Differentiated Instruction: An Introduction > Module 1 > Reading: What Is Differentiated Instruction and Why Differentiate?

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What Is Differentiated Instruction and Why

Differentiate?
Most young children in their first year of school can look around their classrooms and
easily point out who can already read well; who can draw neatly inside the lines; who
struggles with counting; and who likes to find the most yucky, yet fascinating, bugs.
Throughout their school education, students also remain aware of their own
differences related to learning readiness, interests, and learning profiles.

Educators have been intrigued and challenged by this diversity but have not always
adequately responded to student varied needs. Instead, we tend to rely on the teach-
to-the-middle or one-size-fits-all approach, expecting all students to do the same
activity, work at the same pace, do the same homework, and take the same test.

Typically, the result is frustration on the part of many students—those who find the
work unchallenging and therefore boring, those who find the work too challenging, and
those whose learning styles or strengths are not engaged. And there is frustration on
the part of teachers because they are not reaching every student. So, in their search
to create genuinely challenging and engaging learning experiences for their students,
many teachers have discovered that they can better meet the diverse needs of their
students by differentiating instruction.

What Is Differentiated Instruction?

In the video Creating Multiple Paths for Learning (1997), Carol Ann Tomlinson, noted
differentiation expert, says that differentiating instruction means that the teacher
anticipates the differences in students' readiness, interests, and learning profiles and,
as a result, creates different learning paths so that students have the opportunity to
learn as much as they can as deeply as they can, without undue anxiety because the
assignments are too taxing—or boredom because they are not challenging enough.
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She cautions, however, that differentiated instruction is not individualized instruction.

Students may have two or three learning options some days, but never 21 or 35
different options.

“Differentiation can be accurately described as classroom practice with a balanced

emphasis on individual students and course content,” write Carol Ann Tomlinson and
Marcia B. Imbeau in their book Leading and Managing a Differentiated Classroom
(2010). The need for the balanced emphasis is
evident through the diversity students bring to
the classroom: “Students differ as learners in
terms of background experience, culture,
language, gender, interests, readiness to learn,
Differentiated instruction
is a way of thinking about
modes of learning, speed of learning, support
teaching and learning.
systems for learning, self-awareness as a
It is also a model that
learner, confidence as a learner, independence
guides instructional
as a learner, and a host of other ways” (p. 13).
planning in response
Most important, these differences will
to students’ needs.
“profoundly affect how students learn and the
nature of scaffolding they will need at various
points in the learning process.”

Essentially, the aim of differentiating instruction

is to maximize the growth of all students by meeting them where they are. To do so,
Tomlinson and Imbeau (2010) suggest that teachers continually ask, “What does this
student need at this moment in order to be able to progress with this key content, and
what do I need to do to make that happen?” (p. 13).

Key Characteristics of Differentiated Instruction

Differentiation can look very different in various classrooms because teachers use
numerous strategies and tools to differentiate instruction. Regardless of the specific
combination of techniques, however, effectively differentiated classrooms share
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several key characteristics. These characteristics are described in How to Differentiate

in Mixed-Ability Classrooms by Carol Ann Tomlinson (2001) and are summarized in
the table below:

Characteristic Example or Explanation

Differentiated The teacher proactively plans differentiation to address a variety

instruction is of learning needs—as opposed to adjusting a lesson plan when it
proactive. becomes clear that it’s not working for some students.

Differentiated DI involves adjusting the quality of an assignment to match

instruction is more student needs—not varying the quantity of work. For example, a
qualitative than struggling reader may need additional support for reading and
quantitative. writing a book report. An advanced student who has mastered one
math skill, instead of doing more assignments that are too easy for
him, can practice another skill.

Differentiated Since addressing student individual needs is at the core of DI,

instruction is rooted teachers look for every opportunity to get to know their students
in assessment. better—through conversations with students, classroom
discussions, student work, observation, and formal assessment.
Then, teachers design and modify learning experiences based
on assessment findings. Each student's progress is measured, at
least in part, from where that student begins.

Differentiated At the core of DI is the modification of four elements—content

instruction provides (what students learn), process (how do students make sense of the
multiple approaches information and ideas), product (how they show what they’ve
to content, process, learned) and affect/learning environment (the climate or tone in
product, and the classroom). This modification is based on assessment of
affect/learning student differences in readiness, interest, and learning profile.
environment.

Differentiated All students participate in respectful work—work that is

instruction is student challenging, meaningful, interesting, and engaging. Tasks are based
centered. on students’ prior knowledge and are designed with the level of
challenge appropriate for the student.
The teacher primarily coordinates time, space, and activities,
rather than provides information. Pacing varies based on students’
needs. The goal is to help students become self-reliant learners and
to share the responsibility for their learning.
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Characteristic Example or Explanation

Differentiated The teacher uses a variety of instructional strategies to help target

instruction is a blend instruction to students’ needs. Students work in a variety of group
of whole-class, configurations, as well as independently. Flexible grouping is
group, and individual evident.
instruction.

Differentiated Teaching constantly evolves through collaboration between

instruction is students and teachers, which includes setting class and individual
“organic.” goals. Teachers monitor how learning fits the student and make
adjustments, where necessary.

Addressing Common Misunderstandings About Differentiation

Most teachers instinctively understand the need for differentiation. Mounting evidence
also indicates that consistent, high-quality use of the differentiation model increases
student motivation, satisfaction, and achievement. Still, there are some
misunderstandings about what differentiation is and isn’t. Carol Ann Tomlinson and
Marcia Imbeau present these in Leading and Managing a Differentiated Classroom
(2010):

Misunderstanding Reality

Differentiation is a set of Differentiation is a philosophy—a way of thinking about

instructional strategies. teaching and learning. It is, in fact, a set of principles.

It’s adequate for a district or school Effective differentiation requires rethinking one’s
leader (or professional developers) classroom practice and outcomes through ongoing trial,
to tell or show teachers how to reflection, and adjustment in the classroom itself.
differentiate instruction effectively.

Differentiation is something a Most experienced teachers do pay attention to student

teacher does or doesn’t do (as in, “I variation and respond to it in some way—especially
already do that,” or “I tell our with students who can disrupt the classroom. However,
teachers that they already few teachers proactively plan instruction to consistently
differentiate instruction.”) address student differences.
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Misunderstanding Reality

Differentiation is just about Although differentiation is an instructional approach that

instruction. responds to student differences, effective differentiated
instruction is inseparable from a welcoming, supportive,
and challenging learning environment; high-quality
curriculum; ongoing assessment that informs the
teacher’s decision making; and leadership and flexible
classroom management. These elements are
interrelated. If any one of those elements is weak, the
others are also diminished.

Source: Tomlinson & Imbeau, 2010, p. 13.

Remember: Differentiated instruction is a way of thinking about teaching and learning.

It is also a model that guides instructional planning in response to students’ needs.
This comprehensive model is illustrated through the concept map display on the next
page. We will explore this model through the remaining modules.
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Created by Carol Ann Tomlinson. Reprinted with permission.