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Overview
Overview
Differentiated instruction is a responsive approach that proactively adjusts teaching methods, learning tasks, and classroom environment to address students’ diverse readiness levels, interests, and learning profiles. It’s not “individual lesson plans for everyone” — it’s smart, intentional design to meet learners where they are.
🎯 Why It Matters
🎯 Why It Matters
Provides equitable access to learning for all students
Builds confidence and supports mastery at individual paces
Promotes engagement by tapping into student interests and strengths
Increases effectiveness of classroom instruction by addressing gaps and extending learning
Encourages teacher flexibility and responsive practice
Differentiation isn’t more work for some students — it’s the right work for every student.
🧠 Strategy Checklist
🧠 Strategy Checklist
🔹 BEFORE THE LESSON
☐ Identify key concepts and skills that must be learned
☐ Analyze student data to understand varied needs
☐ Plan varied approaches: content, process, product, or environment
☐ Prepare scaffolds, extensions, and flexible grouping plans
☐ Develop clear learning intentions and success criteria
🔹 DURING THE LESSON
☐ Use formative assessment to adjust instruction in real time
☐ Provide choice when appropriate (tasks, resources, ways to show learning)
☐ Group and regroup students flexibly
☐ Offer targeted support for students who need intervention or extension
☐ Check for understanding and respond quickly to misconceptions
🔹 AFTER THE LESSON
☐ Reflect on what worked and what didn’t for different learners
☐ Gather evidence of student progress for future grouping or next steps
☐ Celebrate growth and effort with students
☐ Adjust future lessons based on emerging student needs
👀 Look-Fors
👀 Look-Fors
Students have access to tasks at appropriate levels of challenge
Teachers adjust questions and tasks during the lesson
Flexible grouping and varied materials are evident
Student choice is present and purposeful
Clear evidence of scaffolds and supports for struggling learners and extensions for advanced learners
📈Continuum of Practice
📈Continuum of Practice
FOUNDATIONAL
Teacher:
Teacher uses whole-group instruction with minimal adjustments.
EMERGING
Teacher:
Teacher begins to adapt tasks/resources for small groups or individuals.
PROFICIENT
Teacher:
Teacher routinely uses data to design tasks at different levels of complexity. Grouping is flexible and purposeful.
TRANSFORMING
Teacher:
Teacher uses ongoing assessment to tailor tasks, questions, and supports in real time. Student input informs differentiation.
Student:
Students receive the same task, regardless of readiness.
Student:
Some students get work that matches their level but supports are inconsistent.
Student:
Students can work at their level of readiness and understand the purpose of tasks.
Student:
Students take ownership, choose pathways, and articulate how tasks meet their needs.
🗃️ Structures
🗃️ Structures
CONTENT STRUCTURES
Differentiate what students learn or how they access the content.
Tiered Texts: Provide versions of a text at different reading levels, keeping the core learning goal consistent
Multimodal Input: Offer content through video, audio, diagrams, or hands-on materials
Anchor Text + Choice Text: Everyone reads the same anchor, but selects from leveled or interest-based companion texts
Preview & Pre-Teach Stations: Allow students who need more support to build background knowledge before the core lesson
PROCESS STRUCTURES
Adjust how students make sense of content during learning.
Choice Boards: Students choose from a menu of tasks aligned to the learning goal
Flexible Grouping: Rotate based on readiness, interest, or learning style — fluid, not fixed
Think Dots or Task Cards: Assign tasks by readiness level using dice, colors, or codes
Graphic Organizers by Readiness: Provide support structures (e.g., fill-in-the-blank, open-ended, or scaffolded) tailored to student needs
PRODUCT & OUTPUT STRUCTURES
Differentiate how students show what they’ve learned.
RAFT Assignments: Students choose Role, Audience, Format, Topic
Open-Ended Projects: Same success criteria, different paths (e.g., poster, podcast, slideshow, model)
Rubric with Multiple Entry Points: “Approaching / Meeting / Extending” options that match mastery levels
Low-Floor / High-Ceiling Tasks: Everyone can start, but there’s room to stretch
ENVIRONMENT & MANAGEMENT
Make differentiation seamless by organizing time, space, and support systems.
Learning Stations: Small-group rotations with teacher time, practice, extension, and tech
Compact & Enrich: Pre-assess and allow students who show mastery to skip and go deeper
Help Board or Request Form: Let students signal they need more time, challenge, or clarity
Classroom Norms for Choice: Anchor expectations around independence, flexibility, and respectful pacing
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