Differentiated Learning

To differentiate instruction is to recognize students' varying background knowledge, readiness, learning styles, interests, and to react responsively. Differentiated instruction is a process to approach teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process.

The world is comprised of highly unique people. Classrooms too are filled with students of different abilities, learning styles and interests. Based on this knowledge, differentiated instruction applies an approach to teaching and learning so that students have multiple options for taking in information and making sense of ideas. The model of differentiated instruction allows teachers to be flexible in their approach to teaching and adjusting the curriculum and presentation of information to learners rather than expecting students to modify themselves for the curriculum. Classroom teaching is a blend of whole-class, small group and individual instruction. Differentiated instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms

Several elements and materials are used to support instructional content. These include acts, concepts, generalizations or principles, attitudes, and skills. The variation seen in a differentiated classroom is most frequently the manner in which students gain access to important learning. Access to the content is seen as key.

Align tasks and objectives to learning goals. Designers of differentiated instruction determine as essential the alignment of tasks with instructional goals and objectives. Goals are most frequently assessed by many high-stakes tests at the state level and frequently administered standardized measures. Objectives are frequently written in incremental steps resulting in a continuum of skills-building tasks. An objectives-driven menu makes it easier to find the next instructional step for learners entering at varying levels.

Instruction is concept-focused and principle-driven. The instructional concepts should be broad based and not focused on minute details or unlimited facts. Teachers must focus on the concepts, principles and skills that students should learn. The content of instruction should address the same concepts with all students but be adjusted by degree of complexity for the diversity of learners in the classroom.

Initial and on-going assessment of student readiness and growth are essential. Meaningful pre-assessment naturally leads to functional and successful differentiation. Assessments may be formal or informal, including interviews, surveys, performance assessments, and more formal evaluation procedures. Incorporating pre and on-going assessment informs teachers to better provide a menu of approaches, choices, and scaffolds for the varying needs, interests and abilities that exist in classrooms of diverse students.

Students are active and responsible explorers. Teachers respect that each task put before the learner will be interesting, engaging, and accessible to essential understanding and skills. Each child should feel challenged most of the time.

Vary expectations and requirements for student responses. Items to which students respond may be differentiated for students to demonstrate or express their knowledge and understanding. A well-designed student product allows varied means of expression, alternative procedures, and provides varying degrees of difficulty, types of evaluation, and scoring.

Guidelines that make differentiation possible for teachers to attain:

Clarify key concepts and generalizations to ensure that all learners gain powerful understandings that serve as the foundation for future learning. Teachers are encouraged to identify essential concepts and instructional foci to ensure all learners comprehend.

Use assessment as a teaching tool to extend versus merely measure instruction. Assessment should occur before, during, and following the instructional episode, and help to pose questions regarding student needs and optimal learning.

Emphasize critical and creative thinking as a goal in lesson design. The tasks, activities, and procedures for students should require that students understand and apply meaning. Instruction may require supports, additional motivation, varied tasks, materials, or equipment for different students in the classroom.

Engaging all learners is essential. Teachers are encouraged to strive for development of lessons that are engaging and motivating for a diverse class of students. Vary tasks within instruction as well as across students. In other words, an entire session for students should not consist of all drill and practice, or any single structure or activity.

Provide a balance between teacher-assigned and student-selected tasks. A balanced working structure is optimal in a differentiated classroom. Based on pre-assessment information, the balance will vary from class-to-class as well as lesson-to-lesson. Teachers should assure that students have choices in their learning.