Differentiated Instruction (DI) is a process in which teachers change the pace, teaching style, and level of instruction based on student differences. Student differences include readiness levels, interests, and learning preferences. Differentiation helps teachers respond to the needs of all students: English language learners, gifted and talented learners, those with disabilities, and others who learn in different ways and at different rates. Areas for differentiation are content, process, product, and learning environment. There are many ways for teachers to differentiate classroom instruction. The following provides evidence of what differentiation may look like when teachers adapt their instruction to the needs of individual students.
- Do I understand the effects of cultural backgrounds on student learning?
- Do I allow students to work on different tasks that address the same goals or learning targets?
- Do I use different resources to match the readiness levels of students when working on the same task?
- Do I allow students to work on the same task but use resources that match/align with the readiness levels of the students?
- Do I have resources available that reflect a variety of reading levels for students?
- Do I use scaffolding and tiered assignments to adjust tasks to accommodate student needs?
- Do I respond to student differences during the lesson by reteaching, reinforcing, or extending the learning?
- Do I plan tasks that vary the levels of challenge or difficulty?
- Do I give students opportunities to work individually, with a partner, and with a small group?
- Do I use flexible instructional groups?
- Do I utilize multiple techniques for grouping students in a variety of ways?
- Do I use a variety of instructional strategies to engage students in learning?
- Do I maximize student engagement by using active learning experiences?
- Do I use questioning prompts to promote student interaction and probe for deeper thinking?
- Do I employ discussion as a technique to promote collaboration among students?
- Do I integrate technology to enhance and vary learning experiences for students?
- Do I match students with activities based on their interests, readiness levels, or learning preferences?
- Do I offer students choices based on interest in content/topic, process, or product?
- Do I allow students to move to independent learning experiences only when they are ready?
- Do I use anchor activities for students who complete tasks in advance of other students?
- Do I plan for and utilize purposeful anchor activities rather than busy work?
- Do I incorporate tasks that range from simple to complex skill acquisition?
- Do I include varied resource materials with different levels of complexity?
- Do I use assessment tools to identify student readiness, interests, and learning preferences?
- Do I know my students’ interests, learning preferences, and if they prefer independent, partner, or group work?
- Do I plan and adjust instruction in response to student assessment data?
- Do I use preassessment strategies to guide instruction?
- Do I involve students in goal-setting, self-assessment, and reflective thinking about their learning?
- Do I use multiple assessment techniques to monitor progress?
- Do I use informal and formal formative assessment measures?
- Do I provide descriptive feedback to students about their progress?