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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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20 Differentiated Instruction Strategies and Examples [+ Downloadable List]

Written by Marcus Guido

Reviewed by Allison Sinclair, M.T.

Engage and motivate your students with our adaptive, game-based learning platform!

• 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.

Culture & Climate

Full day workshop jun 19, social-emotional learning, full day workshop jun 20, close reading & text-dependent questions, full day workshop jun 21, the flipped classroom, 2-day workshop jun 25 & 26, effective classroom management, full day workshop jul 15, reclaiming the joy of teaching, full day workshop jul 16, growth mindset, full day workshop jul 17, project-based learning, full day workshop jul 18.

Differentiated Instruction: Strategies and Examples for the Classroom

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

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

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

Understanding Differentiated Instruction

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

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

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

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Key Principles of Differentiated Instruction

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

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

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

Differentiated Instruction Strategies

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

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

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

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

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

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

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

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

Real-Life Examples of Differentiated Instruction in Action

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

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

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

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

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

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

Integrating Technology in Differentiated Instruction

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

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

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

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

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

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

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

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

Tips for Implementing Differentiated Instruction in the Classroom

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

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

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

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

Strobel Education’s Role in Supporting Differentiated Instruction

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

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

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

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

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

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

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

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Differentiated Instruction

Differentiated instruction involves teaching in a way that meets the different needs and interests of students using varied course content, activities, and assessments.

Teaching differently to different students

Differentiated Instruction (DI) is fundamentally the attempt to teach differently to different students, rather than maintain a one-size-fits-all approach to instruction. Other frameworks, such as Universal Design for Learning , enjoin instructors to give students broad choice and agency to meet their diverse needs and interests. DI distinctively emphasizes instructional methods to promote learning for students entering a course with different readiness for, interest in, and ways of engaging with course learning based on their prior learning experiences ( Dosch and Zidon 2014). 

Successful implementation of DI requires ongoing training, assessment, and monitoring (van Geel et al. 2019) and has been shown to be effective in meeting students’ different needs, readiness levels, and interests (Turner et al. 2017). Below, you can find six categories of DI instructional practices that span course design and live teaching.

While some of the strategies are best used together, not all of them are meant to be used at once, as the flexibility inherent to these approaches means that some of them are diverging when used in combination (e.g., constructing homogenous student groups necessitates giving different types of activities and assessments; constructing heterogeneous student groups may pair well with peer tutoring) (Pozas et al. 2020). The learning environment the instructor creates with students has also been shown to be an important part of successful DI implementation (Shareefa et al. 2019). 

Differentiated Assessment

Differentiated assessment is an aspect of Differentiated Instruction that focuses on tailoring the ways in which students can demonstrate their progress to their varied strengths and ways of learning. Instead of testing recall of low-level information, instructors should focus on the use of knowledge and complex reasoning. Differentiation should inform not only the design of instructors’ assessments, but also how they interpret the results and use them to inform their DI practices. 

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Steps to consider

There are generally considered to be six categories of useful differentiated instruction and assessment practices (Pozas & Schneider 2019):

• Making assignments that have tasks and materials that are qualitatively and/or quantitatively varied (according to “challenge level, complexity, outcome, process, product, and/or resources”) (IP Module 2: Integrating Peer-to-Peer Learning) It’s helpful to assess student readiness and interest by collecting data at the beginning of the course, as well as to conduct periodic check-ins throughout the course (Moallemi 2023 & Pham 2011)
• Making student working groups that are intentionally chosen (that are either homogeneous or heterogeneous based on “performance, readiness, interests, etc.”) (IP Module 2: Integrating Peer-to-Peer Learning) Examples of how to make different student groups provided by Stanford CTL  (Google Doc)
• Making tutoring systems within the working group where students teach each other (IP Module 2: Integrating Peer-to-Peer Learning) For examples of how to support peer instruction, and the benefits of doing so, see for example Tullis & Goldstone 2020 and Peer Instruction for Active Learning (LSA Technology Services, University of Michigan)
• Making non-verbal learning aids that are staggered to provide support to students in helping them get to the next step in the learning process (only the minimal amount of information that is needed to help them get there is provided, and this step is repeated each time it’s needed) (IP Module 4: Making Success Accessible) Non-verbal cue cards support students’ self-regulation, as they can monitor and control their progress as they work (Pozas & Schneider 2019)
• Making instructional practices that ensure all students meet at least the minimum standards and that more advanced students meet higher standards , which involves monitoring students’ learning process carefully (IP Module 4: Making Success Accessible; IP Module 5: Giving Inclusive Assessments) This type of approach to student assessment can be related to specifications grading, where students determine the grade they want and complete the modules that correspond to that grade, offering additional motivation to and reduced stress for students and additional flexibility and time-saving practices to instructors (Hall 2018)
• Making options that support student autonomy in being responsible for their learning process and choosing material to work on (e.g., students can choose tasks, project-based learning, portfolios, and/or station work, etc.) (IP Module 4: Making Success Accessible) This option, as well as the others, fits within a general Universal Design Learning framework , which is designed to improve learning for everyone using scientific insights about human learning

Hall, M (2018). “ What is Specifications Grading and Why Should You Consider Using It? ” The Innovator Instructor blog, John Hopkins University Center for Teaching Excellence and Innovation.

Moallemi, R. (2023). “ The Relationship between Differentiated Instruction and Learner Levels of Engagement at University .” Journal of Research in Integrated Teaching and Learning (ahead of print).

Pham, H. (2011). “ Differentiated Instruction and the Need to Integrate Teaching and Practice .” Journal of College Teaching and Learning , 9(1), 13-20.

Pozas, M. & Schneider, C. (2019). " Shedding light into the convoluted terrain of differentiated instruction (DI): Proposal of a taxonomy of differentiated instruction in the heterogeneous classroom ." Open Education Studies , 1, 73–90.

Pozas, M., Letzel, V. and Schneider, C. (2020). " Teachers and differentiated instruction: exploring differentiation practices to address student diversity ." Journal of Research in Special Educational Needs , 20: 217-230.

Shareefa, M. et al. (2019). “ Differentiated Instruction: Definition and Challenging Factors Perceived by Teachers .” Proceedings of the 3rd International Conference on Special Education (ICSE 2019). 

Tullis, J.G. & Goldstone, R.L. (2020). “ Why does peer instruction benefit student learning? ”, Cognitive Research 5 .

Turner, W.D., Solis, O.J., and Kincade, D.H. (2017). “ Differentiating Instruction for Large Classes in Higher Education ”, International Journal of Teaching and Learning in Higher Education , 29(3), 490-500.

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

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What Is Differentiated Instruction and What Does It Look Like in the Classroom?

It’s all about adapting learning to fit different needs.

In the last few decades, differentiation has become one of the biggest buzzwords in education. But what exactly is differentiated instruction, and how can teachers effectively use it in their classrooms? Read on to find out.

What is differentiated instruction?

Source: ASCD

Differentiated instruction means tailoring your teaching so all students, regardless of their ability, can learn the classroom material. Early one-room schoolteachers were masters of differentiation. They taught students of all ages and abilities, changing up their methods as needed.

As schools moved to dividing students by age into grade levels, differentiated instruction more or less fell by the wayside. Teachers taught all students in their classroom in the same way and expected the same results. Not surprisingly, some students struggled to keep up, while others were bored when they mastered the material more quickly than others. Inclusion made these contrasts even greater, and some began to realize education needed new approaches.

During the 1990s, Carol Ann Tomlinson introduced the concept of differentiation, and it quickly gained traction. She identified four elements (content, process, product, and learning environment) that teachers could customize in their classrooms. Her work opened the door to a wide array of differentiation approaches and techniques.

Why is differentiated instruction important?

Think back to the last time you bought a pair of jeans. You probably had a multitude of choices, like slim, relaxed, or classic fit; petite, regular, or tall; stretch fabric or plain denim—the options were likely endless. Somewhere in all those options for jeans, you found the ones that were right for you. Maybe not perfect, but something that suited you better than any of the other options.

Buying jeans wasn’t always like that. A few decades ago, there were just a few styles, in different sizes. For those with a particular body type, that was just fine. But it meant many others were left with ill-fitting, uncomfortable choices, and they just had to make do. Manufacturers and stores eventually realized they needed to differentiate their styles to meet all their customers’ needs.

Just like people have different body types, they also have different learning styles and abilities. If teachers only offer one way to learn the material, some students will always struggle. Their “jeans” will never fit, and they’ll never truly master the material they need to succeed.

Differentiated Instruction and Learning Styles

In the mid-1980s, teacher Neil Fleming introduced the VARK model of learning styles. He theorized that students learned in these four general ways, known as styles, or modalities:

• Visual: Seeing images, diagrams, videos, etc.
• Auditory: Hearing lectures and having discussions
• Read/Write: Reading the written word and writing things down
• Kinesthetic: Movement and hands-on activities

In other words, some kids learn better by reading and writing, while others prefer to listen to a lecture or watch a video. Fleming noted that each student uses a mix of these different styles, and it’s important not to pigeonhole a student into any one type. The key is to ensure your teaching methods include a variety of activities that appeal to all learning types.

This concept gets right to the heart of differentiation. Recognizing that your classroom contains students with an assortment of learning styles, along with varying abilities and diverse backgrounds, is the first step toward accommodating them.

What does differentiation look like in the classroom?

So, what does this mean for teachers? Are you expected to create an individualized lesson plan for every student in your classroom? Fortunately, that’s not necessary. What you do need to do is ensure your lesson plans include a variety of activities, and provide options when students need them.

Tomlinson recommends teachers consider how they can personalize these four elements:

Teachers don’t usually get to decide exactly what they’re going to teach in terms of content. Most schools use standards like Common Core to lay out what students at each level must master. What teachers often can decide is how they’ll present that content. Here are some ways to differentiate content ( see more here ).

• Have students read an article, watch a video, and/or listen to a lecture on a topic.
• Used leveled reading materials to help students explore the same content.
• Tailor assignments as needed, i.e., have slower workers do fewer practice problems as long as they can show mastery, while advanced students can do extra or more challenging exercises.

There are so many ways to mix up the teaching and learning process. Accommodate different learning styles with various activities, and scaffold learning by breaking it into more manageable chunks . These are examples of differentiated processes (see more here ).

• Create learning centers that give kids self-paced practice time in hands-on ways.
• Incorporate active learning with manipulatives, movement, and games.
• Form learning groups and use a tiered approach, with each group mastering content or skills at various speeds.

It’s no secret that some kids are terrible test-takers, or that speaking in front of the class is torture for others. You can work to improve those skills, of course, but in the meantime, it’s important not to punish students because they need different ways to show their mastery of a topic. For example, unless you’re specifically teaching public speaking skills, don’t force every student to do an oral book report. Here are more ways to differentiate the product ( see more examples here ).

• Doing a research project? Allow students to choose how they’ll present their findings: write a paper, give a presentation, create a video, etc.
• Use a variety of question types in written tests, and help students learn good test-taking skills.
• Provide “must do” and “may do” options for assignments.

Learning Environment

Stroll the halls of a typical school, and you’ll notice that every classroom looks and sounds different. Some have desks in rows, while in others desks are pushed together or students group around tables. One is completely silent, while another bustles with discussion. Some students adapt well to these changes, but others do better in specific environments. Try to accommodate as many as you can in your space.

• Try out flexible seating—let students sit where and how they feel comfortable and ready to learn.
• Let some students wear headphones and listen to music while they work, while keeping the classroom quiet for others.
• Create calm-down corners , collaborative spaces, sensory spaces, learning centers, and more.

For more information on Tomlinson’s theories, complete the online learning module found here .

How do I get started with differentiation in my classroom?

The best teachers are those who are observant and know their students well. They watch closely as kids work (and play), and check in regularly to find out what’s working and what’s not. Try these resources to start your journey to better differentiated instruction.

• 21 Differentiated Instruction Strategies Every Teacher Can Use
• What Are Learning Styles, and How Should Teachers Use Them?
• Reading Levels Explained: A Guide for Parents and Teachers
• 20 Creative Ways To Check for Understanding
• 25 Best Alternative Assessment Ideas
• 25 Formative Assessment Options for All Students
• 25 of the Best Flexible Seating Options for Today’s Classroom
• 8 Types of Learning Spaces for Your Classroom
• 30 Must-Try Sensory Room Ideas for Schools

Differentiated Instruction Books

• How to Differentiate Instruction in Academically Diverse Classrooms (Tomlinson, 2017)
• The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 2014)
• The Inclusive Classroom: Strategies for Effective Differentiated Instruction (Mastropieri/Scruggs, 2018)
• Differentiation in Middle and High School: Strategies to Engage All Learners (Doubet/Hockett, 2015)
• Fair Isn’t Always Equal, 2nd edition: Assessment & Grading in the Differentiated Classroom (Wormeli, 2018)

Have questions about differentiated instruction and how to use it in your classroom? Join the WeAreTeachers HELPLINE group on Facebook to exchange ideas and ask for advice!

Plus, check out 20 creative ways to check for understanding ..

You Might Also Like

50 Differentiated Instruction Strategies and Examples for K-12 Classrooms

Personalize the content, process, product, or learning environment. Continue Reading

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How Differentiated Instruction Can Help You Reach Every Student in Class

• July 24, 2020

It may seem like common sense that students perform better in class when they receive support that meets their needs. Research around differentiated instruction confirms this is true. If you can adapt your instruction to reflect your students’ needs and learning preferences, you can make class time more effective and help students become more engaged.

What is Differentiated Instruction?

The idea behind differentiated learning theory is to make sure your curriculum reflects the diverse needs of your students.[9] Each student enters the classroom with unique experiences, preferences, and conditions that affect how they learn. Differentiated instruction provides students with different resources or options for understanding and mastering a concept, depending on their unique needs.[4] This can help move your classroom from heterogenous instruction toward individualized learning. [4,6]

Differentiated instruction doesn’t necessarily involve giving every student separate assignments—though you may adapt or modify assignments as specific needs arise. It’s more about providing students, individually or in a group, with different learning options or providing accommodations to help them learn more effectively.[11]

Sounds familiar? Differentiated instruction is often compared to the learning styles theory , which posits that all students respond best to one of four learning methods. While research into learning styles is mixed, there are clear and measurable benefits to adapting your teaching methods to your students’ needs.

Benefits of Differentiated Learning for Students

In a survey from the International Journal of Education, 97% of teachers reported never or seldom using a flexible curriculum for their students.[2] So why should you consider bringing differentiated learning into your classroom? The research is clear: students, especially those with diverse learning needs, learn more effectively when teachers respond to their needs.

A study published by Procedia Social and Behavioral Sciences found that students’ learning outcomes significantly improve when teachers use differentiated content that responds to a student’s learning preferences.[5] Students are also more likely to focus and be engaged in the learning process when teachers differentiate their instructional strategies.[1,6] As you provide opportunities for students to explore content based on their strengths, they’re more likely to flourish in your class.

Differentiated instruction strategies are especially important for students with physical or learning disabilities.[4] These students often have strengths and weaknesses that are different from other students who don’t have the same disability. By differentiating your instruction, you can adapt lessons or assignments for these students to better accommodate their needs.[4]

How to Differentiate Instruction in Your Classroom

Now that we’ve gone over why differentiated learning matters in the classroom, let’s go over instructional strategies. Some teachers may feel discouraged because differentiated instruction can sound like an increased workload.[2] But differentiated instruction can make your teaching strategies more effective over time, which can help you make the most of both your students’ time and your own.

According to educational researcher and differentiated instruction expert Carol Ann Tomlinson, there are four key ways to differentiate classroom instruction:[8]

• Content : How the student will access the information
• Process : The method of the activities students use to understand the information
• Product : Projects or homework that ask the student to practice or apply the information
• Learning environment : The space where the student is learning the information

If a student might work more efficiently in a quieter learning environment, for example, you could allow them to complete a project in the school library. Or if you think a student would respond to a more visual approach with vocabulary words, you could adjust the content to include images with each word or adjust the product by assigning them to draw a picture that represents the words.

Additionally, don’t get overwhelmed by feeling that you have to make all of your assignments unique for each student. Some students may have specific needs that require you to adjust your assignments or teaching strategy. But in many cases, you can practice differentiated learning by either breaking students with similar needs into groups or offering all students several options for completing an assignment.[10]

Overall, the best way to practice differentiated instruction is by getting to know your students. As you work with them over the school year, you’ll be able to better understand their needs and what types of assignments they respond to.[9] And just as important, you’ll be able to help them recognize their own strengths and learning preferences—which can help them seek out the right learning strategies through their academic career.

Waterford’s Adaptive Curriculum Offers Differentiated Instruction

Waterford ensures that students learn to read through thousands of games, songs, and activities. Our programs assign these lessons based on a student’s placement assessment and their demonstrated mastery. That way, the focus is always on the skills where they need the most practice.

And for older students, you can adjust our book-based study guides to offer personalized lessons on books you’re reading as a class. Students can also select independent reading books from our online library. When students choose what to read based on their personal interests, it encourages focus and engagement.

To learn more , get in touch! We’d love to discuss how our PreK–6 reading programs can revolutionize the way you support your students as they move from “learning to read” to “reading to learn.”

• Morgan, H. Maximizing Student Success with Differentiated Learning. The Clearing House: A Journal of Educational Strategies, Issues, and Ideas, 2014, 87(1), pp. 34-38.
• Jager, T. Guidelines to assist the implementation of differentiated learning activities in South African secondary schools. International Journal of Inclusive Education, 2013, 17(1), pp. 80-94.
• Mentis, M. Different Technologies for Differentiated Education: Social Networks, Identity and Diversity in e-Learning. International Journal of Diversity in Organizations: Annual Review, November 2007, 7(3), pp. 85-93.
• Landrum, T.J., and McDuffie, K.A. Learning Styles in the Age of Differentiated Instruction. Exceptionality: A Special Education Journal, 2010, 18(1), pp. 6-17.
• Tulbure, C. Do different learning styles require differentiated teaching strategies? Retrieved from sciencedirect.com: https://www.sciencedirect.com/science/article/pii/S1877042811000541
• Subban, P. Differentiated Instruction: A Research Basis. International Education Journal, 2006, 7(7), pp. 935-947.
• Tomlinson, C.A. Mapping a Route Toward Differentiated Instruction. Educational Leadership, September 1999, 57(1), pp. 12-16.
• Weselby, C. What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom. Retrieved from resilienteducator.com: https://resilienteducator.com/classroom-resources/examples-of-differentiated-instruction/.
• NYUSteinhardt Staff. Culturally Responsive Differentiated Instructional Strategies. Retrieved from nyu.edu: https://research.steinhardt.nyu.edu/scmsAdmin/uploads/005/120/Culturally%20Responsive%20Differientiated%20Instruction.pdf.
• Tomlinson, C.A. Differentiation of Instruction in the Elementary Grades. Retrieved from ericdigests.org: https://www.ericdigests.org/2001-2/elementary.html.
• Tucker, G.C. Differentiated Instruction: What You Need to Know. Retrieved from understood.org: https://www.understood.org/en/learning-thinking-differences/treatments-approaches/educational-strategies/differentiated-instruction-what-you-need-to-know.

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How to Differentiate Instruction: 10 Classroom Strategies

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

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

Definition of Differentiated Instruction

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

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

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

How to Differentiate Instruction

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

See 31 more examples of differentiation here .

5 Best Ways to Differentiate Instruction

1. skills-based grouping.

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

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

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

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

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

2. A Charity Campaign

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

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

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

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

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

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

3. Flash Card Speed Differentiation

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

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

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

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

4. Station Rotation

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

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

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

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

5. Differentiating Text Assignments

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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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Home » Tips for Teachers » 15 Helpful Differentiated Instruction Strategies for Effective Teaching in 2023

15 Helpful Differentiated Instruction Strategies for Effective Teaching in 2023

As teaching methods continue to evolve, teachers must be equipped with differentiated instruction strategies if they want their students to succeed. 

What is differentiated instruction? It’s when a teacher recognizes the varying learning needs within the classroom and adapts lessons accordingly. By responding to learner variance through tailored approaches, educators can create a personalized experience for all learners that fosters true academic growth.

Differentiated instruction allows educators to tailor their teaching approach, providing each student with the opportunity to learn in a way that works best for them. Through strategic use of varied strategies & techniques, teachers can create an inviting environment where all learners feel supported and understanding increases at every level.

Differentiating instruction is essential for engaging all learners. Teachers can create independent projects based on each student’s strengths and interests, or provide varied assignments with the same learning goals. To effectively differentiate, teachers must also make sure to simultaneously accommodate individual learning styles by providing unique opportunities to learn in an interactive environment. The teacher becomes a facilitator who guides students through their own journey of growth and discovery.

Want to create an equitable learning environment? Learn how differentiating instruction can help meet the needs of diverse learners. Discover 15 differentiated instruction strategies with practical examples, from formative assessment and grouping by ability levels to using manipulatives for all ages, that you can implement in the classroom! Equip yourself today and unlock the potential of each learner in a meaningful way:

What are we waiting for? Let’s begin!

1. Learning Stations

This instructional strategy encourages exploration and self-paced learning by setting up various centers around the classroom. By allowing students to interact with these interactive stations, they can develop an in-depth understanding of concepts and skills that is tailored to their individual needs.

Examples of Differentiated Instruction

•  A language arts class could provide varied and stimulating learning experiences with the introduction of three unique stations, tailored to different student needs. Through reading activities at one station, writing tasks in another, and opportunities for students to explore digital tools at a technology focused corner – all types of learners can engage their creativity while having fun.
• From creative writing exercises to honing their grammar skills, middle schoolers get a well-rounded English education by journeying through an array of interactive stations. With stimulating activities and vibrant materials at each stop along the way, students engage in independent or collaborative learning experiences that elevate them beyond just reading and writing drills.
• At this high school science class, students explore the subject through a multitude of interactive activities. Through lab experiments, data analysis and research tasks that tap into various learning styles and abilities – all with an opportunity for collaboration amongst peers in pairs or small groups!
• Elementary students are honing their math skills with a rotation-style classroom experience that puts the focus on hands-on manipulation, technology resources and teacher guidance. With this approach, pupils can maximize potential by tackling challenges at an individualized pace and level of understanding.

Check out how Elizabeth from The Kinderhearted Classroom Channel organizes her centers and stations in the classroom.

2. Tiered Assignments

This strategy caters to each student’s individual preferences and level of knowledge by providing assignments tailored specifically for them.

• Social studies classes offer students the chance to explore a variety of perspectives, with activities ranging from constructing timelines and reports to delivering presentations. Each assignment is tailored around specific historical events, allowing for an in-depth understanding of their context and legacy.
• In a social studies class, students are empowered to select their own challenge level as they explore an intriguing historical moment. The assignment offers varied support and resources appropriate for any learner’s journey of discovery!
• At this elementary school, a writing class is empowering students with personalized assignments to craft their own stories. Educators have developed tiered options of prompts and supports based on each student’s ability level and interests for an optimal learning experience.
• Middle school students get to put their math and science skills into action with a unique tiered assignment: bridge-building! Equipped with materials, support resources, and various levels of complexity based on proficiency level, they’ll gain invaluable insight in the creative process while learning at their own pace.

This video provides you with cases of secondary-level teachers incorporating instructional techniques that meet the needs of a wide range of students while maintaining a steady focus on essential learning objectives.

3. Interest-Based Learning

Engage students with relevant lessons and activities designed to spark curiosity through the exploration of their interests, hobbies, or real-world experiences.

• Science students are invited to explore the impact of current environmental problems by studying a range of research projects focused on topics like global warming and pollution.
• In a high school English class, students are empowered to explore their literary interests. With an array of intriguing books approved by the teacher and creative freedom in selecting topics and writing formats, this educational experience allows each student to deepen their understanding through individualized discovery.
• At the middle school level, music classes offer students a unique opportunity to explore musical creativity. With differentiated instruction tailored to individual student interests and abilities, every child has access to an immersive experience learning their chosen instrument as they build ability in composition and performance.
• In this unique art class, students of all ages and artistic abilities are encouraged to explore their creative potential. With differentiated instruction tailored specifically for each student’s needs, there is something special here for everyone!

See how the educators at Walter Bracken STEAM Academy engage students by letting them choose outside-the-box enrichment classes, like toy making, drones, and candy chemistry.

4. Curriculum Compacting

To ensure that all students reach their full potential, this strategy enables advanced learners to challenge themselves with a personalized curriculum tailored to fit individual growth.

• Unlocking the power of advanced learners, pre-tests in a math class can uncover their knowledge and identify areas to explore further. Those who demonstrate mastery could access even more complex material that will enrich their understanding of concepts.
• High school math classes are providing students who have already mastered algebra the opportunity to further their education with an advanced course. Through differentiated instruction, these learners receive personalized support needed for successful progression in this more complex subject matter.
• At a local elementary school, students who have master basic science concepts receive the opportunity to take their learning up another notch. With tailored instruction and support from teachers, these driven learners are able to push beyond what is typically taught in class in order for them explore more complex area of scientific exploration.
• At a middle school, students who have already shown excellence in reading can take their education to the next level. By offering differentiated instruction and support, these learners are provided with an opportunity to engage in more advanced material and push towards greater academic achievement.

This video is produced by Gordon Daigle in the Center for Excellence in Teaching and Learning (CETL) at UConn. Here you’ll find some info about Curriculum Compacting.

5. Graphic Organizers

Effective learning can be achieved when students utilize visual aids to structure and commit information to memory. By leveraging visuals, learners are given a valuable tool that increases their comprehension of the material at hand.

• By utilizing a Venn diagram in an English class, instructors can assist students in discovering compelling similarities and differences between two characters from the same novel. Through this method of comparison and contrast, learners will have no difficulty exploring intricate relationships within literature!
• With the aid of a graphic organizer, high school history classes can now analyze and compare various historical events with greater clarity. The organizational tool brings focus to identifying influential moments in time, contrasting critical details between pivotal points in our past along with forming meaningful conclusions.
• Elementary school students can tap into their creative side with the help of a graphic organizer! This tool provides structure and guidance as they work through all stages of writing; be it brainstorming, organizing details, or crafting a narrative. A perfect partner in discovering one’s voice on paper!
• In a middle school science class, students are given the tools to look closely at the world around them. Through an interactive graphic organizer, they can identify and explore each step of the scientific method – from making observations and collecting data all the way through drawing conclusions – so that they may examine their environment with deeper insight then ever before!

See how graphic organizers help students organize their thoughts and ideas for answering questions, function as a pre-writing tool for essays, and provide a visual display of information.

6. Student Choice

Empower students to take control of their own learning by allowing them the freedom to select how they demonstrate understanding. This approach helps facilitate a meaningful and engaging educational experience that is tailored to individual student needs.

• Music class offers a great opportunity for students to explore their creativity with the power of sound. Through selection of instruments and songs, they can discover new ways to express themselves while learning fundamental music principles essential in any musician’s journey!
• It is important to give students the opportunity to explore and hone their reading skills in an engaging way. By allowing them access to books of interest, across genres and within their comfort levels when it comes to difficulty, they can build a stronger understanding – while enjoying the process too!
• Let students customize their writing experience! Give them the freedom to pick between a narrative, persuasive essay or poem -and then select an engaging topic of their choice like a personal memory or research paper. They’ll be able to craft meaningful projects that align with both school requirements and interests for deeper engagement!
• By providing personalized assessments, students have the opportunity to demonstrate their knowledge and express themselves in a meaningful way. Through writing papers, giving presentations, making videos or podcasts and even developing websites – each student can tap into their individual strengths to showcase what they’ve learned with creativity and confidence!

Learn more about the student choice strategy from Megan McGregor, Head of Virtual Mentorship at Modern Classrooms Project.

7. Flexible Grouping

This strategy ensures that each student is placed in the most beneficial learning environment, with groups continually adjusting to reflect their evolving needs and interests.

• Science class students can explore personal interests in the sciences through dynamic projects. Groups of biology, chemistry and physics enthusiasts could work together to bring real-world understanding into their studies.
• Interest Groups provide a unique opportunity to bring together students with shared interests, helping them come up with creative projects that utilize their skills and knowledge. Young gardeners can work on growing vegetables or flowers while those interested in photography have the chance to hone their craft through collaborative photo manipulation projects.
• By grouping students according to their unique learning profiles, we enable them to maximize their individual strengths and capitalize on collaborative opportunities. Visual learners can join forces for a creative visual project such as an art-based presentation or graphic organizer. Meanwhile, those who feel more comfortable with auditory tasks can come together to create audio recordings of stories or develop videos that include artistic elements!
• By utilizing mixed ability grouping, students of varying skill levels come together to foster an enriching learning environment. In such a setting, those who excel in particular areas are able to serve as mentors and help their peers understand concepts more clearly; at the same time struggling learners can offer valuable skills like creative problem-solving or critical thinking that would otherwise be overlooked.

Here is an example of how you can yse flexible groupping in your classroom.

8. Learning Contracts

By developing individualized learning contracts with each student, we’re able to empower them to reach their own educational objectives through the completion of tailored tasks.

• In order to maximize student success and engagement, a teacher could create an individually tailored learning contract with each of their history students. This agreement would outline the information that needs to be studied, any resources or reference materials needed for completion of assignments, and specific tasks they must complete.
• When it comes to learning, no two students are the same. With personalized education programs in place, each student can take ownership of their growth and development by creating individualized goals and action steps based on what sparks their interest.
• With Self-Paced Learning, students can progress through their studies in an individualized way so they have the opportunity to gain a complete understanding of content. This approach ensures that everyone has ample time and space for learning at their own pace without feeling rushed or overwhelmed.
• With Project-Based Learning, students have the opportunity to showcase their comprehension of a concept or topic in an inventive and meaningful way. By allowing them to design projects that are tailored toward their individual interests, they can apply what they learn with greater enthusiasm while still achieving educational success!

This video describes the basic elements for designing a learning contract for students.

9. Technology Integration

By utilizing technology, we are introducing a unique approach to instruction that empowers students to engage with learning materials. This will foster an enriched educational journey and help promote deeper understanding of the subject material.

• Language arts classes can have a digital edge, thanks to tools like Google Classroom! This platform provides teachers with an effective way to deliver instruction and assign fun online activities.
• Through Digital Storytelling, students tap into their creative potential and develop digital literacy skills by creating multimedia stories with a variety of tools! By using programs like Adobe Spark, StoryMap JS, and Google Tour Builder – they are able to put together engaging pieces that incorporate text, images audio video. It’s a great way for them to learn how content can be manipulated in various mediums while further developing project-based learning abilities.
• IWBs are a dynamic teaching tool. For educators, they provide the ability to display and annotate interesting digital content while engaging students in learning activities that foster collaboration with peers during instruction. Students benefit too – using IWBs for presenting work and working together on projects encourages exploration of valuable online resources.
• With interactive simulations and engaging games, students can now explore science concepts or sharpen their problem-solving capabilities in exciting virtual worlds. Technologies like PhET and Concord Consortium help bring complex theories to life while Minecraft provides an immersive atmosphere for learning collaboration skills!

This video provides you with the essentials of the technology integration strategy.

10. Project-Based Learning

To foster meaningful learning experiences, we propose a collaborative strategy that encourages students to work together on current issues and challenges. Through this approach, they will be able to apply their knowledge while having the opportunity to think critically and creatively.

• In a social studies class, students could take on the challenge of researching and proposing solutions to current global issues impacting society today. From human trafficking to climate change – their project would be an opportunity for them to engage in critical thinking while taking meaningful steps towards creating real-world impact!
• Students gain the unique opportunity to take their passions and put them into action, by creating projects that tackle community issues. From designing public awareness campaigns around pressing topics or constructing a sprawling garden for local residents – students can foster academic growth as well  develop meaningful social-emotional skills all while making an impact in their neighborhood!
• Students take on real-world design challenges in groups, combining their critical thinking and problem solving skills to tackle problems such as building a durable bridge that can support weight, designing an effective prosthetic limb or constructing sustainable energy systems. This hands-on approach provides students the opportunity to develop collaboration abilities while also gaining valuable insight into engineering process.
• Communication and presentation skills are an invaluable asset for students. Crafting a multimedia project provides them with the chance to develop both digital literacy, as well as essential communication tools such as how to engage listeners in their ideas or stories. Examples of these projects could range from creating video documentaries and designing websites, all the way through to podcasting – allowing student creativity full rein!

In this video, there are many tips and resources to help you get started.

11. Peer Teaching

This strategy involves allowing students to teach each other and learn from each other. This strategy involves allowing students to teach each other and learn from each other.

The main benefits of peer teaching include, but are not limited to, the following:

• Learners receive a more personalised learning experience.
• Direct interaction between learners promotes active learning.
• Learners feel more comfortable and open when interacting with a peer.
• Peers share a similar vocabulary, allowing for greater understanding.
• Peer teachers reinforce their own learning by instructing others.
• Science students can team up and explore fascinating topics, delving into their research to unearth new discoveries. Presenting these findings is sure to be an engaging experience for everyone in the class!
• The Jigsaw Method is a great way to engage students in the learning process. By breaking them into smaller groups and giving each group distinct pieces of knowledge, they can become experts in their topic before coming together with other like-minded peers through collaboration and communication skills development. This encourages student involvement while preparing individuals for more complex problem solving down the line!
• By using the mentor-mentee relationship in peer tutoring programs, students are able to access personalized instruction while simultaneously working on improving their leadership and compassion. Those with a greater grasp of academic concepts can provide guidance and feedback to peers who require additional assistance—strengthening both parties’ overall education experience.
• Cooperative learning is a method of teaching which promotes critical thinking and social-emotional development by providing students with the opportunity to engage in collaborative problem solving. Through this approach, learners are empowered to take ownership over their own education as well as that of their peers; establishing an environment conducive towards success for everyone involved!

More info about this concept you will find in the video below.

12. Multisensory Instruction

This instructional strategy seeks to immerse students in a multi-sensory experience, tapping into their visual, auditory and tactile learning preferences for an engaging educational journey.

• In math classes, geometric concepts can become more accessible and enjoyable when teachers introduce interesting manipulatives such as blocks or cubes. These tools bridge the gap between abstract theory and tangible practice, creating a better overall learning experience.
• Manipulatives provide students with an engaging and tactile learning experience that can help to make abstract concepts more concrete. By using blocks, tiles or other objects in the classroom, multiple senses become involved while paralleling different learning styles; thus allowing new information to be absorbed easier by all kinds of learners.
• Mind mapping is an incredibly powerful tool, helping students to think and create in new ways. This visual strategy can help organize thoughts while also stimulating critical thinking skills and sparking creativity – a great aid for learners of all styles!
• Role-playing offers unique insights into the past, allowing students to inhabit another person’s story and experience it first hand. Through this process, they gain a deeper appreciation for how historical events unfolded without having to be directly involved in them.

In this video, you will find an example of a Literature lesson with multi-sensory methods.

13. Differentiated Homework

This strategy provides students with options tailored to their interests and learning styles, offering them the chance to take responsibility for their own academic journey. This enables students to focus on assignments they are motivated in completing, helping cultivate a passion-driven approach towards education.

• In language arts class, the teacher seeks to challenge students by requesting they read a novel and then write sum-ups of their reading while asking others to further assess it through analysis of its author’s usage of literary devices.
• With Choice Boards, teachers can offer their students the ability to personalize their homework experience – enabling each student to select an assignment that aligns best with both his or her learning style and skill level. By creating a menu of multi-level options for any given lesson, educators have enhanced opportunities for meaningful engagement in differentiated instruction.
• Through homework tiers, educational institutions can provide students with access to differentiated learning experiences. With this strategy, there is an opportunity for a comprehensive range of questions that reflect the various abilities and aptitudes in their class; from straightforward recall tasks up to thought-provoking problems requiring profound application or analysis skills.
• Help your students reach maximum success through custom-crafted Homework Contracts! These agreements provide an individualized map of what is necessary to complete each assignment, outlining the time and effort required while setting appropriate learning objectives. Facilitate engagement and achievement as you guide them along their educational journey.

Here are some differentiated homework tips.

14. Open-Ended Questions

By posing thought provoking inquiries, students can actively engage in creative and critical thinking activities that expand beyond surface level comprehension of a concept. Inviting them to evaluate, analyze or compare concepts allows for more meaningful learning experiences than simple one-word answers allow.

• In the classroom, students are encouraged to consider what might have been if alternate choices had shaped a prominent moment in history. Imagining this ‘what-if’ potential provides valuable insight into how decisions and actions can shape our world.
• Engage your students in critical thinking and collaboration with an activity involving Think-Pair-Share. Pose a thought provoking question to the class, then have them pair up to explore their individual perspectives before presenting their ideas as part of a larger group discussion.
• Unlock the power of meaningful discussion through online forums! Offer an opportunity for your students to provide their perspectives on a given topic, and discover new ideas that may not have been explored in the classroom. Fostering effective dialogue can open up paths of learning beyond what traditional methods offer.
• Engage students in the art of discussion! Stimulate their minds with a thought-provoking Socratic Seminar – requiring them to apply critical thinking and analytical skills. Encourage open-ended debates about relevant topics, challenging them to explore new perspectives.

In the video below you’ll learn what an Open Ended Question is how you can help children think through problems on their own.

15. Formative Assessment

As an educator, the ability to assess your students’ understanding of a concept in real-time helps shape effective teaching methods. Formative assessment gives instructors versatile tools – such as quizzes, exit tickets and classroom discussion – so that instructional strategies can be tailored to meet student needs on their learning journey.

• With strategic quizzes and brief writings, teachers can unlock insight into the comprehension levels of their students on various topics. This helps shape tailored guidance for each student to maximize growth potential!
• Enable your students to gain knowledge by creating an environment where they can express their understanding of the day’s material with Exit Tickets. These short assessments foster a feedback loop between teacher and student, empowering educators to adjust teaching plans according to individual class needs.
• Engage your students and measure their comprehension with interactive quizzes! Give formative feedback within the lesson period while providing students a direct look at how they’re performing. Put knowledge to work right away, in real time!
• Gather insight into each student’s learning during one-on-one conferences, allowing for the exchange of meaningful questions and individualized feedback. Gain a full picture of how your students are assimilating course material with tailored conversations.

In this video, a teaching team demonstrates how they use formative assessment with students in the classroom to make adjustments and respond to student learning and understanding.

3 More Examples of Differentiated Instructions

Differentiated instruction is an effective way to optimize learning in the classroom and ensure that each individual’s distinct needs are met. To see just how it works, check out these three videos for practical strategies on adapting your teaching style!

1. Differentiation Within the Inclusion Classroom Model

Through a co-teaching model specially designed for students with mild to moderate special education needs, teachers are able to use an inclusive approach while providing differentiated instruction. A collaborative planning process and assessments of student readiness ensure that all learners can take the reins on their learning journey.

2. Differentiating Instruction to Reach All Students

Through their differentiated approach to instruction, this first-grade classroom creates an engaging learning experience for students. They provide a flexible environment in which each student is given the freedom to learn based on individual needs and preferences through rotating station activities that include computer time, sorting tasks and teacher support. With tailored lessons to meet personal goals set at every level of mastery, students are both successful and motivated by the results of differentiation!

3. Differentiating Instruction Through Interactive Games

In this video, the teacher shares his innovative approach to teaching. Through using Planet Turtle for math instruction and providing students with multiple tools like whiteboards and fingers, he ensures that each student can find the method best suited to their individual needs. This tech-savvy educator emphasizes how computers should only supplement strategies already in use rather than making technology a sole resource.

Keep Learning

Teachers can now easily become experts in differentiated instruction with the help of various online resources. To make it simpler, here are our top 3 recommendations to get you started!

• Edutopia is an invaluable resource for teachers, offering valuable insight and strategies to help differentiate instruction in the classroom. With a variety of articles, videos, and lesson plans available among other engaging resources, it’s no wonder why this website has become such an essential part of many classrooms! 
• Teaching Channel is a comprehensive platform that offers teachers an opportunity to gain insight into various teaching strategies. Through their innovative “Differentiated Instruction” section, educators can learn from experienced peers and tap into inspiring discussions about how to implement the best practices in their classrooms.
• ASCD empowers educators with a wealth of resources to improve student success. Their selection includes books, articles and online courses in the differentiated instruction strategies list ranging from strategies to implementation tips and assessment methods – all designed to make teachers more effective!

Teachers have access to a comprehensive range of resources that share actionable strategies on how best to implement differentiated instruction in the classroom. Taking advantage of these invaluable tools serves as an ideal opportunity for teachers to continue developing their practice, ultimately resulting in positive outcomes and success for students.

Using differentiated instruction strategies, teachers can create an engaging learning experience and give students the opportunity to fulfill their academic potential. Through thoughtful planning, implementation of diverse strategies, and access to resources that support individual needs, educators are well-equipped with the tools necessary for success in fostering student achievement. Ultimately enabling learners to reach heights they never thought possible!

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Defining Differentiated Instruction

Updated 01/2014

When I lesson plan with teachers, out of earshot from their fellow teachers and their principals, I can't tell you how often I'm asked, "what exactly does it look like?" when it comes to differentiated instruction.

In the education world, differentiated instruction is talked a lot about as a policy or as a solution, but rarely do educators get opportunities to roll up their sleeves and talk about what it looks like in practice.

The definition begins with this: Equal education is not all students getting the same, but all students getting what they need. Approaching all learners the same academically doesn't work. We have to start where each child is in his learning process in order to authentically meet his academic needs and help him grow. With a classroom full of children at different stages of learning, this certainly sounds overwhelming, I know. So I'd like to suggest a place to begin and provide some examples.

Start with the Student

If a child in your class is really struggling with reading, writing, organization, time management, social skills or all of the above, the first step is to find out as much as you can about her educational history and anything else. This includes learning about her interests, cultural background, learning style, and something about her home life (The youngest? Foster care? Single parent home?)

The fact is we are mainstreaming a larger number of our students to general education classes, who, 15 years ago, may have instead been assigned to a special education class. That's good news in so many ways but makes a teacher's job more challenging. This is also one of the reasons why differentiated instruction has become such a hot topic.

Several years ago, in one of the general education language arts class I was teaching, 8 of the 34 students enrolled had an Individualized Education Program (IEP). When a child has an IEP, it is required that all teachers provide accommodations and modifications to assignments and instruction for that student. Speaking of overwhelmed. I definitely was, to say the least.

So, I learned. I spent many of my conference periods combing through student files. It's amazing what you can discover about a child from doing this. For instance, I had a student with perplexing behaviors then I learned he suffered from schizophrenia. How did I find out? Looking at his file. I was a much better teacher for him after gaining this information. Of course, he had an IEP, and someone should have told me in the beginning of the year, but we all know how things -- and children -- fall through the cracks of large public schools in enormous school districts.

A Classroom Example

Making an assignment, task, or objective different for one student than the rest of the class is meeting that child where they are in their learning journey. It's okay, you don't have to feel bad or feel as if you are being unfair, or lowering the bar. You are the child's teacher and you spend enough time with her to understand what she needs. And remember, equality is about meeting the needs of the individual.

Here's an example from my teaching:

It's a high school language arts class, and students are reading a novel. The daily objective is practicing inference and application of this skill. They are writing a brief essay predicting what the character Crooks from Steinbeck's Of Mice and Men might do next. They must pull textual evidence from the book to support their predictions and claims.

But Diana is seated over there, frustrated. She is struggling with the concept of inference, partly because she is reading below her grade level. Knowing this about her reading abilities, and other challenges indicated on her IEP, do I expect her to stay the course, or do I admit that success for her with this assignment as it stands is not likely? I decide to give Diana the task of listing five adjectives to describe the character Crooks. She has to find one quote from the character in the book to prove one or more of the words she has chosen. There are similarities to these two assignments, but different enough to ensure a higher probability of success -- and learning -- for her.

A Matter of Fairness

Differentiated instruction for Diana, and for other struggling students, may mean providing a handout with sentence starters or a graphic organizer to help them with constructing meaning. It may mean providing extra time to complete an assignment, giving directions again, reducing the length of an assignment, or offering alternate assignments or projects altogether. You can also provide struggling students with leveled text -- less difficult reading that contains the same content.

(For more differentiated instruction ideas and examples from the classroom, check out this Edutopia group discussion on the topic.)

Do I pre-plan variations of an assignment? Not always, but when I know my struggling students and their challenges well enough to predict road bumps ahead for them, I'm ready.

One way to be ready? Create file folders filled with various graphic organizers, visual aides, and sentence starters for different types of thinking (cause and effect, chronological, compare and contrast, to name a few). You can quickly pull out one of these in a pinch. If a student finishes a differentiated assignment with time left, then assess if it was too easy, and add a step. If a differentiated assignment is too difficult, break down the directions even more, give them one-on-one time with you, or remove a step.

I've heard teachers suggest that making an assignment less difficult for one student is not fair to the others. But I ask: Is it a matter of what is fair, or what is right?

What are ways you differentiate instruction for the grade level and content you teach? We look forward to hearing from you!

What Is Differentiated Instruction In Education? (real example)

Differentiated instruciton in education is when the classroom teacher responds to the learning style and ability of individual students in order to help them meeting learning goals by recognizing not all students are going to meet the learning goal at the same time. The teacher needs to adjust the instruction accordingly.

By way of formative assessments the teacher can determine how close each student is to the learning goal and give students activiteis that fit their learning style and level best.

I know, this sounds really complicated.

But it’s really not once you try it a few times.

Below is an explaination of differentiated instruction using a recent lesson I did with my 8th grade students about conduction, convection, and radiation.

I broke it down into steps so that it’s easier to digest.

An Example Of Differentiated Instruction (from my class)

The absolute first thing you need to do is figure out what is the learning goal.

Step 1: What is the learning goal?

What do you want students to learn as a result of the differentiated instruction?

LEARNING GOAL: Students are able to identify the difference between conduction, convection, and radiation.

This is really important so that you know what you want students to learn and what you are going to assess with a summative assessment later on.

I usually use my curriculum map that was created by the school disctrict I work for to set my learning goals.

Those learning standards are usually tied to the NGSS (Next Generation Science Standards) because I teach science.

Most likely you have something similar depending on which subject you teach but if you don’t then you will need to make up your own goal.

Think about what it is that you want your students to learn and make that your learning goal. The learning goal that you choose is what you are going to assess after diffrentiating.

Once I determine the learning goal I’m ready to assess their prior knowledge.

Step 2: Assess their prior knowledge

Now that you know what your learning goal is you have to assess what the students already know about the learning goal.

ASSESS PRIOR KNOWLEDGE: Have students complete a simple formative assessment about the learning goal so that you can get an idea of how much and what each student already knows about the learning goal.

After all, you may have some students that know everything about the goal and others that know nothing, all in the same class period!

It’s up to you which kind of assessment you want to use for this.

I usually have them respond in their journals to several questions about the topic. I collect it and then use that data to group students for the differentiated instruction.

This formative assessment shouldn’t be a grade, you are using the data to guide your instruction.

I’m always surprised the range of prior knowledge I find in my 8th grade classes.

There are usually several students that know quite a bit of information about the topic, most that know a little less, and then there are students that know nothing about it.

This data is vital to your next step and actually differentiating your activitiies.

Step 3: Differentiating Activities (the key to differentiation) DO THIS!

After the prior knowledge assessment I can use the data to seperate students into groups based on their prior knowledge.

This is the key to differentiation!

Students that already know a lot about the topic will be given an activity that is going to get them to the learning target quicker.

You may end up with 3 different groups in your classroom. Don’t worry!

Group 1: For the “lowest” group in my class I would find activities that introduce them to the concept of thermal energy and then build off of that with activities about conduction, convection, and radiation.

Group 2: These “middle” students may already understand what thermal energy is and know about 1 or 2 of the 3 (conduction, convection, and radiation). For this group I design activities for them that reinforces what thermal energy is and how it is transfered.

Group 3: This “high” group of studens already meet the learning goal. They can identify the difference between conduction, convection, and radiation. For this group I find an activity to do that reinforces this goal and challenges them to go beyond the learning goal. Example: I had these students build an insulated thermos.

It may take several different activities to get all students to the learning goal so be patient and make sure you have a variety of activities/assignments available to them.

The students that showed less prior knowledge and are further from the learning target will also be given activities that scaffold their learning and slowly get them to the learning goal.

There are times when students with the least prior knowledge are eventually given activities/assignments that the “middle” students completed.

My advice is to be patient and flexible and don’t try to do too much at once.

Step 4: Final Summative Assessment

After you have completed all of the differentiating you need to assess one more time to see if all students reached the learning goal.

This is the data that you have been waiting for so that you can measure, with data, how many students met the learning goal.

This final summative assessment is what is usually graded because it is the one where students demostrate what they have learned as a result of the differentiation.

The summative assessment can be a traditional test, a project, a CER, an interview, or anything else you want to try. Just make sure that the summative assessment is assessing the original learning goal .

Should You Differentiate For Every Learning Goal?

In an ideal world the answer is “yes.”

Realistically you just won’t be able to do it every single day. You’ll burn yourself out doing that.

I found that having a goal to differentiate every other learning goal is way more realistic.

I don’t want to mislead you, differentiating is a lot of work on your part but its so satisfying seeing it pay off when you start to see more of your students reaching the learning goal.

Just be careful, try differentiating slowly and then keep notes of what worked and what didn’t.

What Is The Purpose Of Differentiated Instruction?

The purpose of differentiated instruction is simple, to have students learn and meeting learning goals!

This is a fundamental concept in education, differentiation is a way to meet learner needs with varied instruction, activities, and assignments.

The student is also given a choice of which activities best fit their learning style.

Just don’t forget that what you are hoping to achieve (it doesn’t always happen though) is to have all students reach the learning goal and even have some students that exceed it if possible.

A dose of reality: no matter how much you differentiate you are always going to have a few students that are not going to meet the learning goal.

This is the reality of teaching, accept it and move on to the next lesson and try to engage that student again.

Why Is Differentiation Important In The Classroom?

Differentiation is important in the classroom because it addresses students as individuals.

It allows the student to take control of their learning by engaging in activities they learn best with.

The biggest reason why differentiation is important in a classroom is so that students that would otherwise not meet the learning target are given an opportunity to learn with what is best for them and their learning style.

Also, students that meet the learning target are given an opportunity to enrich what they know.

What Makes Differentiation Successfull?

Differentiaitan is successful when you have students complete your summative assessement to see if they reached the learning goal.

This is the most rewarding part of differentiation, when you get to look at the results and know that you put those students in the best environment to reach the learning goal.

Is differention the answer to solving all the learning problems we encounter in the classroom?

No. No way.

It is a step in the right direction though.

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I (Allen) am currently teaching at a public school in a western suburb of Chicago. My teaching career started in 2004. Some of my interests outside of teaching is being with my family, biking, playing video games, travelling, and making the Teacher Adviser website.

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To overcome these hurdles, teachers can prioritise tasks, use interactive teaching methods, build positive relationships with students, and utilise differentiated instruction techniques..

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1. LACK OF TRAINING PROGRAMMS

2. obstacles inside classrooms, 3. lack of career growth.

Career growth is one of the drivers for individuals in their professional lives. However, teachers seldom experience proper career growth, owing to a lack of clarity and scope. Many teachers today have little idea about where they see themselves in a few years if they continue on their present path. The scope of promotions is also limited among a few, as there is no particular set of key responsibilities they need to fulfil to become eligible for one.

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Differentiated Grid Drawing - Cupcake Themed Worksheets | Boost Art Skills

Subject: Art and design

Age range: 14-16

Resource type: Worksheet/Activity

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Boost your learners’ drawing skills with these differentiated grid drawing worksheets, specifically designed to accommodate students’ needs across diverse learning environments. This collection includes 9 meticulously crafted pages, each available in A4 PDF format, perfect for both colour and black-and-white printing. Ideal for integration into daily lessons, substitute plans, or as engaging assignments for early finishers and at-home practice, these worksheets are a versatile tool to promote artistic growth in various educational contexts.

Key Features: Varied Difficulty Levels: Each worksheet is labelled with 1 to 3 crowns, signifying the difficulty from beginner to advanced. This system allows educators to subtly select the appropriate challenge level for each student, ensuring a tailored learning experience. Consistent Learning Themes: Each differentiated set includes three Cupcake themed images to ensure consistent instruction and facilitate smoother learning progressions. Skill Enhancement: These worksheets focus on improving proportional accuracy, observational skills, hand-eye coordination, and fine motor abilities. They foster patience, persistence, and creative problem-solving, supporting a spectrum of educational objectives from fundamental techniques to advanced artistic explorations.

Ideal For: Versatile Educational Use: Ideal for middle and high school settings, including special education and homeschool environments. Art Educators: A vital tool to diversify your art curriculum with structured and engaging artistic exercises. Substitute Teachers: Offers hassle-free, ready-to-use materials that effortlessly fill extra time or maintain continuity in lesson plans.

Please note that the downloaded resource will not contain the watermark shown in the examples.

Incentives for Feedback: If you find this resource beneficial, please consider leaving a 5-star review here. As a thank you, choose a free resource of equal value from my shop. Email [email protected] with your details and choice.

Are you looking for more art & design resources? Then you also may be interested in: Differentiated Grid Drawing - Sweets Candy Themed Worksheets | Boost Art Skills Principles of Design in Art WordSearch Unscramble + Display Posters Bundle Elements of Art Vocabulary Word Search, Unscramble Worksheets + Elements of Art Display Posters Bundle

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Differentiated Grid Drawing - 45 Worksheets Sweet Foods Bundle | Boost Art Skills

Save money and boost your learner’s drawing skills with these differentiated Sweet Foods Themed grid drawing worksheets, specifically designed to accommodate students’ needs across diverse learning environments. This collection includes 45 meticulously crafted pages, each available in A4 PDF format, perfect for both colour and black-and-white printing. Ideal for integration into daily lessons, substitute plans, or as engaging assignments for early finishers and at-home practice, these worksheets are a versatile tool to promote artistic growth in various educational contexts. **Key Features:** ***Save Money:*** Instead of buying individual full-priced items, buy a discounted bundle. ***Varied Difficulty Levels:*** Each worksheet is labelled with 1 to 3 crowns, signifying the difficulty from beginner to advanced. This system allows educators to subtly select the appropriate challenge level for each student, ensuring a tailored learning experience. ***Consistent Learning Themes:*** Each differentiated set includes three Sweet Foods themed images to ensure consistent instruction and facilitate smoother learning progressions. ***Skill Enhancement:*** These worksheets focus on improving proportional accuracy, observational skills, hand-eye coordination, and fine motor abilities. They foster patience, persistence, and creative problem-solving, supporting a spectrum of educational objectives from fundamental techniques to advanced artistic explorations. **Ideal For:** ***Versatile Educational Use:*** Ideal for middle and high school settings, including special education and homeschool environments. ***Art Educators:*** A vital tool to diversify your art curriculum with structured and engaging artistic exercises. ***Substitute Teachers:*** Offers hassle-free, ready-to-use materials that effortlessly fill extra time or maintain continuity in lesson plans. ***Please note that the downloaded resource will not contain the watermark shown in the examples.*** **Incentives for Feedback:** If you find this resource beneficial, please consider leaving a 5-star review. As a thank you, choose a free resource of equal value from my shop. Email [[email protected]](mailto:[email protected]) with your details and choice. **Are you looking for more art & design resources? Then you also may be interested in:** [Principles of Design in Art WordSearch Unscramble + Display Posters Bundle](https://www.tes.com/teaching-resource/principles-of-design-in-art-wordsearch-unscramble-display-posters-bundle-13024394) [Elements of Art Vocabulary Word Search, Unscramble Worksheets + Elements of Art Display Posters Bundle](https://www.tes.com/teaching-resource/resource-13011678) **Follow Us:** ***Our Store:*** Stay updated with the latest resources at [Pigment of Imagination Resource Studio](https://www.tes.com/teaching-resources/shop/pigmentofimaginationstudio)

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The Pros and Cons of AI in Special Education

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Special education teachers fill out mountains of paperwork, customize lessons for students with a wide range of learning differences, and attend hours of bureaucratic meetings.

It’s easy to see why it would be tempting to outsource parts of that job to a robot.

While there may never be a special educator version of “Star Wars”’ protocol droid C-3PO, generative artificial tools—including ChatGPT and others developed with the large language models created by its founder, Open AI—can help special education teachers perform parts of their job more efficiently, allowing them to spend more time with their students, experts and educators say.

But those shortcuts come with plenty of cautions, they add.

Teachers need to review artificial intelligence’s suggestions carefully to ensure that they are right for specific students. Student data—including diagnoses of learning differences or cognitive disorders—need to be kept private.

Even special educators who have embraced the technology urge to proceed with care.

“I’m concerned about how AI is being presented right now to educators, that it’s this magical tool,” said Julie Tarasi, who teaches special education at Lakeview Middle School in the Park Hill school district near Kansas City, Mo. She recently completed a course in AI sponsored by the International Society for Technology in Education. “And I don’t think that the AI literacy aspect of it is necessarily being [shared] to the magnitude that it should be with teachers.”

Park Hill is cautiously experimenting with AI’s potential as a paperwork partner for educators and an assistive technology for some students in special education.

The district is on the vanguard. Only about 1 in 6 principals and district leaders—16 percent—said their schools or districts were piloting AI tools or using them in a limited manner with students in special education, according to a nationally representative EdWeek Research Center survey conducted in March and April.

AI tools may work best for teachers who already have a deep understanding of what works for students in special education, and of the tech itself, said Amanda Morin, a member of the advisory board for the learner-variability project at Digital Promise, a nonprofit organization that works on equity and technology issues in schools.

“If you feel really confident in your special education knowledge and experience and you have explored AI [in depth], I think those two can combine in a way that can really accelerate the way you serve students,” Morin said.

But “if you are a novice at either, it’s not going to serve your students well because you don’t know what you don’t know yet,” she added. “You may not even know if the tool is giving you a good answer.”

Here are some of the areas where Park Hill educators and other school and district leaders see AI’s promise for special education—and what caveats to look out for:

Promise: Reducing the paperwork burden.

Some special education teachers spend as many as eight hours a week writing student-behavior plans, progress reports, and other documentation.

“Inevitably, we’re gonna get stuck, we’re gonna struggle to word things,” Tarasi said. AI can be great for busting through writer’s block or finding a clearer, more objective way to describe a student’s behavior, she said.

What’s more, tools such as Magic School—an AI platform created for K-12 education—can help special education teachers craft the student learning goals that must be included in an individualized education program, or IEP.

“I can say ‘I need a reading goal to teach vowels and consonants to a student,’ and it will generate a goal,” said Tara Bachmann, Park Hill’s assistive-technology facilitator. “You can put the criteria you want in, but it makes it measurable, then my teachers can go in and insert the specifics about the student” without involving AI, Bachmann said.

These workarounds can cut the process of writing an IEP by up to 30 minutes, Bachmann said—giving teachers more time with students.

AI can also come to the rescue when a teacher needs to craft a polite, professional email to a parent after a stress-inducing encounter with their child.

Some Park Hill special education teachers use “Goblin,” a free tool aimed at helping neurodivergent people organize tasks, to take the “spice” out of those messages, Tarasi said.

A teacher could write “the most emotionally charged email. Then you hit a button called ‘formalize.’ And it makes it like incredibly professional,” Bachmann said. “Our teachers like it because they have a way to release the emotion but still communicate the message to the families.”

Caveat: Don’t share personally identifiable student information. Don’t blindly embrace AI’s suggestions.

Teachers must be extremely careful about privacy issues when using AI tools to write documents—from IEPs to emails—that contain sensitive student information, Tarasi said.

“If you wouldn’t put it on a billboard outside of the school, you should not be putting it into any sort of AI,” Tarasi said. “There’s no sense of guaranteed privacy.”

Tarasi advises her colleagues to “absolutely not put in names” when using generative AI to craft documents, she said. While including students’ approximate grade level may be OK in certain circumstances, inputting their exact age or mentioning a unique diagnosis is a no-no.

To be sure, if the information teachers put into AI is too vague, educators might not get accurate suggestions for their reports. That requires a balance.

“You need to be specific without being, without being pinpoint,” Tarasi said.

Caveat: AI works best for teachers who already understand special education

Another caution: Although AI tools can help teachers craft a report or customize a general education lesson for students in special education, teachers need to already have a deep understanding of their students to know whether to adopt its recommendations.

Relying solely on AI tools for lesson planning or writing reports “takes the individualized out of individualized education,” Morin said. “Because what [the technology] is doing is spitting out things that come up a lot” as opposed to carefully considering what’s best for a specific student, like a good teacher can.

Educators can tweak their prompts—the questions they ask AI—to get better, more specific advice, she added.

“A seasoned special educator would be able to say ‘So I have a student with ADHD, and they’re fidgety’ and get more individualized recommendations,” Morin said.

Promise: Making lessons more accessible.

Ensuring students in special education master the same course content as their peers can require teachers to spend hours simplifying the language of a text to an appropriate reading level.

Generative AI tools can accomplish that same task—often called “leveling a text"—in just minutes, said Josh Clark, the leader of the Landmark School , a private school in Massachusetts serving children with dyslexia and other language-based learning differences.

“If you have a class of 30 kids in 9th grade, and they’re all reading about photosynthesis, then for one particular child, you can customize [the] reading level without calling them out and without anybody else knowing and without you, the teacher, spending hours,” Clark said. “I think that’s a super powerful way of allowing kids to access information they may not be able to otherwise.”

Similarly, in Park Hill, Bachmann has used Canva—a design tool with a version specifically geared toward K-12 schools and therefore age-appropriate for many students—to help a student with cerebral palsy create the same kind of black-and-white art his classmates were making.

Kristen Ponce, the district’s speech and language pathologist, has used Canva to provide visuals for students in special education as they work to be more specific in their communication.

Case-in-point: One of Ponce’s students loves to learn about animals, but he has a very clear idea of what he’s looking for, she said. If the student just says “bear,” Canva will pull up a picture of, for instance, a brown grizzly. But the student may have been thinking of a polar bear.

That gives Ponce the opportunity to tell him, “We need to use more words to explain what you’re trying to say here,” she said. “We were able to move from ‘bear’ to ‘white bear on ice.’”

Caveat: It’s not always appropriate to use AI as an accessibility tool.

Not every AI tool can be used with every student. For instance, there are age restrictions for tools like ChatGPT, which isn’t for children under 13 or those under 18 without parent permission, Bachmann said. (ChatGPT does not independently verify a user’s age.)

“I caution my staff about introducing it to children who are too young and remembering that and that we try to focus on what therapists and teachers can do collectively to make life easier for [students],” she said.

“Accessibility is great,” she said. But when a teacher is thinking about “unleashing a child freely on AI, there is caution to it.”

Promise: Using AI tools to help students in special education communicate.

Park Hill is just beginning to use AI tools to help students in special education express their ideas.

One recent example: A student with a traumatic brain injury that affected her language abilities made thank you cards for several of her teachers using Canva.

“She was able to generate personal messages to people like the school nurses,” Bachmann said. “To her physical therapist who has taken her to all kinds of events outside in the community. She said, ‘You are my favorite therapist.’ She got very personal.”

There may be similar opportunities for AI to help students in special education write more effectively.

Some students with learning and thinking differences have trouble organizing their thoughts or getting their point across.

“When we ask a child to write, we’re actually asking them to do a whole lot of tasks at once,” Clark said. Aspects of writing that might seem relatively simple to a traditional learner—word retrieval, grammar, punctuation, spelling—can be a real roadblock for some students in special education, he said.

“It’s a huge distraction,” Clark said. The student may “have great ideas, but they have difficulty coming through.”

Caveat: Students may miss out on the critical-thinking skills writing builds.

Having students with language-processing differences use AI tools to better express themselves holds potential, but if it is not done carefully, students may miss developing key skills, said Digital Promise’s Morin.

AI “can be a really positive adaptive tool, but I think you have to be really structured about how you’re doing it,” she said.

ChatGPT or a similar tool may be able to help a student with dyslexia or a similar learning difference “create better writing, which I think is different than writing better,” Morin said.

Since it’s likely that students will be able to use those tools in the professional world, it makes sense that they begin using them in school, she said.

But the tools available now may not adequately explain the rationale behind the changes they make to a student’s work or help students express themselves more clearly in the future.

“The process is just as important as the outcome, especially with kids who learn differently, right?” Morin said. “Your process matters.”

Clark agreed on the need for moving cautiously. His own school is trying what he described as “isolated experiments” in using AI to help students with language-processing differences express themselves better.

The school is concentrating, for now, on older students preparing to enter college. Presumably, many will be able to use AI to complete some postsecondary assignments. “How do we make sure it’s an equal playing field?” Clark said.

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