Differentiated Learning, at its core, is an educational approach that recognizes and responds to the diverse learning needs of students. Instead of employing a uniform, one-size-fits-all teaching methodology, differentiated learning advocates for varied instructional strategies, content delivery, and assessment methods to cater to individual student readiness, interests, and learning profiles. This contrasts with traditional approaches and aligns with frameworks like Universal Design for Learning (UDL), which emphasizes providing students with choice and agency in their learning journey. Differentiated learning specifically focuses on adapting teaching methods to accommodate students’ pre-existing knowledge, their passion for the subject matter, and their preferred ways of engaging with educational content, building upon their unique prior learning experiences (Dosch and Zidon, 2014).
Effective implementation of differentiated learning necessitates continuous professional development for educators, coupled with ongoing assessment and monitoring of student progress (van Geel et al., 2019). Research consistently demonstrates its effectiveness in addressing students’ varied needs, diverse readiness levels, and individual interests (Turner et al., 2017). Below are six key categories of differentiated learning practices, applicable to both course design and classroom instruction, providing a framework for educators seeking to personalize learning experiences.
It’s important to note that while these strategies can be combined, not all are intended for simultaneous use. The inherent flexibility of differentiated learning means that certain combinations may be counterproductive. For example, homogenous grouping might necessitate distinct activities and assessments, while heterogeneous groups could benefit more from peer tutoring (Pozas et al., 2020). Furthermore, the overall learning environment fostered by the instructor plays a crucial role in the successful application of differentiated learning (Shareefa et al., 2019).
Differentiated Assessment Strategies
Differentiated assessment is a cornerstone of differentiated learning. It moves away from standardized testing of rote memorization and emphasizes evaluating students’ ability to apply knowledge and engage in complex reasoning, using varied methods tailored to their strengths. Instructors should differentiate not only the design of assessments but also the interpretation of results to continuously refine their differentiated learning practices.
Alt: Students collaborating on a team project, illustrating differentiated learning through group work.
Key Practices in Differentiated Learning
Drawing from research (Pozas & Schneider, 2019), here are six essential categories of differentiated instruction and assessment practices:
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Varied Assignments: Design assignments with tasks and materials that differ qualitatively and quantitatively, adjusting “challenge level, complexity, outcome, process, product, and/or resources” (IP Module 2: Integrating Peer-to-Peer Learning). Regularly assess student readiness and interests, starting at the course outset and continuing with periodic check-ins (Moallemi, 2023 & Pham, 2011). This ensures assignments are appropriately challenging and engaging for each learner.
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Strategic Student Grouping: Intentionally create student working groups, either homogenous or heterogeneous, based on factors like “performance, readiness, interests, etc.” (IP Module 2: Integrating Peer-to-Peer Learning). Stanford CTL provides examples of diverse student grouping strategies provided by Stanford CTL (Google Doc), offering practical guidance for educators. Careful group composition can optimize peer learning and support.
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Peer Tutoring Systems: Integrate tutoring systems within working groups to foster peer-to-peer learning (IP Module 2: Integrating Peer-to-Peer Learning). Peer instruction offers significant benefits, as detailed in Tullis & Goldstone (2020) and resources like Peer Instruction for Active Learning (LSA Technology Services, University of Michigan). Peer tutoring not only reinforces learning for the tutor but also provides individualized support for the tutee.
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Staggered Non-Verbal Learning Aids: Utilize non-verbal learning aids that are incrementally revealed to support students progressively through the learning process (IP Module 4: Making Success Accessible). Provide only the necessary information at each step, repeating as needed (Pozas & Schneider, 2019). Non-verbal cues, like cue cards, enhance student self-regulation by enabling them to monitor and manage their learning progress independently.
Alt: Montessori golden beads, an example of non-verbal learning aids used in differentiated learning environments.
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Tiered Learning Standards: Implement instructional practices that ensure all students achieve minimum learning standards, while also challenging advanced learners to reach higher levels (IP Module 4: Making Success Accessible; IP Module 5: Giving Inclusive Assessments). Closely monitor each student’s learning journey. This approach aligns with specifications grading, where students choose their desired grade and complete corresponding modules. This method increases student motivation, reduces stress, and offers instructors greater flexibility and time efficiency (Hall, 2018).
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Autonomous Learning Options: Offer choices that empower students to take ownership of their learning and select materials to work on (IP Module 4: Making Success Accessible). Examples include task choice boards, project-based learning, portfolios, and learning stations. This strategy, along with others, aligns with the broader Universal Design for Learning framework, aiming to create inclusive learning environments for all students based on the science of learning.
References
Dosch, E.S., & Zidon, M.B. (2014). Differentiated instruction in undergraduate education: A naturalistic experiment. Journal of the Scholarship of Teaching and Learning, 14(5), 27-51. Retrieved from http://files.eric.ed.gov/fulltext/EJ1060829.pdf
Hall, M (2018). “What is Specifications Grading and Why Should You Consider Using It?” The Innovator Instructor blog, John Hopkins University Center for Teaching Excellence and Innovation.
Moallemi, R. (2023). “The Relationship between Differentiated Instruction and Learner Levels of Engagement at University.” Journal of Research in Integrated Teaching and Learning (ahead of print).
Pham, H. (2011). “Differentiated Instruction and the Need to Integrate Teaching and Practice.” Journal of College Teaching and Learning, 9(1), 13-20.
Pozas, M. & Schneider, C. (2019). “Shedding light into the convoluted terrain of differentiated instruction (DI): Proposal of a taxonomy of differentiated instruction in the heterogeneous classroom.” Open Education Studies, 1, 73–90.
Pozas, M., Letzel, V. and Schneider, C. (2020). “Teachers and differentiated instruction: exploring differentiation practices to address student diversity.” Journal of Research in Special Educational Needs, 20: 217-230.
Shareefa, M. et al. (2019). “Differentiated Instruction: Definition and Challenging Factors Perceived by Teachers.” Proceedings of the 3rd International Conference on Special Education (ICSE 2019).
Tullis, J.G. & Goldstone, R.L. (2020). “Why does peer instruction benefit student learning?”, Cognitive Research5.
Turner, W.D., Solis, O.J., and Kincade, D.H. (2017). “Differentiating Instruction for Large Classes in Higher Education”, International Journal of Teaching and Learning in Higher Education, 29(3), 490-500.
van Geel, M., Keuning, T., Frèrejean, J., Dolmans, D., van Merriënboer, J., & Visscher A.J. (2019). “Capturing the complexity of differentiated instruction”, School Effectiveness and School Improvement, 30:1, 51-67, DOI: 10.1080/09243453.2018.1539013
