A lot of people misunderstand the term “differentiation.” Some parents (and even teachers) believe that differentiation means giving some students a different curriculum than their peers. Some people even think it means “to dumb down.” Nothing about differentiation should ever involve “dumbing down” the content. In fact, many of the most effective differentiation strategies are actually targeted at high-achieving gifted and talented students. Differentiating instruction simply means making adjustments to meet every student’s needs. This can mean giving students different reading comprehension tasks based on what they need to work on. Or it can mean letting students choose what format they’d like to do a final project in.
Here are the four major categories in which a child’s learning may be differentiated throughout the day:
Content
Differentiating the content of a lesson or activity means changing what we expect the student to learn. Perhaps this means changing a student’s vocabulary words to study for, or the math skill they’ll be focusing on for a particular day. Lots of people misunderstand the purpose of differentiating content. It does not mean that some students will learn concepts that other students won’t learn. Everyone learns the same core material, but the content used to teach it may differ.
Here is a simple example of differentiating content: a middle school teacher is having students compare and contrast stories from different cultures and how those stories reflect that culture’s values. Students are working in groups, and each group is comparing and contrasting stories from different cultures. They’re all working on the same skill but through different content.
Process
We can also differentiate the process by which a student learns the content. Some students’ process may involve completing a worksheet, while other students practice the same skill using a set of manipulatives. This can also depend on the students’ level of readiness, their interests, or their learning style.
Let’s take the example above. The teacher could differentiate the process each group goes through in very complex or quite simple ways. A complex means of differentiating the process would be to give students different graphic organizers that meet the various needs of the learners in each group. The process can also be differentiated by giving some groups printed texts while other groups work with digital material. While these two examples require very different levels of preparation, they are both great examples of differentiating the process.
Product
The third way we can differentiate a student’s learning experience is through the product, or final task we assign them. Writing a story and writing a play script are both activities that can target many of the same skills. Giving students options in this arena is one of the most powerful ways to differentiate by giving students choice and ownership over their learning.
In the example above, groups must develop a product showing what they’ve learned about their cultures. One group chooses to create a poster. They will present and explain their poster to the class. Another group decides they want to make a slideshow. The students in another group cannot agree on who will present because nobody wants to. Therefore, the teacher allows them to collaborate on a compare-and-contrast essay for their peers to read. For this last group, the purpose of the differentiated task is not to address an academic need. It is to address learning style and comfort level. These are all perfectly acceptable and important means of differentiating.
Learning Environment
The last category, while often overlooked, is just as crucial as the others. For a student who is easily distracted, they may need modifications to their learning environment in order to do their best. This could be as simple as seating them toward the front or side of the room to limit distraction. It could also mean allowing them to wear noise-canceling headphones during independent work. Any modification that is made to a student’s environment in order to address a need is a form of differentiation.
Conclusion
Differentiating instruction does not water down a student’s learning. It does not deprive them of a rigorous learning experience with high standards and expectations. It does make learning more accessible, more motivating, more appropriate, and more individualized for all students in the classroom. To learn more about the philosophy behind differentiation, check out our article on Universal Design for Learning.
Frequently Asked Questions on Differentiating Instruction
What is the most effective way to differentiate instruction?
The most effective way to differentiate instruction is through deliberately planned and implemented strategies that are tailored to meet the needs of individual learners. It’s important to consider each student’s unique learning profile, interests, and strengths when making decisions about how best to provide differentiated instruction.
What are some examples of ways to differentiate instruction?
Examples of ways to differentiate instruction include grouping students by readiness level, providing multiple levels of texts or resources for students to access, creating flexible learning plans tailored to individual needs, and offering alternate assessment options. Other strategies include differentiating content, process, product, and the learning environment.
Are there any resources I can use to help me with differentiating instruction?
Yes! There are a variety of online resources available to help teachers with the implementation of differentiated instruction, including websites, articles, and books. Additionally, many school districts provide professional development courses focused on teaching students in inclusive classrooms. Parents and teachers can also consult with other educators or tutors who are experienced in differentiating instruction in order to learn more about effective strategies. By building a network of support and resources, you can ensure that you have the knowledge and skills necessary to provide differentiated instruction successfully.
English 
Spanish