What to Differentiate
According to researcher Carol Ann Tomlinson, differentiated instruction (DI) is based on the idea that because students differ significantly in their strengths, interests, learning styles, and readiness to learn, it is necessary to adapt instruction to suit these differing characteristics. Differentiated instruction is a flexible form of instruction that allows educators to vary the content, processes, products, and environment of learning.
Content:
Differentiating content means making changes to what students are going to learn, and when. For example, a student who struggles with reading may be given a novel that is written at their reading level. This might create the ability to explore similar themes in novels other students are reading. This allows a student with LDs to fully participate in class discussions and assignments.
Other examples of content differentiation include:
- Presenting ideas through both auditory and visual means
- Using reading buddies
- Meeting with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced learners
- Using spelling or vocabulary lists at the readiness levels of students
Process:
Differentiating the learning process means making changes to the types of tasks and activities students are expected to complete.
Students with LDs may use text-to-speech technology to read a book that is above their reading level. This approach allows the student to focus on comprehension instead of decoding words. In mathematics, students may use manipulatives or have their work broken into steps by the teacher.
Other examples of differentiating the learning process include:
- Providing different levels of support, challenge, or complexity;
- Varying the length of time a student may take to complete a task in order to provide additional support for a struggling learner or to encourage an advanced learner to pursue a topic in greater depth.
- Graphic organizers, speech to text/audiobooks, digital manipulatives
Product:
Differentiating the product means making changes to the ways in which students demonstrate learning.
Rather than assigning a single option for all students, such as an essay, students might be encouraged to show learning in a way that highlights their strengths, such as a video, a dramatic performance, or other creative means.
Other examples of differentiating the product include:
- Using rubrics that match and extend students' varied skills levels;
- Allowing students to work alone or in small groups on their products; and
- Encouraging students to create their own product assignments as long as the assignments contain required elements.
Environment:
Differentiating the environment means making changes to the context and environment in which students learn and demonstrate learning.
Some students require the classroom to be quiet and without distraction, to work optimally. Others need to move around to learn and prefer collaborative work environments. Help students understand their own ideal learning environments and that others may need different things.
Other examples of differentiating the environment include:
- Providing materials that reflect a variety of cultures and home settings;
- Setting out clear guidelines for independent work that matches individual needs;
- Developing routines that allow students to get help when teachers are busy with other students and cannot help them immediately