Is Differentiated Instruction a Source of Stress?

July 30, 2013

Bring up the term “differentiated instruction” (DI) in a roomful of educators, and you’ll get a roomful of different

opinions.

DI, as a classroom practice, means that learners of different abilities engage in lessons that match up with their interests, learning profiles and readiness levels. Students achieve success because they’re encountering instruction that is both challenging and attainable (Tomlinson, 2003; Wolfe, 2001).

While DI sounds ideal in theory, in practice, it can be challenging. For some, creating different lesson plans and assessments for a heterogeneous classroom ultimately leads to much more work for the teacher and questionable benefits for the students.

Although the process of implementing differentiated instruction can seem overwhelming, it doesn’t have to be. Below are five differentiated teaching strategies that won’t require hours of work, but will create a DI learning environment in your classroom.


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