Teacher-Led Differentiation
Tomlinson’s article, “What is Differentiated Instruction?” (Click here to access the article.) provides specific examples of how elementary teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile:
Differentiating Content:
- Using reading materials at varying readability levels;
- Putting text materials on tape;
- Using spelling or vocabulary lists at readiness levels of students;
- Presenting ideas through both auditory and visual means;
- Using reading buddies; and
- Meeting with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced learners.
Differentiating Process:
- Using tiered activities through which all learners work with the same important understandings and skills, but proceed with different levels of support, challenge, or complexity;
- Providing interest centers that encourage students to explore subsets of the class topic of particular interest to them;
- Developing personal agendas (task lists written by the teacher and containing both in-common work for the whole class and work that addresses individual needs of learners) to be completed either during specified agenda time or as students complete other work early;
- Offering manipulatives or other hands-on supports for students who need them; and
- Varying the length of time a student may take to complete a task in order to provide additional support for a struggling learner or to encourage an advanced learner to pursue a topic in greater depth.
Differentiating Products:
- Giving students options of how to express required learning (e.g., create a puppet show, write a letter, or develop a mural with labels);
- Using rubrics that match and extend students' varied skills levels;
- Allowing students to work alone or in small groups on their products; and
- Encouraging students to create their own product assignments as long as the assignments contain required elements.
Differentiating Learning Environments:
- Making sure there are places in the room to work quietly and without distraction, as well as places that invite student collaboration;
- Providing materials that reflect a variety of cultures and home settings;
- Setting out clear guidelines for independent work that matches individual needs;
- Developing routines that allow students to get help when teachers are busy with other students and cannot help them immediately; and
- Helping students understand that some learners need to move around to learn, while others do better sitting quietly
Differentiation beyond elementary:
While older students do not need as much rigid structuring of their school day as their elementary counterparts, there is still room for differentiation in the higher grades. As students age, they are gradually and continually expected to take more responsibility for their own learning.
Allow for student-led choice:
Students may have to explore alternatives in learning activities and assessments to best suit their learning needs. For example, a student may request that they be permitted to use a laptop in class to take notes in order to keep up and stay organized. A student may provide a verbal response to a comprehension question rather than write a full answer. Teachers should work with students with LDs to help ensure expectations are achievable and manageable. This helps to strike a clear balance between independence and support in the learning process and maintains the integrity of the course credit.
Vary how you present material:
It can be easy to fall into the trap of being the “sage on the stage” when teaching at the secondary level. Many higher-level concepts require extensive explanation, and it can be tempting to stand at the front and lecture to the whole group when presenting information. Unfortunately for many students with LDs, this method of instruction can cause difficulty in focusing, and they can feel overwhelmed or as though they are missing things, leading to further anxiety. Changing the style of grouping for instruction can benefit all students, but can be essential in supporting students with LDs.
Develop self-advocacy skills:
Students with LDs also need support to develop their self-advocacy skills. Students who self-advocate are more likely to be proactive, take charge of their life at school, persevere in the face of obstacles, and learn from their mistakes. This approach also has the potential to increase their interest in school and to view their education as an integral part of who they are.