are working on the same parts of the assignment at the same time to work together.

8.5. Portfolio development

Portfolios allow students to gather, organize and illustrate examples of their learning and academic achievements. Portfolio development is the process of creating, collecting, reflecting on and selecting work samples that best showcase students’ understanding of a given concept. Once students select their top pieces that best represent their learning outcomes, they can then use a binder or scrapbook to organize their work.

Work samples kept in a portfolio might include notes from an interview, a diagram, storyboards, essays, infographics and more. Portfolio development is a necessary and effective process for most humanities and STEM majors. Art students can use a portfolio to curate their top pieces—whether paintings, drawings or photographs—at the end of the semester. Alternatively, students in architecture or engineering courses can use a portfolio to house mockups and wireframes of a new building or the parts of an engine. No two students’ portfolios will include the same work since these differ based on discipline and course.

9. Tiered instructional strategies

9.1. tiered activities.

Set up three or four activities of varying complexity for students to participate in. Each should have the same common goal of helping students understand a specific element of the subject material. For example, it might be different experiments that all explain the basic concept of physics.

Start with a mid-level activity that would apply to most students in the class, then include one that’s a step-up in difficulty to challenge students with a better understanding of the material. Alternatively, offer a simplified version for students who are still working to gain a full understanding of the concept.

Place students in groups based on their perceived level, or give a brief description of each of the assignments and let them choose which level they feel most comfortable working in. Once completed, discuss and compare the results.

By the end of this collaborative exercise, each group will have a greater understanding of the material. If students are able to choose which group they join, the teacher will also get a feel for the comfort level of each student.

9.2. Tiered rubrics

Present a couple of rubrics (scoring guides) to students, based on their current level, so they have the skills needed in order to better focus and be successful in class.

The rubrics should all contain the same basic categories, but the point value or required elements should be adjusted based on the student’s readiness. For students equipped to take on greater challenges, add more categories or requirements. Conversely, remove some requirements and/or categories for students who need more assistance, or haven’t quite grasped the material just yet.

10. Conclusion

In exploring various types of instructional strategies, you’ll find that there’s something to suit every type of student level, subject and lecture format. When applied effectively, instructional strategies for teaching can help students gain a deeper understanding of course material and encourage critical thinking, beyond basic retention and surface understanding. Educators, too, can benefit by using different teaching methods throughout the semester to determine the efficacy of lesson plans, and how every student is progressing through each concept.

Download our free instructional strategies guide , filled with 25 effective activities and best practices to use in any college course.

Recommended Readings

The Ultimate Guide to Metacognition for Post-Secondary Courses

The Complete Guide to Effective Online Teaching

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35+ 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. Differentiated instruction strategies 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 use them all year long.

What is differentiated instruction?

Differentiated instruction strategies mean tailoring your teaching so all students engage with the curriculum in meaningful ways. The result of differentiated instruction strategies is that all students learn.  Carol Ann Tomlinson  introduced the concept of differentiation in the 1990s, and now it’s just part of teaching. Tomlinson identified four ways that teachers differentiate:

• Content: What is taught
• Process: How it’s taught
• Product: How students show what they have learned
• Learning environment: The classroom and learning environment

Tomlinson’s differentiation model created new ways for teachers to think about how they provide and shape opportunities for students to engage with content, from flexible seating to choice boards.

Learn more: What Is Differentiated Instruction?

Here are our favorite differentiation strategies to make the aspects of learning work for every student.

Strategies To Differentiate Content

Differentiating content means adjusting lessons and materials based on what students are ready for and depending on students’ strengths and needs. This may mean providing support with vocabulary before students start writing, or helping students build background knowledge before heading into a history unit.

Give pre-assessments

Before you present a new topic, take a few minutes to find out what kids already know. Their responses might change what you decide to teach. If they already know all about area and perimeter of 2D shapes, for example, you may spend less time teaching 2D shapes and move on to 3D shapes.

Use leveled readers

Especially as students learn to read, providing students with books that have sound patterns and words they can read is an important differentiation strategy. As they get older and are reading to learn, provide students with texts that they are familiar with or that you are confident they can access with the reading skills they know. For older students who struggle with reading, using hi-lo books is a great way to give them an engaging experience with text.

Read more: How to use leveled books with the Science of Reading

Use vocabulary lists

When students are writing or working on projects, offer shorter or longer word lists depending on the students’ background knowledge. Vocabulary lists are a great way to build students’ vocabulary whether they’re learning English or they excel in vocabulary.

Use our word lists for summer , winter , and seasonal events like Halloween and Valentine’s Day to start differentiating.

Pre-teach knowledge and vocabulary

Pre-teach the vocabulary and concepts that students need to know before they engage with a lesson. This could be math concepts (perimeter, area), history terms, or science vocabulary. This strategy is especially important for students who are learning English and those who struggle with reading comprehension because of low vocabulary.

Get it: Vocabulary worksheets

Pre-teach a group of experts

Another way to pre-teach is to teach a small group of students. Then, rely on these students to be your “experts” during whole-group learning. Use this strategy regularly, but switch up the student experts.

Use diverse content

Ensure your reading choices include diverse and multicultural characters, settings, and authors . Having diverse books allows students to connect with content, either by seeing themselves in text or by learning about others’ experiences.

Learn more: What Are Windows, Mirrors, and Sliding Glass Doors?

Strategies To Differentiate Process

When we differentiate process, we’re differentiating how students engage in the learning. The way we ask questions, how we teach students to collaborate, and how we organize the learning experience all impact how students learn.

Be strategic with questions

Create ways for students to answer more difficult questions as they learn more about a topic. That could mean that students engage with open-ended questions as they read more about a science event, or that students think through how a math concept applies to real-world scenarios.

Teach color-coding

Color-coding can work in all sorts of classroom applications, including organization, routines, and organizing and highlighting content and notes. The idea is to help students use color-coding to bring organization and focus as students are learning.

Learn more: Color-Coding in the Classroom

Implement a stoplight system

As students are working, it’s important to have a system to ensure they’re learning what you want them to. A stoplight system is an easy, nonverbal (read: quiet) way to check for understanding. Each student has three cups—one green, one yellow, and one red. The color of the cup corresponds with how they feel about what they’re learning. Green means they’re good to go, yellow means they’re struggling, and red means they’re stuck entirely. If you don’t have cups, try this with sticky notes or folded desk tents.

Plan cooperative learning

Cooperative learning describes a strategy where students work together in small groups under supervision to accomplish a goal. Create groups based on student needs and abilities. Once you know your students, you can put groups together quickly, and adjust them based on the activity and goal.

Assign 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.

Learn more: The Case for Must-Dos and May-Dos

Use graphic organizers

Graphic organizers are a way to organize information using a visual. There are standard graphic organizers, like a timeline or this free Venn diagram printable . Or students can create their own graphic organizers to organize what they’re learning.

Learn more: Graphic Organizers and How To Use Them

Have students lead 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. 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!

Give real-life examples

Whenever possible, use real examples to show kids how a topic applies to real life. In math, money activities can be especially effective. In reading, connect assignments to topics that students are genuinely interested in. The more students see the connection to real life, the more engaged they’ll be.

Let students sketch

Give students the option of using sketchnotes to keep track of their thoughts and learning about a topic. Teach students the process and how to decide what to capture in their sketchnotes, then provide the option for students that love this type of note-taking.

Learn more: Creative Ways To Use Sketchnotes in Your Classroom

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 students who need more time to process a chance to get their ideas out too.

Listen to audiobooks

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.

Learn more: Places Kids Can Listen to Free Audiobooks

Provide writing supports

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.

Teach with manipulatives

These aren’t just for little kids! Make math manipulatives available to older students too. Having hands-on materials to work with, whether it’s counting out change or showing how many hundreds are in a thousand, helps make concepts more concrete.

Chunk and scaffold

Provide support for students by breaking down learning into manageable chunks and providing teaching opportunities that move students from one small skill to the next.

Learn more: Ways to scaffold instruction

Assign 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.

Self-paced learning

Use computer programs to help students progress at their own pace. 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.

Many students learn best when their bodies are involved. Active math games, like fishing for numbers, stomping on a number line, or jumping to practice math facts, are great ways to practice learning with students’ whole bodies.

Learn more: Active Math Games and Activities

Think-pair-share

Before students share out in a whole group, have them turn to a partner and share their ideas. This way every student can share in a way that feels more comfortable. And you’ll know that every student has had a chance to participate whether they love sharing in the spotlight or not.

Learn more: Fun Alternatives to Think-Pair-Share to get students talking

In a Jigsaw, students are divided into groups. Each group has a text to read and each student is assigned to become an expert on one portion of the text. This breaks a longer text into manageable chunks and allows each student to become an expert. For students who require more support, assign the introduction or conclusion, where information is typically more explicit.

Strategies To Differentiate Product

Differentiating product means letting students have voice and choice in how they present what they learned.

Choice boards

Choice boards are, well, boards, with a few different choices for students to show what they know. 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.

Learn more: How I Use Choice Boards To Increase Student Engagement

Book reports with choices

When all students have to read a book and need to report on what they read, differentiate the product with multiple report options. Students can show what they learned through a skit, poster, presentation, and more .

Get it: Free Book Report Printables for Grades 3-5

Alternate assessments

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!

Learn more: Alternative Assessment Ideas

Make a game

Students in a high school business class create a game to show the role of Human Resource professionals in a company. We love this idea to turn content into a game! It challenges students to use their creativity to explain concepts that, let’s face it, can be a bit dry.

Strategies To Differentiate the Learning Environment

A differentiated learning environment is one where every student has equal access to learning. It’s about routines and procedures and how you set up and use the space every day.

Small groups

Small groups, whether organized by skill level, interest, or randomly assigned, give students a way to learn together.

Learn more: Small Group Instruction Strategies and Tips for Success

Create different learning spaces

Allow students to choose how they sit (or sprawl) while they’re working. Use pillows, varied lighting, and different types of seating to create spaces for small group collaboration, quiet contemplation, reading, and project work. Provide noise-canceling headphones, fidgets, or other tools to help them concentrate.

Learn more: Types of Learning Spaces To Include in Your Elementary Classroom

Hang anchor charts

Good news! Those anchor charts hanging all over your walls are a popular differentiation strategy. They give students a reference for important information, and allow them to access information after the lesson is over.

Learn more: Anchor Charts 101

Start peer buddies

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.

Get a co-teacher

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.

Learn more: Things Successful Co-Teachers Do

Flexible grouping

Instead of leaving students in the same-leveled reading groups at all times, mix up your groupings by interest, readiness, or learning styles.

Flexible seating

Provide different seating options for students. Wobble chairs, pillows, beanbags, and old-fashioned desks and chairs allow students to choose how they work best.

Learn more: How To Make a Pool Noodle Sensory Chair

Center work allows kids to go at their own pace and work however they want, without feeling the need to keep up with others.

Check out the big list of K-2 literacy centers to get started.

Student surveys

An important way to improve your differentiation is by asking students. Surveying students in conversation or with a formal question-and-answer format, like our printable end-of-class survey, can help you reflect on which aspects of differentiation had the most impact on students and where you can add or adjust differentiation in the future.

Get it: End-of-Class Survey Printable

Differentiated Instruction Strategies Books

• 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/Hockett, 2017)
• Differentiation in Middle and High School (Doubet/Hockett, 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, if you enjoyed these differentiated instruction strategies, check out what is scaffolding in education.

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12 Effective Tier 1 Instructional Strategies

Table of Contents

Schools are looking for ways to address learning gaps and maximize instructional time in the wake of disrupted learning. An e ffective strategy to do this is through Tier 1 instruction . Tier 1 instruction provides all students with high-quality, initial classroom instruction tied to a guaranteed and viable curriculum powered by research-backed strategies.  Tier 1 instructional strategies are essential to supporting students in the classroom. Teachers must provide high-quality instruction for their students, and building a robust instructional strategy is an excellent place to start.

However, delivering comprehensive Tier 1 instruction can be a tall order, as classrooms have many students with diverse strengths and needs. Not to mention all the other tasks teachers juggle, like grading, classroom management, synthesizing assessment data, building and maintaining student relationships, and much more.  

This article will cover the following questions and essential strategies for providing all students with an equitable learning experience:

• MTSS: Framework Overview 
• What is Tier 1 Instruction?
• 12 Effective Tier 1 Instructional Strategies & Best Practices
• Bringing it All Together: Tier 1 Instructional Checklist 

MTSS: Framework Overview

Before covering the value of Tier 1 instruction for today’s classrooms, understanding the MTSS Framework is helpful. MTSS stands for a multi-tiered system of supports and is typically displayed as a triangle. 

In this triangle, each layer represents a type of support for students' academic and behavioral needs. 

Tier 1 is the broadest, most universal rung of support in which educators aim to meet the needs of most students school-wide. The level of support grows more personalized as the tiers increase. Tier 2 support identifies at-risk students across various data points, and students placed in Tier 3 are proactively supported by schools with individualized intervention plans for core subjects and behavior. 

Schools use this framework to identify holistic student needs and design data-driven interventions. The belief that schools must support the whole child - academic, behavioral, and social needs - is at the heart of this framework.

What Is Tier 1 Instruction?

As previously mentioned, Tier 1 instruction provides all students with high-quality, initial classroom instruction tied to a guaranteed and viable curriculum powered by research-backed strategies.

The Tier 1 instructional programs are typically synonymous with core subjects, including but not limited to reading or math curriculum, and are often aligned with individual state standards. Proactive, evidence-based strategies allow teachers to support student learning and development. 

A robust Tier 1 classroom includes:

• Standards-aligned coursework
• Rigorous, reliable assessment 
• Targeted remediation and enrichment

Additionally, students should be able to accomplish the following:

• Mastery of key, standards-aligned academic skills
• Self-regulation 
• Problem-solving 
• Effective communication & social skills

Educators design Tier 1 interventions so all students can build these skills - regardless of their learning profile or any challenges they face outside of school. 

Because every student experiences Tier 1 instruction at some point in their academic career, schools must ensure it is of the highest quality. Focusing on robust Tier 1 instruction ensures that most students receive the highest quality instruction on the front end and lessens the number of specialized interventions required.

12 Effective Tier 1 Instructional Strategies & Best Practices 

Below are some strategies teachers can implement to enhance instruction in their classrooms. 

• Modeling: A strategy that teachers can use frequently. Engage students by demonstrating a skill or concept and then guiding students through applying it. Modeling often involves both visual and verbal cues during instruction.  
• Collaborative Learning: In this strategy, students work in groups to explore and discuss a topic. Being intentional about which students work together and establishing ground rules for listening to one another are essential for success. The world is collaborative, and offering students opportunities to learn how to collaborate early is vital to their future success.  
• Inquiry-Based Learning: Student engagement remains a crucial indicator of student success . However, it can be challenging to prompt students to lead the conversation in the classroom. With Inquiry-Based Learning , teachers ask targeted questions to pique students’ interest, allow class time for topic research to promote student-led topic exploration and spark conversation in the classroom.   

• Scaffolding: While differentiated instruction focuses on the student, scaffolding considers the needs of the entire class. It involves providing support to help all learners build on existing knowledge or develop new skills in the planning, designing, and delivering a lesson.  
• Metacognition: Self-aware individuals reap greater satisfaction in school, relationships, and life. Allowing students to learn and practice the skills needed to be self-aware early is essential. Enter metacognition. Metacognition encourages students to analyze how they think. Educators can foster this self-awareness by providing students with research about how their brains process information (i.e., growth mindset v. fixed mindset) and allowing plenty of opportunities for reflection after completing an assignment or project (i.e., What did I learn from this assignment? Where can I grow? What feelings arose for me while I was trying to solve this problem?).  
• Technology Integration: It’s no secret that we live in a digital world. The right technology in school prepares students for the world they’ll someday enter as adults. Adaptive technology, for instance, allows educators to differentiate instruction further. Schools should incorporate digital tools where possible, and ideally, these tools should integrate seamlessly with one another to amplify teaching, elevate learning, and intensify impact.   
• Active Learning: Active learning engages students in hands-on activities to support their understanding and put them at the center of their learning process. Some examples of active learning include reciprocal questioning when introducing a new topic (i.e., describe x in your own words), three-step interviews where students explore a topic by asking each other questions, and peer teaching. Whereas passive learning tends to focus on the educator and the content being delivered, active learning puts students in the driver's seat.  
• Problem-Based Learning: Context is critical. And learning is more engaging when students can explore real-life, complex problems together. Problem-Based Learning, or PBL , can be incorporated into most subjects. Rather than spending classroom time with teachers presenting the key information students need to succeed, PBL introduces a real-world problem and allows students to dissect and discuss it with their peers. Case studies, roleplays, and simulations are effective ways to start with PBL. The emphasis in problem-based learning is on hypothesizing and gaining knowledge through exploring rather than the solution.   
• Project-Based Learning: Commonly confused with Problem-Based Learning, Project-Based Learning is another collaborative strategy where educators develop extended projects to deepen student understanding. In this strategy, students work together on open-ended assignments with multiple correct solutions. In their teams, they may create solutions that they refine with expert research or rounds of peer review. This strategy allows students to conceptualize how they might solve problems in the real world and builds their creativity.  
• Game-Based Learning: Game-based learning , simply put, means using a game’s environment to engage students and help them learn. Game-based learning puts students in an environment where they can experiment. Teachers can use board games and digital gaming environments to allow students to make decisions independently, think critically about how their choices impact outcomes, and learn from failures.   
• Visual Learning: Using diagrams, images, and videos to support comprehension are just some ways educators can employ visual learning as a strategy in Tier 1 instruction. Collaborative tools like Lucid for Education create a virtual environment for students to draw, design, and brainstorm. KWL charts, Venn Diagrams, and concept maps are other tools that help students visualize what they know, what they are learning, and other abstract concepts.   

Each of these strategies, when implemented mindfully, provides educators with a robust toolkit to elevate Tier 1 instruction and provide all students with an engaging learning environment.

Bringing it all Together: Tier 1 Instructional Checklist

In addition to these instructional strategies, there are other ways that teachers can elevate the Tier 1 learning environment. The instructional strategies an educator implements are just one part of a successful classroom.

Here’s a Tier 1 instructional checklist to get started:

• Establish Classroom Rules and Procedures: Develop and communicate clear classroom rules and procedures that students understand and follow consistently. Learning can only happen in environments where students know what to expect. Rules and procedures allow teachers to establish consistency and build a productive learning environment. Consider giving students a voice in this process. How would they like their classroom to operate? What have they enjoyed about other classrooms? Fostering collaboration increases the likelihood that students respect and adhere to the procedures.
• Teach Positive Behaviors: Teach positive behaviors that promote academic success, such as respect, responsibility, and perseverance. 
• Provide Opportunities for Student Choice : Provide opportunities for student choice and autonomy, which can increase motivation and engagement.
• Foster Positive Relationships: Develop positive relationships with students, building trust and rapport.
• Test a Variety of Instructional Strategies: Educators bring unique skill sets to their classrooms. Test out some of the instructional strategies above and continue experimenting until you find the best balance for your classroom. While some teachers may feel confident with PBL others may excel in gamification, identify your strengths and fill in any gaps by collaborating with other educators.
• Provide Consistent Feedback: Provide consistent and specific feedback to students about their performance, focusing on areas for improvement and acknowledging progress.
• Monitor Student Progress & Use Data to Inform Instruction: Monitor student progress regularly and adjust instruction accordingly. Use data to identify areas of student need and modify instruction accordingly.
• Use Technology Effectively : Use technology effectively to enhance instruction and engage students.
• Collaborate with Colleagues and Families: Collaborate with fellow teachers and families to support student learning and well-being.

Remember, the strategies and checklist provided here are just a starting point, and educators may need to adapt this checklist to fit the needs of their specific students. A good educator knows what their students need and isn’t afraid to adjust materials as required. 

The right digital tools, instructional strategies, and classroom procedures enable educators to deliver enhanced Tier 1 instruction. Learn more about how Prince William County Public Schools improved Tier 1 instruction with an integrated LMS + AMS .

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Benefits of Differentiated Instruction and How to Implement It

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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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102 Instructional Strategies Examples (A to Z)

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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Instructional strategies are the building blocks of a good lesson. They are the tools and techniques that teachers use to help students to overcome obstacles to learning and reach higher levels of knowledge and understanding.

Usually, teachers are required to list instructional strategies in a lesson plan or unit of work. By listing out your instructional strategies before a lesson begins, you can have a plan clear for how you will help your students to succeed. It also helps a person assessing your teaching to identify your ability to faciliate learning.

Below is my database of instructional strategies that I turn to when planning lessons and units of work.

Instructional Strategies Examples

1. Active Listening: Teachers explicitly model active listening by encouraging students to nod when they understand, ask open-ended questions of the person talking, and so on. This can help critical thinking and memory retention.

2. Anticipation / Guestimation – Students are asked to anticipate the outcomes of the next steps in a group or modelled task in order to encourage forward and process thinking . In anticipating results, students must consider the logical sequences of events in a thought experiment.

3. Authentic Learning – Lessons are designed in a way that something tangible, usable, and useful for the world is done or made. For example, through their unit of work, students actually produce an app that is released on an app marketplace (see also: authentic assessment ).

4. Barometer – The teacher gets students to stand along a line that is seen as a continuum of beliefs about a position. For example, the teacher can use a wall – if the students stand on the far left they believe one thing, far left another, and middle is undecided.

5. Blended Learning – The teacher uses both online instruction and in-person lessons throughout the unit of work. Students might, for example, watch videos for homework then come into class to discuss and engage in active learning (see also: flipped learning).

6. Brainstorming – This strategy is used to encourage divergent thinking (‘multiple possible solutions to a single problem’). In an open discussion session, the teacher asks students to share their thoughts, ideas or solutions – no matter how simple, complex, or out of the box. The teacher writes all idas on the board to give a visual representation of the initial thoughts and ideas of the class.

7. Chunking – Instead of delivering all the information at once, the teacher breaks down the lesson into achievable tasks of ‘chunks’. After each ‘chunk’, the teacher checks and then gives further instructions. This can make an overwhelming task seem more achievable for students and prevent cognitive overload.

8. Cognitive Tools – Teachers use instructional technologies such as calculators, apps, wearable technology, and so on, to help stimualte higher-order thinking and learning among students. Students are expected to engage in higher-order thinking processes that they wouldn’t have been able to do otherwise.

9. Concentric Circles – Like speed dating, students are asked to have quick one-to-one conversations with one another. The teacher gets students to stand in two circles – an inner and outer circle, with students facing one another. The outer circle rotates if the teacher wants students to rotate discussion partners.

10. Connect, Extend, Challenge: Connect-extend-challenge is a strategy commonly used at the end of a lesson to encourage reflection and further thinking. Students think about how to connect new knowledge to old knowledge, reflect on how they extended their knowledge in the lesson, and then pose challenging questions for future thinking.

11. Cooperative Learning (Group Work) – Integration of cooperative learning tasks into your lesson plan can help ensure students hear not only the teacher’s th oughts on the topic, but also the thoughts of peers. According to sociocultural theory, talking to peers helps stimulate learning. Furthermore, cooperative learning involves working on common goals which helps with social skills , which will be beneficial for your students’ development. See more: cooperative learning examples .

12. Create a Headline – Students come up with a catchy headline that captures the essence of what they learned (i.e. for a newspaper). This strategy encourages students to synthesize knowledge down to its core components.

13. Culturally Responsive Teaching – Culturally responsive teaching involves incorporating elements of students’ cultural practices, beliefs, and traditions in lessons in order to engage and include culturally diverse students in the lesson.

14. De Bono’s 6 Thinking Hats – The teacher has six different colored hats. Each hat represents a different way of thinking (analytical, creative, and so on).

15. Debating – Get the students to debate one another in order to pick flaws in arguments and help them refine their skills in constructing coherent arguments.

16. Democratic Vote – In democratic classrooms, students are encouraged to develop a democratic and socially conscious mindset. Having students vote on what, when, and how to learn (as well as classroom rules, and so on) encourages socially conscious thinking and empowers learners.

17. Demonstration – The teacher does a demonstration step-by-step of something that is too hard for the students to do on their own. This is usually done either to show how something is done to give students a theoretical understanding; or to precede students having a go themselves (see also: guided practice)

18. Devil’s Advocate – Either the teacher or a dedicated student attempts to pick apart an argument or thought process by looking for weaknesses. They don’t have to necessarily believe their critique, but should use critique as a way to strengthen or amend the original argument.

19. Differentiation – Teachers vary the content in their classroom to match the learners’ needs. It can be differentiation of delivery style, content type, assessment type, and learning environment.

20. Direct Instruction (a.k.a Explicit Teaching) – The teacher clearly and directly explains information to the students. It’s often criticized for involving teacher-centered passive learning, but is still required in some cases to present basic knowledge before active learning can occur.

21. Directing Attention – Directing attention can help guide students down the right path. It can include strategies such as asking prompting questions and pointing at a visual aid.

22. Discovery Learning – This involves lessons where students discover new information and new knowledge through exploration and inquiry.

23. Emergent Curriculum – Teachers don’t plan the whole curriculum in advance. Instead, the direction of the learning experiences is based on students’ interests and motivations. This encourages intrinsic motivation and love of learning.

24. Environmental Manipulation – The classroom layout has a strong influence on learning. Desks in rows send a message that the class should maintain their focus on the teacher, while table groups will encourage peer learning.

25. Expert Jigsaw – The expert jigsaw method gets students into groups with each group becoming experts on one section of a topic. The teacher then jumbles the groups so there is one student from each original group in each new group. In other words, the new groups have one topic expert for each topic. The topic experts in each new group teaches the group about their topic.

26. Fill-In the Gaps (Cloze Passages) –  Strategically leave out pieces of information to encourage students to actively think about (and predict) what should go where.

27. Fishbowl – A strategy for whole group discussion, students are split into two groups. The first group (usually smaller) have a discussion in the middle of the classroom. The second group sit around the outside and observe and take notes on the group’s discussion.

28. Five Why’s – To get students thinking more deeply about a topic, get them to as ‘why’ something is the case. Then, get them to ask ‘why’ to their answer, then the answer after that, then the answer after that – after reaching the fifth ‘why’, the answer will be deeper and closer to the issue underpinning the discussion.

29. Flexible Seating – Flexible seating or ‘agile learning spaces’ allow students the freedom to choose a workstation to work at while completing their tasks. It can be useful for inquiry based lessons because it allows students to move between research sations such as computer and library areas.

30. Flipped Instruction – Flipped instruction is a type of instruction where the students gather the lesson information before class (primarily through reading and watching videos) to maximize active student-centered learning time during class time (such as talking in groups and talking with the teacher). It gets its term from ‘flipping’ class work and homework.

31. Formative Assessment (a.k.a Assessment for Learning) – Formative assessment involves administering assessment tasks during the learning cycle. This can help teachers assess a student’s areas of strength and weakness and the sucess of the instructional strategies so far. Teachers can then take corrective action in their teaching so the student can get back on track,

32. Four corners – The teacher poses a problem or question that has four possible answers, posed as A-B-C-D multiple choice. Each corner of the room represents one possible answer and the students have to run to the corner that they think is the correct answer.

33. Gallery Walk – The classroom is set up as a gallery where students move through different areas and engage with a range of different activities, texts, and stimuli to learn about a topic.

34. Game-Based Learning – Game-based learning refers to the incorporation of games into instructional practice. For example, you might encourage students to play scrabble to learn spelling or dice games to learn about chance.

35. Gamification – Gamification refers to the use of game-based elements in the classroom. These include elements like token economies , a point system, levelling-up, badges, and leaderboards.

36. Give One, Get One – Every student writes down a handful of key learnings, ideas, tips, or strategies based on the lesson. The teacher rotates the students in various pars, and each member of the pair gives one key learning and takes one key learning. It is a form of note-sharing that allows students to share key takeaways from lessons.

37. Graphic Organizers – The teacher uses visual organizers like flow charts, graphs, and tables to get students to visually represent what they are learning.

38. Group Roles – When giving students group work, the teacher asks students to assign each other roles to achieve accountability and transparency. This may help make the learning experience smoother.

39. Growth Mindsets – The teacher models a growth mindset in class, which is a mindset that involves self-belief that you can learn and improve. This is a useful instructional strategy when students recently experienced failure and feel disheartened.

40. Guided Practice – This instructional strategy involves guiding students through a learning task one step at a time, with the teacher demonstrating each step along the way.

41. High Expectations – The strategy of setting high expectations involves letting students know that you expect them to try their personal best. They don’t have to be the best, but they have to try as hard as they can, and the teacher will be happy.

42. Homework: Homework can be an instructional strategy for knowledge consolidation, repetition to commit information to long-term memory, or to introduce new knowledge in flipped learning scenarios.

43. Hot Seat – One student is placed on a seat in front of the class and the class asks them tough questions. The person in the middle can be answering questions on a topic they studied, or, can pretend they’re a famous historical figure.

44. I Do We Do You Do Method – This three-step method involves the teacher modeling a task, then the class doing the task as a group (with the teacher), then the students getting to try the task independently.

45. Inquiry-Based Learning – This strategy involves asking students to “inquire” about a complex question or puzzle. Students are tasked with going through the process of conducting research, experiments, and observation in order to find both questions and answers to those questions.

46. Intentional Mistakes – The teacher intentionally makes a mistake in order to encourage students to be alert to errors or mistakes and get them excited about paying attention in class to ‘catch’ the teacher out making an error.

47. Just-in-Time Learning – This is a strategy that involves learning information that is relevant and pertinent to a task at hand. In other words, you learn things when you need to learn them. For an adult example, you’d learn accounting as soon as tax season arrives!

48. KWL Charts – Students are given charts split into three sections. The sections are: know, want to know, and learned. Students usually fill out the first two columns at the beginning of the lesson to present prior knowledge and curiosities. This can give context to the lesson and help the teacher to target the lesson at the right level for the students. At the end of the lesson, the students fill out the third column: learned. Ideally, they will be answering questions asked in the ‘want to know’ column.

49. Lesson Objective Transparency – The teacher starts the lesson by presenting the lesson objective. This can help students to understand the whole purpose of the lesson and the direction it’s headed, which minimizes confusion.

50. Lesson Recording – Record the lesson in order for the students to review it at their own pace. This can help students learn at their own pace and may assist slower students to ensure they don’t miss anything.

51. Manipulatives – Teachers use physical objects to represent abstract concepts, which helps students to visualize the learning content. This is common in math classrooms.

52. Metacognition – Students are encouraged to reflect upon their own thinking and learning to see if they could improve how they learn. For example, you could have students reflect on why they were distracted, how they could prevent procrastination, or whether they could have learned a task more effectively if they approached it in a different way.

53. Modeled Teaching – This strategy involves the teacher demonstrating how something is done so students have a ‘model’ to follow when they get a chance to do it themselves.

54. Multiple Intelligences – The theory of multiple intelligences proposes that students learn in different ways, be it musical , spatial , linguistic, logical-mathematical, bodily-kinesthetic , and so on. By giving students multiple ways of approaching a topic, you’re leaving the door open to learning through multiple different perspectives.

55. Mystery Making – The teacher drips out data or information that is enough to spark curiosity and may have the answer embedded within it, but requires students to ‘solve’ the mystery or curiosity through critical and analytical thinking .

56. Non-Verbal Gestures – Non-verbal gestures are frequently used in classroom management – for example, when the teacher gives a warning glance to chatty students in the class. But they can also be used mid-lesson, such as giving a thumbs up or smile to indicate to a student that they are on the right track.

57. Note Taking (Cornell Method) – When watching a video or listening to a direct instruction lesson, have the students take high-quality notes by giving them Cornell method notepaper. This involves having unique columns for notes, recall, and summarization.

58. Open-Ended Questioning – The teacher asks questions that require elaborated responses rather than closed ‘yes’ or ‘no’ responses. This encourages students to articulate their thoughts. In the process, they sort and order their thinking.

59. Parent and Community Engagement – This strategy is valuable because engaging parents and the community gives students a chance to develop civic citizenship skills during their learning.

60. Peer Assisted Learning (PAL) – Students pair up with peers, where an advanced student is paired with a less advanced student. The more advanced student assists the less advanced student, which helps both consolidate knowledge.

61. Play-based learning – Teachers can create play scenarios where learning occurs, such as roleplay scenarios, cooperative play, and imaginative play.

62. Pop Quiz – The teacher lets the students know there will be a surprise quiz at some point in the unit of work. This keeps the students on their toes, and encourages high expectations at all times. The quiz can also be used as a form of formative assessment.

63. Positive Reinforcement – Students are given rewards for positive behavior or for reaching high standards with the expectation that the positive reinforcement will encourage repetition of that behavior (see also negative reinforcement ).

64. Poster Presentations – Students are given a small poster and asked to present everything they have learned about the topic on that poster. This gets them to put their ideas into a succinct and presentable way, and in the process, helps them to categorize and clarify their ideas.

65. Predicting – The teacher asks students to predict (guestimate, hypothesize) the outcome of an event, then conducts the experiment to find the result. This encourages students to think through logical causes, consequences, and probabilities.

66. Prior Knowledge Assessment – Before planning or teaching a lesson, the teacher conducts an assessment with the students to gauge their level of knowledge, which helps to ensure the content is at the right level for students’ needs.

67. Project-based learning (PBL) – Lessons are designed around completing a project. In the process of making the project, student learn how to apply their knowledge in the completion of a real project.

68. Prompting – Prompting involves using strategic questions, cues, and visual aids to focus students’ attention on valuable information. It keeps students on the right path and helps them overcome learning barriers.

69. Read Aloud – The teacher reads the text out loud to the class. This can be beneficial as an instructional strategy because it allows you to have students do a close reading of sentences, keywords, and images as a whole group.

70. Reciprocal Teaching – Reciprocal teaching requires students to take turns to teach one another. This gives students a chance to take the role of teacher which requires them to think about how to articulate concepts and break them down to their constituent parts. This helps both the ‘teacher’ and the ‘learner’ students.

71. Reflection-in-Practice / Immediate Feedback – Teachers encourage students to reflect while they work. For example, have students pause and reflect every 5 minutes on what they just did and whether it’s going in the right track. 

72. Role Play – Students take on a role and argue from that person’s perspective. This allows students to think from divergent perspectives and become experts in specific aspects of a scenario.

73. Role Modelling – The teacher sets high expectations by modeling correct behavior. This is common in science labs, where the teacher follows safety standards diligently; or, is also common in behavior management.

74. Rote Learning – The teacher presents information that the student is expceted to learn by memory. This strategy focuses of memorization of facts and it common, for example, in learning the times tables. See also: banking model of education .

75. Scaffolding – This is a strategy that involves the teacher investigating what level the student is at, what level they can do with help, and what level is just too hard. The teacher then targets the learning task at the perfect ‘Goldilocks’ zone where the work is hard enough to be achieved with a little help from the teacher, so it extends student learning and challenges the student.

76. Self-Paced Learning – Students are given time and space to learn at their own pace. This reduces the likelihood that students will be forced to move on before knowledge is sufficiently consolidated and understanding is achieved.

77. Service Learning – The teacher gets students to learn through a community-based project that is of service to the community (e.g. restoring a natural habitat or helping the needy). The process of the task should meet curriculum goals.

78. Silent Conversation – A silent conversation requires students to write down their thoughts on a piece of paper (post-it notes work) and paste their thoughts onto a wall or poster. Students also respond to one another’s notes to engage in ‘conversation’ through writing.

79. SIT: Surprising, Interesting, Troubling – A strategy students use to reflect upon a text. After engaging with a text (book, movie, etc.), students reflect on things in the text that they found surprising, interesting, and troubling. This can stimulate further discussion.

80. Situated Learning – Students learn in a professional and authentic learning environment, allowing them to apply theory to practice.

81. Sixty-Second Strategy – This strategy usually takes place in response to a student presentation. The class engage in three steps in under 60 seconds: respond, reflect, and review. Here’s a great video on the strategy.

82. Snowball Discussions – Students start individually, then pair up for a discussion, then pairs join to create a group of four for a follow-up discussion. The group of four pairs with another group to make a group of eight, who then share notes, and so on. This culminates in a whole class discussion.

83. Spaced Repetition – The teacher re-introduces information after blocks of time with the intention of reinforcing the information at a later date when the students may be at risk of forgetting. By having to regularly re-engage with information, students may be more likely to commit the information to long-term memory.

84. Spiral Learning (Spiral Curriculum) – The teacher returns to previous lessons for current lessons, but builds upon previous content by asking students to add depth and detail. This spiral approach where the teacher ‘returns’ to past lessons creates continuity in learning and helps reinforce old knowledge in students’ long-term memory.

85. Stimulus Materials and Props – The teacher uses materials and props which can be anything from posters on the walls to puppets, in order to stimulate learning.

86. Strategic Pauses – When speaking to the class, the teacher pauses at strategic moments to encourage the students to reflect, re-focus their attention, or attempt a task in their own minds before the teacher continues.

87. Student-Led Curriculum – A student-led curriculum in a curriculum that is not set in stone by the teachers, but allows students to choose the direction of learning. It’s increasingly difficult to do this in the era of the ‘crowded curriculum’ where there is so much to teach each day jut to meet the core curriculum requirements.

88. Student-Teacher Conference –  The teacher takes time during individual work to go up to each student and have one-to-one time to give them differentiated support.

89. Summarizing and Paraphrasing – The teacher asks students to repeat back to them an explanation of the content, but in their own words, to demonstrate understanding and knowledge.

90. Summative Assessment – Summative assessment occurs at the end of a learning scenario. It gives students something to strive toward, instils a healthy sense of competition, and allows teachers to assess progress. However, high-stakes summative assessments can lead to too much student stress.

91. SWOT analysis – This strategy is useful when getting students to self-reflect. It encourages them to reflect on their strengths and weaknesses, as well as future opportunities and threats that they can prepare for.

92. Teaching to Mastery – The teacher retains the focus on one unit of learning until it is ‘mastered’ by the student. This may be a benchmark such as 90% in a test or success in a task three times in a row.

93. Team Teaching – Team teaching involves working with one or more  other teachers. It can be good for splitting classes into small differentiated groups, splitting workloads between teachers based on areas of expertise, and increasing the amount of tailored support for individual students in the class.

94. Think Pair Share – Students spend one minute alone thinking about a topic, then spend one minute with a partner comparing their thoughts. Finally, the due share their thoughts with the whole class group.

95. Thumbs Down, Thumbs Up – A quick strategy to gather formative feedback, teachers simply ask for a thumbs up or thumbs down from the class to get instant feedback on whether they understand the information and are ready to move onto the next step in the lesson.

96. Two-Minute Presentation – The teacher assigns the students a task of conducting research and consolidating knowledge into a two minute presentation by the end of the lesson.

97. Unconditional Positive Regard – This strategy involves a teacher who always lets the student know that they believe the student can do their best. It’s often invoked when a student has recently failed and needs a teacher who demonstrates belief in them and their ability to always do better.

98. Visual Aids – Visual aids can include posters, handouts, pictires, and graphs that can help scaffold learning.

99. Whole Group Class Discussion (a.k.a Circle Time) – The class comes together for a shared discussion. This allows students to hear other students’ perspectives and hear explanations about topics from more people than just the teacher.

100. Word Wall – A word wall is quite simply a wall of words that are central for the subject being studied. This wall can act as a stimulus for learners who need only look at the wall to be spurred to think about key concepts or terms when writing or thinking about the topic.

101. Worked Examples – Providing students with worked examples can give them a clear mental model for what they should be aspiring toward. For example, presenting students with examples of A+ B and C- essays helps them compare and see the difference between good and bad work.

102. Zone of Proximal Development – Teachers reflect on what students can do, can’t do, and can do with assistance. They then cater the lessons to the ‘proximal development’ zone, where they can do challenging tasks with assistance. The teacher aims to have the students practice those tasks until they can do them without assistance, thereby extending the students’ zone of proximal development beyond its current horizons.

There are, of course, many more instructional strategies examples than those listed here. However, these ones can form a great start for finding instructional strategies to include on your lesson plan and start integrating into your teaching to improve your pedagogical skills and, ultimately, your students’ learning.

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 25 Number Games for Kids (Free and Easy)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 25 Word Games for Kids (Free and Easy)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 25 Outdoor Games for Kids
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 50 Incentives to Give to Students

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32 Research-Based Instructional Strategies

These 32 research-based instructional strategies include Setting Objectives and Reinforcing Effort/Providing Recognition.

32 Research-Based Instructional Strategies For Teachers

by TeachThought Staff

You want to teach with what’s been proven to work. That makes sense.

In the ‘data era’ of education that’s mean research-based instructional strategies to drive data-based teaching, and while there’s a lot to consider here we’d love to explore more deeply, for now we’re just going to take a look at the instructional strategies themselves.

A post is not the best way to share this kind of information, honestly. A video for each one might be better, so maybe a YouTube channel? Or a book, as Hattie and Marzano and others have done. Professional development may also work–take 12 strategies or so and work with teachers to integrate them into different kinds of lessons may be useful. (See Hattie’s Index Of Effect Sizes .)

But upside to sharing this information as a post is that it can act a starting point to research the above, which is why we’ve tried to include links, related content, and suggested reading for many of the strategies, and are trying to add citations for all  of them that reference the original study that demonstrated that strategy’s effectiveness. (This is an ongoing process.)

How should you use a list like this? In 6 Questions Hattie Didn’t Ask , Terry Heick wondered the same.

“In lieu of any problems, this much data has to be useful. Right? Maybe. But it might be that so much effort is required to localize and recalibrate it a specific context, that’s it’s just not–especially when it keeps schools and districts from becoming ‘researchers’ on their own terms, leaning instead on Hattie’s list. Imagine ‘PDs’ where this book has been tossed down in the middle of every table in the library and teachers are told to ‘come up with lessons’ that use those strategies that appear in the ‘top 10.’ Then, on walk-throughs for the next month, teachers are constantly asked about ‘reciprocal teaching’ (.74 ES after all). If you consider the analogy of a restaurant, Hattie’s book is like a big book of cooking practices that have been shown to be effective within certain contexts: Use of Microwave (.11 ES) Chefs Academic Training (.23 ES), Use of Fresh Ingredients (.98). The problem is, without the macro-picture of instructional design, they are simply contextual-less, singular items.”

In short, these instructional strategies have been demonstrated to, in at least one study, be ‘effective.’ As implied above, it’s not that simple–and it doesn’t mean it will work well in your next lesson. But as a place to begin taking a closer look at what seems to work–and more importantly how and why it works–feel free to begin your exploring with the list below.

1. Setting Objectives

2. Reinforcing Effort/Providing Recognition

3. Cooperative Learning

4. Cues, Questions & Advance Organizers

5. Nonlinguistic Representations (see Teaching With Analogies )

6. Summarizing & Note Taking

7. Identifying Similarities and Differences

8. Generating & Testing Hypotheses

9. Instructional Planning Using the Nine Categories of Strategies

10. Rewards based on a specific performance standard (Wiersma 1992)

11. Homework for later grades (Ross 1998) with minimal parental involvement (Balli 1998) with a clear purpose (Foyle 1985)

12. Direct Instruction

13. Scaffolding Instruction

14. Provide opportunities for student practice

15. Individualized Instruction

16. Inquiry-Based Teaching (see  20 Questions To Guide Inquiry-Based Learnin g )

See also The 40 Best Classroom Management Apps & Tools

17. Concept Mapping

18. Reciprocal Teaching

19. Promoting student metacognition (see  5o Questions That Promote Metacognition In Students )

20. Developing high expectations for each student

21. Providing clear and effective learning feedback (see 13 Concrete Examples Of Effective Learning Feedback )

22. Teacher clarity (learning goals, expectations, content delivery, assessment results, etc.)

23. Setting goals or objectives (Lipset & Wilson 1993)

24. Consistent, ‘low-threat’ assessment (Bangert-Drowns, Kulik, & Kulik 1991; Fuchs & Fuchs 1986)

25. Higher-level questioning (Redfield & Rousseau 1981) (see  Questions Stems For Higher Level Discussion )

26. Learning feedback that is detailed and specific (Hattie & Temperly 2007)

27. The Directed Reading-Thinking Activity (Stauffer 1969)

28. Question-Answer Relationship (QAR) (Raphael 1982)

29. KWL Chart (Ogle 1986)

30. Comparison Matrix (Marzano 2001)

31. Anticipation Guides (Buehl 2001)

32. Response Notebooks (Readence, Moore, Rickelman, 2002)

Sources: Marzano Research ; Visible Learning ; http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/section7.pdf ;  32 Research-Based Instructional Strategies

TeachThought is an organization dedicated to innovation in education through the growth of outstanding teachers.

20 Differentiated Instruction Strategies and Examples [+ Downloadable List]

Written by Marcus Guido

• Game Based Learning
• Teaching Strategies

• 1. Create Learning Stations
• 2. Use Task Cards
• 3. Interview Students
• 4. Target Different Senses Within Lessons
• 5. Share Your Own Strengths and Weaknesses
• 6. Use the Think-Pair-Share Strategy
• 7. Make Time for Journaling
• 8. Implement Reflection and Goal-Setting Exercises
• 9. Run Literature Circles
• 10. Offer Different Types of Free Study Time
• 11. Group Students with Similar Learning Styles
• 12. Give Different Sets of Reading Comprehension Activities
• 13. Assign Open-Ended Projects
• 14. Encourage Students to Propose Ideas for Their Projects
• 15. Analyze Your Differentiated Instruction Strategy on a Regular Basis
• 16. “Teach Up”
• 17. Use Math EdTech that Adjusts Itself to Each Student
• 18. Relate Math to Personal Interests and Everyday Examples
• 19. Play a Math-Focused Version of Tic-Tac-Toe
• 20. Create Learning Stations, without Mandatory Rotations

As students with diverse learning styles fill the classroom, many teachers don’t always have the time, or spend additional hours to plan lessons that use differentiated instruction (DI) to suit students’ unique aptitudes.

Educator Carol Ann Tomlinson puts it beautifully in her book How to Differentiate Instruction in Academically Diverse Classrooms :

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.

This can involve adjusting:

• Content — The media and methods teachers use to impart and instruct skills, ideas and information
• Processes — The exercises and practices students perform to better understand content
• Products — The materials, such as tests and projects, students complete to demonstrate understanding

To help create lessons that engage and resonate with a diverse classroom, below are 20 differentiated instruction strategies and examples. Available in a condensed and printable list for your desk, you can use 16 in most classes and the last four for math lessons.

Try the ones that best apply to you, depending on factors such as student age.

Provide different types of content by setting up learning stations — divided sections of your classroom through which groups of students rotate. You can facilitate this with a flexible seating plan .

Each station should use a unique method of teaching a skill or concept related to your lesson.

To compliment your math lessons, for example, many teachers use Prodigy to simplify differentiation .  You’ll deliver specific in-game problems to each student — or distinct student groups — in three quick steps!

Students can rotate between stations that involve:

• Watching a video
• Creating artwork
• Reading an article
• Completing puzzles
• Listening to you teach

To help students process the content after they've been through the stations, you can hold a class discussion or assign questions to answer.

Like learning stations, task cards allow you to give students a range of content. Answering task cards can also be a small-group activity , adding variety to classes that normally focus on solo or large-group learning.

First, make or identify tasks and questions that you’d typically find on worksheets or in textbooks.

Second, print and laminate cards that each contain a single task or question. Or, use Teachers Pay Teachers to buy pre-made cards . (Check out Prodigy Education's Teachers Pay Teachers page for free resources!)

Finally, set up stations around your classroom and pair students together to rotate through them.

You can individualize instruction by monitoring the pairs, addressing knowledge gaps when needed.

Asking questions about learning and studying styles can help you pinpoint the kinds of content that will meet your class’s needs.

While running learning stations or a large-group activity , pull each student aside for a few minutes. Ask about:

• Their favourite types of lessons
• Their favourite in-class activities
• Which projects they’re most proud of
• Which kinds of exercises help them remember key lesson points

Track your results to identify themes and students with uncommon preferences, helping you determine which methods of instruction suit their abilities.

A lesson should resonate with more students if it targets visual, tactile, auditory and kinesthetic senses, instead of only one.

When applicable, appeal to a range of learning styles by:

• Playing videos
• Using infographics
• Providing audiobooks
• Getting students to act out a scene
• Incorporating charts and illustrations within texts
• Giving both spoken and written directions to tasks
• Using relevant physical objects, such as money when teaching math skills
• Allotting time for students to create artistic reflections and interpretations of lessons

Not only will these tactics help more students grasp the core concepts of lessons, but make class more engaging.

Prodigy Math Game , for example, is an engaging way to gamify math class in a way that worksheets simply cannot. 👇

To familiarize students with the idea of differentiated learning, you may find it beneficial to explain that not everyone builds skills and processes information the same way.

Talking about your own strengths and weaknesses is one way of doing this.

Explain -- on a personal level — how you study and review lessons. Share tactics that do and don’t work for you, encouraging students to try them.

Not only should this help them understand that people naturally learn differently, but give them insight into improving how they process information.

The think-pair-share strategy exposes students to three lesson-processing experiences within one activity. It’s also easy to monitor and support students as they complete each step.

As the strategy’s name implies, start by asking students to individually think about a given topic or answer a specific question.

Next, pair students together to discuss their results and findings.

Finally, have each pair share their ideas with the rest of the class, and open the floor for further discussion.

Because the differentiated instruction strategy allows students to process your lesson content individually, in a small group and in a large group, it caters to your classroom’s range of learning and personality types.

A journal can be a tool for students to reflect on the lessons you’ve taught and activities you’ve run, helping them process new information .

When possible at the end of class, give students a chance to make a journal entry by:

• Summarizing key points they’ve learned
• Attempting to answer or make sense of lingering questions
• Explaining how they can use the lessons in real-life scenarios
• Illustrating new concepts, which can be especially helpful for data-focused math lessons

As they continue to make entries, they should figure out which ones effectively allow them to process fresh content.

But if you're struggling to see the value of journaling in a subject like math, for example, you can make time specifically for math journaling. While you connect journaling to your own math objectives, students can make cross-curricular connections.

If you want to learn more, check out K-5 Math Teaching Resources for a detailed overview . Angela Watson at The Cornerstone for Teachers also has great math journal resources you can use in your own class!

An extension of journaling, have students reflect on important lessons and set goals for further learning at pre-determined points of the year.

During these points, ask students to write about their favourite topics, as well as the most interesting concepts and information they’ve learned.

They should also identify skills to improve and topics to explore.

Based on the results, you can target lessons to help meet these goals . For example, if the bulk of students discuss a certain aspect of the science curriculum, you can design more activities around it.

Organizing students into literature circles not only encourages students to shape and inform each other’s understanding of readings, but helps auditory and participatory learners retain more information.

This also gives you an opportunity to listen to each circle’s discussion, asking questions and filling in gaps in understanding.

As a bonus, some students may develop leadership skills by running the discussion.

This activity makes written content — which, at times, may only be accessible to individual learners with strong reading retention -- easier to process for more students.

Free study time will generally benefit students who prefer to learn individually, but can be slightly altered to also help their classmates process your lessons.

This can be done by dividing your class into clearly-sectioned solo and team activities.

Consider the following free study exercises to also meet the preferences of visual, auditory and kinesthetic learners:

• Provide audiobooks, which play material relevant to your lessons
• Create a station for challenging group games that teach skills involved in the curriculum
• Maintain a designated quiet space for students to take notes and complete work
• Allow students to work in groups while taking notes and completing work, away from the quiet space

By running these sorts of activities, free study time will begin to benefit diverse learners — not just students who easily process information through quiet, individual work.

Heterogenous grouping is a common practice, but grouping students based on similar learning style can encourage collaboration through common work and thinking practices.

This is not to be confused with grouping students based on similar level of ability or understanding.

In some cases, doing so conflicts with the “Teach Up” principle , which is discussed below.

Rather, this tactic allows like-minded students to support each other’s learning while giving you to time to spend with each group. You can then offer the optimal kind of instruction to suit each group’s common needs and preferences.

Instead of focusing on written products, consider evaluating reading comprehension through questions and activities that test different aptitudes.

Although written answers may still appeal to many students, others may thrive and best challenge themselves during artistic or kinesthetic tasks.

For example, allow students to choose between some of the following activities before, during and after an important reading :

• Participating in more literature circles
• Delivering a presentation
• Writing a traditional report
• Creating visual art to illustrate key events
• Creating and performing a monologue as a main character or figure

Offering structured options can help students demonstrate their understanding of content as effectively as possible, giving you more insight into their abilities.

Similar to evaluating reading comprehension, give students a list of projects to find one that lets them effectively demonstrate their knowledge.

Include a clear rubric for each type of project, which clearly defines expectations. In fact, some teachers have their students co-create the rubric with them so they have autonomy in the work they'll be completing and being assessed on. Doing so will keep it challenging and help students meet specific criteria.

By both enticing and challenging students, this approach encourages them to:

• Work and learn at their own paces
• Engage actively with content they must understand
• Demonstrate their knowledge as effectively as possible

As well as benefiting students, this differentiated instruction strategy will clearly showcase distinct work and learning styles.

As well as offering set options, encourage students to take their projects from concept to completion by pitching you ideas.

A student must show how the product will meet academic standards, and be open to your revisions. If the pitch doesn’t meet your standards, tell the student to refine the idea until it does. If it doesn’t by a predetermined date, assign one of your set options.

You may be pleasantly surprised by some pitches.  

After all, students themselves are the focus of differentiated instruction — they likely have somewhat of a grasp on their learning styles and abilities.

Even if you’re confident in your overall approach, Carol Ann Tomlinson — one of the most reputable topic thought-leaders — recommends analyzing your differentiated instruction strategies:

Frequently reflect on the match between your classroom and the philosophy of teaching and learning you want to practice. Look for matches and mismatches, and use both to guide you.

Analyze your strategy by reflecting on:

• Content — Are you using diverse materials and teaching methods in class?
• Processes — Are you providing solo, small-group and large-group activities that best allow different learners to absorb your content?
• Products — Are you letting and helping students demonstrate their understanding of content in a variety of ways on tests, projects and assignments?

In doing so, you’ll refine your approach to appropriately accommodate the multiple intelligences of students . It's important to note, however, that recent studies have upended the theory of multiple intelligences. Regardless of where you stand on the multiple intelligences spectrum, the differentiated instruction strategy above remains valuable!

Teaching at a level that’s too easily accessible to each student can harm your differentiated instruction efforts, according to Tomlinson .

Instead, she recommends “teaching up.” This eliminates the pitfall of being stuck on low-level ideas, seldom reaching advanced concepts:

We do much better if we start with what we consider to be high-end curriculum and expectations -- and then differentiate to provide scaffolding, to lift the kids up .

The usual tendency is to start with what we perceive to be grade-level material and then dumb it down for some and raise it up for others. But we don’t usually raise it up very much from that starting point, and dumbing down just sets lower expectations for some kids.

Keeping this concept in mind should focus your differentiated teaching strategy, helping you bring each student up to “high-end curriculum and expectations.”

It has also grown particularly popular in the 2020s as educators have focused more on accelerated learning by "teaching up", as opposed to filling learning gaps.

As Elizabeth S. LeBlanc, Co-Founder of the Institute for Teaching and Learning, writes for EdSurge : "Accelerated learning approaches give a lower priority to repetition or 'skill-and-drill' uses of instructional technology. In other words, it’s not about memorizing everything you should have learned, it’s about moving you forward so you pick things up along the way. "

Differentiated Math Instruction Strategies and Examples

Some EdTech tools — such as certain educational math video games — can deliver differentiated content, while providing unique ways to process it.

For example, Prodigy adjusts questions to tackle student trouble spots and offers math problems that use words, charts and pictures, as well as numbers.

To the benefit of teachers, the game is free and curriculum-aligned for grades 1 to 8. You can adjust the focus of questions to supplement lessons and homework, running reports to examine each student’s progress.

Join over 90 million students and teachers using Prodigy's differentiating power today. 👇

Clearly linking math to personal interests and real-world examples can help some learners understand key concepts.

Working with 41 grade 7 students throughout an academic year, a 2015 study published by the Canadian Center of Science and Education used contextual learning strategies to teach integers and increase test scores by more than 44%.

Striving for similar benefits may be ambitious, but you can start by surveying students. Ask about their interests and how they use math outside of school.

Using your findings, you should find that contextualization helps some students grasp new or unfamiliar math concepts.

There are many math-related games and activities to find inspiration to implement this tactic.

Help students practice different math skills by playing a game that’s a take on tic-tac-toe.

Prepare by dividing a sheet into squares — three vertical by three horizontal. Don’t leave them blank. Instead, fill the boxes with questions that test different abilities.

For example:

• “Complete question X in page Y of your textbook”
• “Draw a picture to show how to add fraction X and fraction Y”
• “Describe a real-life situation in which you would use cross-multiplication, providing an example and solution”

You can hand out sheets to students for solo practice, or divide them into pairs and encourage friendly competition . The first one to link three Xs or Os — by correctly completing questions —  wins. 

So, depending on your preferences, this game will challenge diverse learners through either individual or small-group practice.

Provide differentiated math learning opportunities for your students by setting up unique learning stations across your classrooms, but forgoing mandatory rotations.

The idea comes from a grade 9 teacher in Ontario, who recommends creating three stations to solve similar mathematical problems using either:

• Data — Provide spreadsheets, requiring students to manipulate data through trial and error
• People — Group students into pairs or triads to tackle a range of problems together, supporting each other’s learning
• Things — Offer a hands-on option by giving each student objects to use when solving questions

Only allow students to switch stations if they feel the need. If they do, consult them about their decision. In each case, you and the student will likely learn more about his or her learning style.

Supplemented by your circulation between stations to address gaps in prior knowledge, this activity exposes students to exercises that appeal to diverse abilities.

Downloadable List of Differentiated Instruction Strategies and Examples

Click here to download and print a simplified list of the 20 differentiated instruction strategies and examples to keep at your desk.

Differentiated Instruction Strategies Infographic

Here’s an infographic with 16 ideas from this article, provided by  Educational Technology and Mobile Learning  — an online resource for teaching tools and ideas.

Wrapping Up

With help from the downloadable list, use these differentiated instruction strategies and examples to suit the diverse needs and learning styles of your students.

As well as adding variety to your content, these methods will help students process your lessons and demonstrate their understanding of them.

The strategies should prove to be increasingly useful as you identify the distinct learning styles in — and learn to manage — your classroom .

Interested in other teaching strategies to deploy in your classroom?

Differentiated instruction strategies overlap in important ways with a number of other pedagogical approaches. Consider reviewing these supplementary strategies to find more ideas, combine different elements of each strategy, and enrich your pedagogical toolkit!

• Active learning strategies   put your students at the center of the learning process, enriching the classroom experience and boosting engagement.
• As opposed to traditional learning activities,  experiential learning activities  build knowledge and skills through direct experience.
• Project-based learning   uses an open-ended approach in which students work alone or collectively to produce an engaging, intricate curriculum-related questions or challenges.
• Inquiry-based learning   is subdivided into four categories, all of which promote the importance of your students' development of questions, ideas and analyses.
• Adaptive learning  focuses on changing — or "adapting" — learning content for students on an individual basis, particularly with the help of technology.

👉 Create or log into your teacher account on Prodigy — a game-based learning platform that delivers differentiated instruction, automatically adjusting questions to accommodate player trouble spots and learning speeds. Aligned with curricula across the English-speaking world, it’s used by more than 90 million students and teachers.

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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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Eberly Center

Teaching excellence & educational innovation, identify appropriate instructional strategies.

After selecting the learning objectives and assessments for the course, we need to think about the various instructional activities we will use to engage students with the material and enable them to meet the objectives. Of course, the key is to align instructional strategies with the other two components. Many instructional strategies are flexible, and can be used in service of several learning objectives, but some of them are better suited for a particular set of objectives. In most cases, we will need to use a combination of instructional strategies. This table focuses on two of three components of course design.

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Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

The Six Most Effective Instructional Strategies for ELLs—According to Teachers

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(This is the first post in a two-part series.)

The new question-of-the-week is:

What is the single most effective instructional strategy you have used to teach English-language learners?

This series is part of a longer series of questions and answers inviting educators from various disciplines to share their “single most effective instructional strategy.”

Last week, educators shared their recommendations when it came to teaching writing.

There are many more to come!

Today, Valentina Gonzalez, Denita Harris, Cindy Garcia, and Deedy Camarena offer their responses.

Before we get to today’s guest, I’d like to share my own answer.

I’m a big fan of all the ideas guests in this series offer—particularly the Picture Word Inductive Model .

Two that contributors to this series don’t mention and are ones I like to use often are the Language Experience Approach (LEA) and Total Physical Response (TPR).

The LEA describes a lesson in which the entire class does a common activity (playing a game, watching a video, anything), and then the teacher leads students in a process of writing about it. Those sentences can then be used for a myriad of other follow-up activities. It’s particularly useful for mixed-level classes—everyone can participate in the activity, and then students can write sentences about it that are simple or complex depending on their language proficiency. You can learn more about the LEA here .

Total Physical Response (TPR) describes a process where the teacher (and, later, students) model a physical action when teaching a new word (standing up when teaching the word “stand”). It’s active, can be done in a very playful mood, and can be made increasingly complex. You can read more at The Best Resources For Learning About Total Physical Response (TPR) .

You can learn more about ELL teaching strategies at previous posts appearing in this column—find them at Teaching English-Language Learners .

Two particularly useful posts that have not yet made it into that summary collection (I update them every summer) are Thirteen Instructional Strategies for Supporting ELL Newcomers and Ten Strategies for Teaching English-Language Learners Online .

Now, to responses from today’s guests:

Picture Word Inductive Model

Valentina Gonzalez is a former classroom teacher with over 20 years in education serving also as a district facilitator for English-learners, a professional-development specialist for ELs, and as an educational consultant. Valentina delivers professional development and coaches teachers on sheltered instruction strategies. Her work can be found on Seidlitz Education and on MiddleWeb . You can reach her through her website or on Twitter @ValentinaESL :

Shifting the way we approach teaching English-learners can have a positive effect on their success in our schools. When we see our English-learners’ assets first, we recognize everything they come with and value not only their culture but also the content and literacy they bring to the table.

I’ve found the Picture Word Inductive Model (Calhoun, 1998) to be one of the most effective instructional techniques in my experience teaching ELs. The benefits of using PWIM with English-learners are many. This literacy technique is quite flexible and can be used cross-curricularly no matter the grade level, language level, or content. PWIM leverages students’ funds of knowledge and builds upon them. Through the PWIM, ELs are engaged in thinking and in all language domains: listening, speaking, reading, and writing with scaffolds and supports such as visuals and sentence stems or frames. This method can be used in all grade levels and cross-curricularly.

These are the steps I use to implement an adapted version of PWIM with English-learners and how each step benefits ELs:

This engaging instructional strategy helps to lower students’ anxiety levels, which increases participation. After using the PWIM with numerous student groups, these are some tips I can offer to educators who haven’t tried it before:

• Carefully select images that are compelling to your age group of students.
• Try color coding or chunking labeled words (ex.: all verbs in orange, adjectives in blue, etc.).
• Keep in mind students’ language-proficiency levels when creating sentence stems and frames. Students with advanced English proficiency will benefit from more sophisticated sentence structures.
• Don’t stress about doing it all in one day. Gage your students and make adjustments as needed.
• On a subsequent day, use the generated words as a sorting activity. Ask students to work with a partner to put the words in groups and label the groups.
• Co-create a sentence-patterning chart with the class. Some groups of students may need this level of support during Step 7.

Below is an example of a PWIM and sentence-patterning chart mash up. Combining these two techniques enhances ELs’ listening, speaking, reading, and writing in English.

This link will take you to a video with more details about the PWIM. I know many readers here have tried PWIM or variations, too. Please share pictures and stories of how your students have responded.

Sentence Frames

Denita Harris is a curriculum coordinator for the MSD of Wayne Township, Indianapolis. She has over 20 years of experience as a teacher, assistant principal, and district-level administrator. Harris is the recipient of the 2019 INTESOL (Indiana Teacher of English to Speakers of Other Languages) Best of the Best in K-12 Education, and the 2017 and 2020 African American Excellence in Education Award. Find her on Twitter @HarrisLeads:

The single most effective strategy I have used and would highly recommend when teaching English-language learners is the use of sentence frames for writing and speaking, the productive skills, accompanied with a word bank, word phrases, and/or pictures.

English-languagelearners possess a wealth of knowledge, and it is our obligation, as educators, to tap into their knowledge and continue to build upon what our students already know and can do. We must remember our students are in the process of learning a new language and are not in the process of learning a language; therefore, we can provide the words and the grammatical structures of the new language to help guide them in speaking and writing.

Here is an analogy to consider. English-language learners have the tools (vocabulary in their native language). They come to us with these tools; however, while learning English, they may not yet know the names of all the tools or how to use them properly to accomplish a task completely (speaking or writing in English). Our responsibility is to provide our students with the names of each tool (vocabulary in English) and demonstrate to them, through sentence frames, how they might utilize these tools to accomplish a complete task (express a complete thought or sentence in English). A sentence frame can be made up of only one sentence or several sentences to assist students in structuring paragraphs.

The use of sentence frames for writing and speaking not only give English-language learners a framework to communicate through both oral and written language, sentence frames also help build students’ self-efficacy. When students have the language to contribute to classroom discussions and are able to express their thoughts on paper, they begin to feel a part of the classroom community, and that makes all the difference.

Comprehensible Input

Cindy Garcia has been a bilingual educator for 14 years and is currently a district instructional specialist for PK-6 bilingual/ESL mathematics. She is active onTwitter @CindyGarciaTX and on her blog:

The single most effective strategy that I used to teach English-language learners is comprehensible input. Comprehensible input means that the teacher speaks in such a way that students are able to understand what is being said even when they do not know or understand all of the words being stated. Below are some strategies to make input comprehensible:

• Slow down rate of speech and enunciate clearly. As students are listening, they are also working to process what is being said and how that fits with what they already know. At the same time, ELLs are translanguaging and making sense of teachers’ academic language. ELLs are developing their English language, and it is very important that they hear those initial and ending sounds of words in order to add them to their vocabulary. Sometimes when we speak too quickly, we drop important sounds such as “ing”.
• Avoid figurative language and idioms. While these phrases might make sense to you and emphasize a point, to ELLs they might break down their comprehension. Students will probably end up with a literal translation that makes no sense. For example, saying it was a piece of cake will be translated to it was a portion of a dessert, not it was easy! Not only that, but ELLs might stop listening as they try to figure what that idiom means.
• Use gestures and total physical response (TPR). Language can sometimes be abstract and not precise. There can also be words that exist in English that do not exist in other languages. For example, toes do not have a Spanish equivalent. In Spanish, we have hand fingers and feet fingers. Using exaggerated gestures can help make the meaning of new vocabulary more clear to students. Using TPR, students also learn to associate a movement with a word, and that will make it more likely that they internalize that new vocabulary.

Collaborative Summarizing

Deedy Camarena is the coordinator for English-language development (ELD), dual and world languages, at the Santa Clara County Office of Education in California:

When English-language learners (ELLs) are acquiring another language, they must be able to make meaning. In order to make meaning, they must develop oracy (proficiency in oral expression and comprehension— Merriam Webster ). Utilizing purposeful dialogue to practice oracy expands student thinking. The most effective instructional strategy I’ve used to practice oracy is Collaborative Summarizing.

There are five steps to successfully implement Collaborative Summarizing. These steps allow ELLs to read, think, exchange information, and negotiate through dialogue. In preparation, the teacher must select a text appropriate for the students’ independent reading level, or lexile level, and determine the language demands. The purpose of reading the passage is to utilize the information to make meaning through oracy. However, you may find another purpose such as language functions , content, or to acquire background knowledge. Once the text has been selected and vetted by the teacher, the five-step Collaborative Summarizing can begin.

First, the teacher models how to identify the big ideas in the text. This may include the important people, things or ideas, what is occurring, and details. Then, the students individually read the text and determine 3-5 big ideas. Students utilize a graphic organizer specifically made for this strategy to record their information. Using those big ideas, students write a 15-word summary.

Second, students find one partner to dialogue with and “ create a negotiated list that reflects their combined agreement on the three to six most important ideas .” Once students have discussed the most important ideas, they turn them into one, collaborative 15-word summary. Teachers can strategically pair up students, or students can choose. Students must first determine the negotiating rules they will follow. For example, act respectively, cite evidence to prove your opinion, or use academic-language sentence frames, such as Kate Kinsella’s, for discussing and collaboration . Students use these sentence frames to support the function of negotiating and intentionally use academically language correctly. The purpose of negotiating with their partner is to “identify who or what is the most important in the section, [and] identify what the subject is doing,”( English Learner Toolkit of Strategies ).

Third, have each pair meet with another pair. One student from each pair reads their summary. Then, they dive in and renegotiate a common summary for their new group of four and add it to their graphic organizer.

Fourth, each group of four chooses another group of four to repeat the renegotiating process. Once again, the group will add this new summary to their graphic organizer.

Fifth, ask groups to edit their summaries for meaning, language, and word choice. As the focus of Collaborative Summarizing is utilizing purposeful dialogue to practice oracy, this could be an optional step.

Sixth, chose one student from the group to present the summary to the class. As ELLs have varying comfort levels of reading in front of a class, give the students time to practice in their group. Once a sufficient amount of time has passed, bring the class together to listen to the summaries.

Collaborative Summarizing helps students develop oracy and effectively utilize purposeful dialogue with a partner and a group to create a common product.

Thanks to Valentina, Denita, Cindy, and Deedy for their contributions!

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

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How to Work Literacy Instruction Into All Content Areas

Instead of a one-size-fits-all approach to literacy practices across content areas, there are small, but effective shifts teachers can make to get students practicing the domain-specific skills they need.

Math, history, science, and even art teachers often find themselves trying to work literacy instruction into their classrooms. After all, the ability to read, synthesize, and explain concepts and ideas in writing is essential in every subject. But how should instructors who don’t specialize in literacy go about helping students do this work at a high level within their discipline? 

Too often, writes former teacher and literacy consultant ReLeah Rent, in ASCD , teachers rely on “one-size-fits-all” approaches like word walls, K-W-L charts, or concept maps. One of the problems with these generic literacy strategies is that they are often unrelated to the content areas students are studying. Focusing on metaphors, for example, will be useful for an English class, but is less relevant to a written deconstruction of a math problem or the sort of concise, factual writing needed in a science report, Lent contends. The ultimate goal of cross-curricular literacy, she argues, should be to develop the kind of writing fluency that is useful for a given discipline.

To adapt strategies to better suit students, Lent writes that teachers must first identify the skills students need to be successful in specific content areas and focus on teaching these skills “while teaching content—not as a sidebar to the content.” 

For example, literacy strategies in a science class should focus on getting students to use precise vocabulary, compose in a passive voice, and favor exactness over elaboration. Meanwhile, students in history class should prioritize learning how to efficiently synthesize information from multiple sources, organize ideas, facts, and evidence, and write in an argumentative manner that prioritizes meaningful connections between disparate information over the sort of evocative, figurative writing that might be prized in an ELA classroom. 

Making these adjustments, Lent writes, “brings to life a much richer schoolwide curriculum as students learn how to use literacy for different purposes in various subject areas.” Here are some examples of how teachers can go about doing this work. 

Getting Disciplined  Commonly used literacy strategies that ask students to pause and consider what they know about a given topic or concept can be easily modified to better suit your classroom, Lent writes.  

For example, K-W-L is an effective strategy to get students thinking about their learning trajectory: what they already comprehend (what I know), what they should read in the future (what I want to know), and what they should review (what I have learned). 

But small shifts can customize the strategy to different content areas and align it more crisply with the reading and writing objectives of the discipline being studied. For example, in science class K-W-L can be adapted to ”observe, infer, and conclude.” In math class, it makes more sense for students to “deconstruct, solve, apply,” and in foreign languages to “listen, comprehend, and speak.” Asking students to “think like a historian” and then following up with a word wall or concept map has value, but real historians “must learn how to intuitively source materials, read closely for underlying bias, and engage in an analysis of the text or a comparison of one text to another,” she says. To achieve the goal of “thinking like a historian,” then, students have to do the work of close reading primary materials and drawing relevant inferences: In the end, “disciplinary literacy is about doing the work of the disciplines instead of merely reading about it.”

Which Skills? To make all the right shifts, Lent suggests setting aside time to identify the skills students need to learn and use to be successful in their specific content areas. 

Doing that work, she says, should involve conferring with colleagues who teach the same content and coming up with a tight list of expected skills and behaviors. Teachers may even need to read a book, study up on lesson plans, or take advantage of more professional development to learn the best way to teach these identified skills. The work, Lent writes, is worth it: “focusing on literacy skills within the disciplines brings to life a much richer schoolwide curriculum as students learn how to use literacy for different purposes in various subject areas.” 

Lent writes that science teachers would prioritize getting students to “use precise vocabulary” in their writing and composing in “phrases, bullets, graphs, or sketches.” History teachers might focus on getting students to “create timelines with accompanying narratives”, “synthesize info/evidence from multiple sources,” and “grapple with multiple ideas and large quantities of information” when they write. Math teachers, meanwhile, would likely focus on teaching students to effectively “explain, justify, describe, estimate, or analyze” and “favor calculations over words” in their content-specific writing.

Get Students Writing—In Content Specific Ways  Rebecca Alber, a literacy specialist and instructor at UCLA’s Graduate School of Education suggests a similar strategy. In a post for Edutopia, she writes that teachers should aim to get students doing as much domain specific writing as their curriculum allows for. “Writing helps us make sense of what we are learning and helps us make connections to our own lives or others’ ideas.” Alber suggests mixing informal writing activities like quick writes, stop and jots, or one-minute essays into instruction, but like Lent she says that the key is to think through the particular skills inherent to the discipline, and tailor the activities to those objectives.

In history classrooms, high school teacher Benjamin Barbour suggests asking students to examine their possessions from the perspective of a historian from the future. By getting students to imagine themselves as a researcher or archaeologist and conduct a detailed, written analysis of their chosen “artifact,” you can have them practicing necessary skills such as: questioning the significance of the artifact, how it might exemplify a certain culture, and drawing inferences as to what it suggests about society during this time. By asking students to peer-edit each other’s work, you can have them practice skills such as assessing the strength of evidence and arguments in support of a claim, as well as evaluate how differing interpretations of an artifact can shape the way history is perceived. 

In math classrooms, University of Connecticut education professor Tutita M. Casa and colleagues suggest that teachers can rework prompts to get students effectively using writing to assess the validity of solutions—an activity that positions them as “mathematical thinkers and writers.” 

For example, one style of prompt may ask students to determine if the work of another student, or a fictional student that you invent, is mathematically sound—and then explain using mathematical language and models why it’s accurate. Another prompt might present students with two different solutions and ask them to choose one and defend their position with questions like: “How do you know?” or “Whose solution do you agree with, and why?”

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