What is Differentiated Instruction?

Differentiated instruction is an educational practice that encourages teachers to understand each student's unique gifts and challenges, and connect with ... Skiptocontent BacktoBlog Education WhatisDifferentiatedInstruction? JosephLathan,PhD ReadFullBio 7minread Teachersknowbetterthananyonethatstudentseachhavetheirownuniquegiftsandchallenges;interests,aptitudesandlearningstyles.Differentiatedinstructionisthepracticeofdevelopinganunderstandingofhoweachstudentlearnsbest,andthentailoringinstructiontomeetstudents’individualneeds. “Ithinkdifferentiatedinstructionactuallyisjustteachingwiththechildinmind,”writesCarolAnnTomlinson,anauthorandteacherregardedasapioneerindifferentiatedinstruction.Shedescribesthepracticeas“awayofthinkingaboutteachingwhichsuggeststhatweestablishveryclearlearninggoals,thatareverysubstantial,andthenthatweteachwithaneyeonthestudent.” Inherbook,“HowtoDifferentiateInstructioninAcademicallyDiverseClassrooms,”sheexplains:“Kidsofthesameagearen’tallalikewhenitcomestolearninganymorethantheyarealikeintermsofsize,hobbies,personality,orfoodpreferences.…Inaclassroomwithlittleornodifferentiatedinstruction,onlystudentsimilaritiesseemtotakecenterstage.Inadifferentiatedclassroom,commonalitiesareacknowledgedandbuiltupon,andstudentdifferencesalsobecomeimportantelementsinteachingandlearning.” Atitsmostbasiclevel,Tomlinsoncontinues,“differentiatinginstructionmeans‘shakingup’whatgoesonintheclassroomsothatstudentshavemultipleoptionsfortakingininformation,makingsenseofideas,andexpressingwhattheylearn.Inotherwords,adifferentiatedclassroomprovidesdifferentavenuestoacquiringcontent,toprocessingormakingsenseofideas,andtodevelopingproductssothateachstudentcanlearneffectively.” Tomlinson’semphasison“Content,ProcessandProduct”isfundamentaltothetheoryandpracticeofdifferentiatedinstruction. HistoryofDifferentiatedInstruction[FromOne-RoomSchoolhousestothe21stCenturyClassroom] Theone-roomschoolhousesofcenturiesgonebyareoftenmentionedwhenyourresearchtopicis“thehistoryofdifferentiatedinstruction.”Thoughnotcalledbythatname,itwasunderstoodthatteachersinthetraditionalone-roomschoolhousesetting,outofnecessity,hadtodevelopstrategiesforteachingstudentsofdifferentages,abilities,literacylevelsandbackgrounds. “Today’steachersstillcontendwiththeessentialchallengeoftheteacherintheone-roomschoolhouse:howtoreachouteffectivelytostudentswhospanthespectrumoflearningreadiness,personalinterests,andculturallyshapedwaysofseeingandspeakingaboutandexperiencingtheworld,”Tomlinsonwritesinanotherofhernotabletextsonthetopic,“TheDifferentiatedClassroom:RespondingtotheNeedsofAllLearners.” ThemagazineEducationalLeadership,establishedin1943bytheAssociationforSupervisionandCurriculumDevelopment(ASCD),devotedanentireissuetothetheme“TheChallengeofIndividualDifference”in1953. ItinvitesreaderstorevisittheleadarticlebyCarletonW.Washburne,“AdjustingtheProgramtotheChild.”ThereportalsocitestheinfluenceofFredericBurkinthe1910sandothereducatorsinrecognizingthevalueofdevelopingstrategiesforhelpingstudents“progressaccordingtotheirownabilities.” SomeeducationalhistoriansalsodrawconnectionsbetweentheNoChildLeftBehindActof2001,withitsemphasisonhelpingdisadvantagedstudentsandimprovingindividualoutcomesineducation,andsomeofthecoreprinciplesofdifferentiatedinstruction. DifferentiatedInstruction:Content,ProcessandProduct Today,differentiatedinstructioniswidelypracticedasaprogressiveapproachtoeducationthatendeavorstoleveragetheuniquelearningcharacteristicseachstudentbringstotheclassroomtodeliveramoreeffectiveeducationthanaso-called“one-size-fits-all”approach. ReadingRockets,theLibraryofCongressLiteracyAward-winningadvocacyorganization,alsocitesTomlinson’sinfluenceinmappingoutthebasictenetsofdifferentiatedinstruction,whichguideclassroomteachersindifferentiatingthreespecificaspectsoftheeducationalexperience,plusafourththatencompassesandexpandsuponthesethree: Content–theknowledge,conceptsandskillsthatstudentsneedtolearnbasedonthecurriculum Process–theactivitiesinwhichthestudentengagestounderstandandmakesenseofthecontent Products–thewaysstudentsdemonstratewhattheyhavecometoknow,understandandbeabletodo Learningenvironmentisthefourthvariableinthedifferentiatedinstructionequation.Itreferstotheclimate,orthelookandfeelofaclassroom—thephysicalspaceaswellasthetonesetbytheteachertoestablishanatmosphereofmutuallysupportivelearning. Aclassroomwithalearningenvironmentoptimizedfordifferentiatedinstructionisonethat: Establishesasafeandpositiveenvironmentforlearning Allowsforindividualworkpreferences Includesspacestoworkquietlyandwithoutdistractionaswellasspacesthatinvitestudentcollaboration Providesmaterialsthatreflectavarietyofculturesandhomesettings Establishesclearguidelinesforindependentworkthatmatchesindividualneeds Helpsstudentsunderstandthatsomelearnersneedtomovearoundtolearnwhileothersdobettersittingquietly Tohelpgaugethemosteffectivestrategiesforreachingeachstudentandhelpingthemlearnandperformtothebestoftheiruniqueabilities,teachersarealsoencouragedtoconsiderstudents’individual: Readiness—Thisrefersnotasmuchtoastudent’sacademicabilityastotheircapacitytolearnnewmaterialinaparticularsubjectortopic.Sinceonewaytoensurelearninggrowthistochallengestudentswithtasksthatrequirethemtostretchtheirminds,anawarenessofstudentreadinesscanhelpteachersadjustthedegreeofdifficultytoprovideanappropriatelevelofchallenge. Interest—Differentstudentsshowinterestindifferenttopicsandactivities(fromfootballtofashiontofood,younameit).Thebasictheoryhereisthatteacherscanmotivatestudentstolearnbyshowingthemhowsubjectsbeingtaughtconnectwiththeirparticularinterests. Learningprofile—Thewaysthatstudentslearnbestcanbeshapedbyavarietyoffactorsincludingtheirculture,thelearningenvironment(workingsoloorcollaboratively,sittingstillormovingaround,inaquietatmosphereorwhilelisteningtomusic),andtheirinnatelearningstyleorstyles(forexample,isthestudentavisual,auditoryorkinestheticlearner?). DifferentiatedInstruction:ClassroomStrategiesandExamples Asimplifiedexampleofconnectingastudent’sinteresttothecontentofaparticularlearninggoalorassignmentisillustratedinanEducationWeekvideonarratedbyteacherandauthorLarryFerlazzo,whoexplainsthatdifferentiatinginstructionisreallyaboutgettingtoknowyourstudentsandmakingdecisions,ofteninthemoment,basedonwhattheyneed. Duringaclassroomassignmentthatinvolvedan“argumentessay”aboutwhatwouldbetheworstnaturaldisastertoexperience,henoticedthatonestudenthadhisheaddownonthedeskandwasnotparticipating.Knowingthatthisstudentwasinterestedinfootball,Ferlazzoengagedhimtowritehisargumentessayonthetopicof“whyhisfavoriteteamwasthebest.”Inthiscase,thelearninggoalwasdevelopingtheskillsneededtomakeaneffectiveargument(notlearningaboutnaturaldisasters)andtheproductwasanessaythatfollowedalltheattributesofagoodargumentessay. Whenitcomestoprocess,theroadtothebestoutcomesmightinvolveteachersaskingthemselves:Whatarethelearningobjectives?Andwhatarethebestroadstogettherefordifferentstudents?Afewofthepossibilitiesinclude: Havingstudentsworkaloneoringroups Offeringachoiceonavarietyofwritingprompts Connectingsubjectmattertoindividualinterests Employingtieredactivitiesthroughwhichthewholeclassworksonthesameimportantsubjectmatterandskills,butwithdifferentlevelsofsupport,challengeorcomplexity Regardingproduct,Tomlinsonhaswritten,“studentscanproposethewaythey’dliketoshowussomething,orwemightofferthemtwochoices—withthenotionthattheycanmakeadealwithustodothethirdone.” Ferlazzosaysthatwhenhegavetests,hesometimesincludedanextrablankpageforstudentstowrite(orwriteanddraw!)“anythingelsetheyrememberaboutthetopicbeingtestedthattheythinkisimportant.”Hefoundthatsometimesthoseresponsesweremoreinspiredthantheresponsestohistestquestions.Ferlazzosaidhisversionofdifferentiatedinstructiondidnotrequireasignificantamountofextrawork,but“didrequirethatIhadrelationshipswithmystudentstoknowtheirstrengths,challengesandinterests.” AnotherexampleofaclassroomthatemploysaninterestingvariationofdifferentiatedinstructionisseeninanEdutopiavideotitled“StationRotation:DifferentiatingInstructiontoReachAllStudents.”AtHighlanderCharterSchoolinRhodeIsland,classesstartwithagrouplessonthenbreakintosmallergroups,eachofwhichrotatesthroughthreestationsdesignedtoconnectstudentswiththematerialusingdifferentlearningmodalities. Pro&ConsofDifferentiatedInstruction Thebiggestcriticismarounddifferentiatedinstructionoftencentersontheideathatitrequiresteacherstotakeonanevenheavierworkload.Hereisabriefsummaryofsomeofthechiefprosandcons. Pros Researchsuggeststhatdifferentiatedinstructioncanbeeffectivebothforstudentswhoareacademicachieversaswellasthosewithlearningchallengesorevensignificantdisabilities. Whenofferedmoreoptionsonhowtheycanlearnthematerial,studentsbecomemoremotivatedandengaged,takingonmoreresponsibilityfortheirownlearning. Whenstudentsaremoreengagedinlearning,therearetypicallyfewerclassroomdisciplinaryproblems. Cons Manyeducatorsbelievethatmakingdifferentiatedinstructiontrulyworthwhilerequiressignificantadditionalworkdevotedtolessonplanning. Thoughdifferentiatedinstructioncomesnaturallytosomeeducators,whenpracticedschoolwidetherecanbeasignificantlearningcurveandthereareofteninsufficientprofessionaldevelopmentresources. Criticscontendthatthereisn’tenoughresearchtojustifytheadditionalresourcesrequiredtosupportthebenefitsofdifferentiatedinstruction. DifferentiatedInstructionFAQ Q:Whatisdifferentiatedinstruction? A:CarolAnnTomlinson,anauthorandteacherregardedasapioneerindifferentiatedinstruction,describesitas“awayofthinkingaboutteachingwhichsuggeststhat…weteachwithaneyeonthestudent.”Sheemphasizesfourkeypillarsofdifferentiatedinstruction:Content,Process,ProductandLearningEnvironment. Q:Doesdifferentiatedinstructionrequiremoreworkforteachers? A:Theamountofadditionalpreparationrequiredisopentodebate,butmosteducatorsagreethatsuccessfullyemployingdifferentiatedinstructiondoesrequirebuildingrelationshipswithstudentstoknowtheirstrengths,challengesandinterests. Q:Whatarethebiggestbenefitsofdifferentiatedlearning? A:Advocatescontendthatbyconnectingsubjectmatterandlearninggoalstoindividualstudentstrengths,interestsandlearningstyles,differentiatedinstructioncaninspirestudentstobemoreengagedandmotivated,therebycreatingimprovedlearningoutcomesbyinspiringthemtotakeonmoreresponsibilityfortheirownlearning. [RELATED]10TraitsofEffectiveSchoolLeaders>>  InnovativeTechniquesforTransformingYourClassroom Manyteachersreachapointintheircareerwheretheywanttofurtherdeveloptheirskillstomakeanevengreaterimpactintheirclassroom,oftenfollowingaparticularpassionorspecificareaofinterestsuchasdifferentiatedinstruction.Whateverone’sdesiredareaoffocus,therearearangeofmaster’sdegreeprograms—includingonlineoptions—designedtohelpworkingteachersachievetheircareerdevelopmentgoals. Forexample,theUniversityofSanDiegooffersanonlineMasterofEducationdegreeprogramwithdifferentspecializationsrangingfromInclusiveLearningtoCurriculumandInstruction.Thecurriculuminbothspecializationsincludescourseworkfocusedon“strategiesthatprovidedifferentiatedsupportforthesuccessofallstudents.” Differentiatedinstructionisacomprehensiveapproachtoteachingwhoseessence,accordingtotheeducationaladvocateFerlazzo,isthis:“Recognizingthatallofourstudentsbringdifferentgiftsandchallenges,andthataseducatorsweneedtorecognizethosedifferencesanduseourprofessionaljudgmenttoflexiblyrespondtotheminourteaching.” BeSureToShareThisArticle ShareonTwitterShareonFacebookShareonLinkedIn Top11ReasonstogetYourMasterofEducationDegree Free22-pageBook RequestYourCopy JosephLathan,PhD ProgramDirector Teachersknowbetterthananyonethatstudentseachhavetheirownuniquegiftsandchallenges;interests,aptitudesandlearningstyles.Differentiatedinstructionisthepracticeofdevelopinganunderstandingofhoweachstudentlearnsbest,andthentailoringinstructiontomeetstudents’individualneeds."Ithinkdifferentiatedinstructionactuallyis… ReadFullBio Program(s)coveredinthisarticle: MasterofEducation SignUpforNewsUpdates Subscribe Dismiss NewsletterSignup "*"indicatesrequiredfields Name First Last EmailAddress* ProgramofInterest*SelectyourtopicofinterestM.S.inAppliedArtificialIntelligenceM.S.inAppliedDataScienceM.S.inCyberSecurityEngineeringM.S.inCyberSecurityOperationsandLeadershipMasterofEducationM.S.inEngineeringforSustainabilityandHealthM.S.inHealthCareInformaticsM.S.inHumanitarianActionM.S.inInnovation,Technology,andEntrepreneurshipM.S.inLawEnforcement&PublicSafetyLeadershipM.S.inLearningDesignandTechnologyMasterofTheologicalStudiesPleaseselectwhichprogramsyou'reinterestedin* CyberSecurityOperations CyberSecurityEngineering Whichprogramformatareyouinterestedin?* Online Campus * BysubmittingthisformIaccepttheprivacypolicyandunderstandthatUniversityofSanDiegomaycontactmeabouteducationalprogramsusinganautomatedtechnology. 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