Differentiated Instruction (DI) overview

DI Overview handout

Flowchart for Steps to DI  

What is Differentiated Instruction - a summary 

Enhancing your practise by differentiating instruction - modules for professional development

What is DI?

"Differentiated instruction implies a purposeful process for adapting the teaching and learning processes of the classroom to accommodate the needs of all learners" (Murray & Jorgenson, 2007, p. 1).

Carol Ann Tomlinson summarizes that "a differentiated classroom provides different avenues to acquiring content, to processing or making sense of ideas, and to developing products so that each student can learn effectively" (Tomlinson, 2001, p. 1). 

When a teacher tries to teach something to the entire class at the same time, “chances are, one-third of the kids already know it; one-third will get it; and the remaining third won’t.  So two-thirds of the children are wasting their time.”  - Lilian Katz

DI is...

• responsive teaching rather than reactive
• what students need to demonstrate their knowledge
• using pre-assessment as well as ongoing assessment
• about providing challenges for all students to optimize learning
• about being flexible and allowing for flexible grouping
• about supplying multiple resources to accommodate varying levels of ability (i.e. levelled books or levelled graphic organizers)
• about getting to know your students better (i.e. interests, skill level, etc.)

DI is Not...

• just about grouping or levelling by students' abilities
• having 30 IEPs in  your classroom
• individualizing instruction for every student in your class
• everyone needing help all at once
• losing control of your classroom
• just about providing students with choice

"In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process, and product in anticipation of and response to student differences in readiness, interest, and learning needs."

(Tomlinson, 2001, p. 7)

Key Principles of a Differentiated Classroom

(Tomlinson 1999, p. 48)

1. The teacher is clear about what matters in subject matter.
2. The teacher understands, appreciates, and builds upon student differences.
3. Assessment and instruction are inseparable.
4. The teacher adjusts content, process, and product in response to student readiness, interests, and learning profile.
5. All students participate in respectful work.
6. Students and teachers are collaborators in learning.
7. Goals of a differentiated classroom are maximum growth and individual success.
8. Flexibility is the hallmark of a differentiated classroom.

Further reading

Mapping a Route Toward Differentiated Instruction (article comparing 3 classes to gain a better understanding of DI)

Although Some Voice Doubts, Advocates Say Differentiated Instruction Can Raise the Bar for All Learners (Mary Anne Hess)

Resources cited:

Murray, M. & Jorgenson, J. (2007).  The differentiated math classroom - a guide for teachers K-8.  Portsmouth, NH: Heinemann.

Tomlinson, C. (2001). How to differentiate Instruction in mixed-ability classrooms, 2nd edition.  Alexandria, VA: ASCD. 

Tomlinson, C. (1999). The differentiated classroom - Responding to the needs of all learners.  Alexandria, VA: ASCD.