As early as 1953, the premier publication, Educational Leadership, discussed “The Challenge of Individual Difference” in print. Since then, educators at every level have weighed in on the importance of recognizing student differences and preferences as they impact learning.
Exploring how curriculum and instruction design can best meet the diverse needs and learning styles of students is a key part of advanced degree programs like the online Master of Science in Education (MSEd.) in Curriculum & Instruction – General program from Northwest Missouri State University. Degree candidates develop the tools to differentiate effectively through the study of topics like culturally responsive and inclusive teaching, emerging instructional strategies, student engagement, digital era leadership, data literacy and more.
Differentiated Instruction Defined
Differentiated instruction refers to when educators consider student learning styles, pace and ability as they plan and execute teaching practices. According to the EL community website Ellevation, differentiated instruction involves “making informed changes to your instruction to leverage your students’ strengths and meet their needs.”
In this way, differentiation is a method of modifying components of the learning process like teaching methods, content format and delivery to meet student needs and learning styles. This happens while — importantly — holding the same expectations and goals for all students. As Ellevation explains, differentiation “means providing multiple pathways to arrive at the same goal.”
Why Differentiate Instruction for Students?
Many elements of the school environment are not subject to negotiation. Schools have rigid standards of safety and cleanliness. Districts establish building-wide schedules for meeting educational mandates as well as providing art, music and physical education services to all students. Attendance is not optional, and students are expected to be on time every day.
In addition to these basic organizational requirements, the national and state learning standards spell out detailed expectations for students at each grade level. While alternative methods of assessment may be available to certain populations or in alternative and charter school designs, in general, students need to show competence with each standard at or beyond specified milestones via standardized testing.
Because students come to the classroom with different abilities, interests, experiences, cultural backgrounds and support systems, they do not all learn in the same way or at the same pace. It is up to the teacher to present required concepts in a variety of settings and formats to ensure that every student has an opportunity to be academically successful.
By differentiating, teachers can meet the needs of all students. Although not every lesson can appeal to every learner in the style of their choice, teachers can make small changes to direct instruction and individual or group assignments to make big ideas, concepts and information accessible and meaningful to all students.
Four Ways to Differentiate
Teachers can differentiate in four distinct areas of instruction, according to student needs:
1. Content. As teachers plan for instruction, they identify the big ideas and essential questions for each topic or unit. Teachers who differentiate seek to continually review these ideas and questions as they search out the most appropriate materials and activities for the students in their classroom. Students functioning much higher than or well below grade level focus on the same ideas and answer the same questions, but they may use materials more suitable to their abilities.
In addition, student interest does not always match the curriculum and textbook provided by the selected publisher. For example, if the big idea is identify and create examples of figurative language, it may be appropriate for the teacher to provide a variety of literature choices including poetry and picture books or self-selected books, rather than the basal reader. When students are given the choice of the materials they can use to study the same big idea, they have opportunities to work with a subject or genre most familiar to them. This also helps promote improved cultural representation in classroom materials.
2. Process. While grasping and mastering a concept may be the shared goal of a lesson, each student does not need to engage in the learning process in the same way, through the same modality. This is the how of learning, and people naturally learn and internalize concepts and skills in different ways.
Given this, teachers can personalize and vary how they present information, be it visually, verbally, in writing or in another manner. A student might benefit from an educational approach rooted in experiential learning and “learning by doing.” One student may learn best in small group discussion formats whereas another needs independent time to master and retain content. Process can be thought of as the active component of teaching and learning.
3. Product. The ultimate goal for every lesson is students’ demonstration of mastery or understanding. While some lessons are ancillary to the big idea, there is always a concept or element that brings students closer to mastery.
Students must be able to independently demonstrate their own understanding of each lesson. Differentiated instruction provides for assessments which may involve different products — or demonstrated understanding — for different students.
Perhaps some students will write a poem with figurative language while other students take a written test. For some students, a simple conversation in which the student can explain the concepts without writing is the most effective and fair assessment.
When teachers differentiate, the assessment is not simpler or tougher depending on a student’s academic standing. Instead, the manner of assessing, or the product required to demonstrate understanding, is tailored to the student’s strengths.
4. Environment. Successful differentiated instruction pays attention to the physical learning environment. Although teachers cannot meet every student’s preferences in one space, they can achieve many accommodations for learning success with thoughtful classroom design. Well-defined areas for quiet work or listening, group project centers with larger workspaces, carefully selected decor and easy access to classroom materials offer students choices while maintaining a sense of order.
How Does Differentiation Help Students?
The value of differentiation goes beyond fair and equitable access to education and assessments. When students feel understood, heard and respected by teachers, they are more confident that they can succeed, more engaged and more willing to be challenged. For example, if a student who struggles with writing has the option of giving an oral report, the student can focus on learning the material without having to battle the anxiety and frustration surrounding the assessment of a written report or an essay test.
For students working below grade level, differentiation offers them opportunities to succeed academically while maintaining a sense of pride in their work. When teachers assign respectful tasks at every level, students understand that they are included, intelligent and able, and that what they are doing is important.
When planning for differentiation, teachers may overlook students who are working above grade level. Those continuously bored with the age-appropriate assignments often “check out,” and their motivation disappears. Simply giving students who excel additional work does not motivate them to work hard to succeed. Rather, it teaches them to work more slowly on assignments that do not challenge them. The content and product for these students must be carefully crafted to engage and challenge them, promoting student inquiry, critical thinking and growth.
Differentiation: Just Good Instruction
Differentiation is essentially a fundamental aspect of good instruction, where teachers focus closely on students, their experiences, their needs and appropriate data. Teachers use this data and information to inform their practices at all levels. Curriculum and instruction design that incorporates differentiation encourages and facilitates the flexibility that teachers need to personalize, support and maximize student learning.
Experienced teachers who have an interest in enhancing their differentiated teaching practice may consider an MSEd. in Curriculum & Instruction from Northwest. Through this online degree program, educational leaders develop the expertise and skills to give all students the opportunity to learn, achieve and succeed.
Learn more about Northwest’s online MSEd. in Curriculum & Instruction – General program.
