First a disclaimer: Effective classroom instruction is a process that has many interdependent elements … and like any process, focusing on any one part to the exclusion of others is dangerous. Thus differentiation should never be viewed as just another “thing” that you have to do. In order to be effective, it must be interwoven into instruction as an integral part of a complete system.
Second, another disclaimer: This page is simply a snapshot of differentiated instruction, and as such is naturally an oversimplification (hence the warning above). If you’d like to dig deeper, ASCD provides an excellent in-depth overview of Differentiated Instruction in this book review.
So with those cautions in mind, let’s begin …
Description
Differentiated Instruction is based on adapting classroom instruction to meet the individual needs of diverse learners.* The primary areas where a teacher might differentiate are Content, Process, and Product (assessment) … although there’s a good case for including “Environment” as well.
Content
Content is the what of teaching. It’s the “information and ideas that students grapple with to reach the learning goals” (Tomlinson & Moon, 2013). When teachers base a reading assignment on reading levels, or adjust (accelerate/simplify) an assignment for a specific student, they are differentiating content.
Process
Process is the how of teaching. It’s the way that students take in and make sense of content. Some researchers (Hattie, 2009; Tomlinson & Allan, 2006) believe process is actually a more powerful factor in student achievement than content. The classic example of differentiating process is the use of flexible grouping strategies (whole group, small group, paired, individual). Flexible presentation methods (such as modified PowerPoints, books on CD, learning stations, individual study, etc.) are also a form of differentiating process.
Product
Product is how you measure what’s been taught. It’s how students “show what they know,” what they understand, and what they can do. Examples include allowing students to write a paper, make a video, create a song, develop a game, etc.
As long as there are guidelines or a rubric for each type of product so that learners know in advance how they will be evaluated, allowing students options in demonstrating their mastery of content is an effective way to differentiate. (It’s important to note that we’re talking about classroom assessments here — standardized tests are a different animal.)
Environment
Environment is the why and where of teaching. It relates to the climate or tone of a classroom. According to Tomlinson (Tomlinson, 2016), “the teacher’s aim is to make the classroom work for each student who is obliged to spend time there. Thus the teacher is attuned to the students’ various needs and responds to ensure that those needs are being met.”
If a teacher’s classroom provides places to work quietly without distraction, as well as places that invite student collaboration, then he/she is differentiating the students’ environment. Recognizing that some learners need to move around, while others need to sit quietly—and providing suitable options for both—is also differentiating environment.
Remember (as discussed in the introduction), differentiation should never be viewed as simply another thing to mark off your checklist. To be effective, it must be an integral part of a complete instructional approach.
* The early seeds of this concept can be found in a simple book written by public school superintendent, George Reavis back in the early 1940s. The Animal School is a timely allegory focused on the problems of a “one size fits all” curriculum. If you’ve never read it, it’s definitely worth your time … and worth sharing!
References:
Hattie, J. (2009). Visible Learning: A synthesis of over 800 Meta-Analyses Relating to Achievement (1st ed.). New York: Routledge.
Tomlinson, C. (2016). The Differentiated Classroom: Responding to the Needs of All Learners, 2nd Edition. Retrieved from http://www.ascd.org/Publications/Books/Overview/The-Differentiated-Classroom-Responding-to-the-Needs-of-All-Learners-2nd-Edition.aspx
Tomlinson, C. (2016). The Differentiated Classroom: Responding to the Needs of All Learners, 2nd Edition. Retrieved from http://www.ascd.org/Publications/Books/Overview/The-Differentiated-Classroom-Responding-to-the-Needs-of-All-Learners-2nd-Edition.aspx
Tomlinson, C., & Moon, T. (2013). Assessment and Student Success in a Differentiated Classroom. Retrieved from http://www.ascd.org/publications/books/108028/chapters/Differentiation@-An-Overview.aspx