In any given classroom, students have diverse backgrounds, needs, skill levels, interests, and learning profiles. Differentiated instruction is an approach recognizing this diversity and actively modifying teaching methods and learning activities to meet students where they are. Rather than a single lesson delivered the same way, differentiated instruction offers multiple entry points, approaches, and scaffolds so all students reach understanding. This article outlines eight research-backed differentiation strategies along with tips to implement them effectively in your classroom.

1. Tiered Assignments

Tiered assignments present the same essential concept, but at graduated levels of complexity based on students’ readiness and capabilities. The teacher assesses knowledge and skills, then develops tiered versions of an assignment with simpler or more advanced requirements. For example, advanced learners may be asked to write a short story based on a reading while others outline the plot. Tiering allows focus on key learnings while tailoring the process.

Tips:
– Assign tiers based on assessment data, not perception. Avoid labeling low tiers.
– Have clear rubrics/goals for each tier. They should build the same core skills at different depths.
– Teach students to self-select tiers or collaborate to assign appropriate tiers.

2. Compacting Curriculum

Curriculum compacting streamlines or eliminates already mastered content, replacing it with enriched learning. Teachers assess mastery, then provide challenge activities on the topic for students demonstrating proficiency while others complete the standard curriculum. Compacting keeps advanced students engaged while ensuring core concept mastery for all.

Tips:
– Carefully identify students with prior mastery using pre-assessments. They can then compact that content area.
– Enrichment options: independent projects, high-level thinking activities, advanced resources. Students help choose.
– Schedule checks for understanding before moving compacted students to extended learning.

3. Flexible Grouping

Flexible grouping organizes students into temporary clusters based on current need. Groups change frequently based on the goal. Teachers may cohort by readiness level for targeted instruction. Interest groups promote engagement through relevant topics. Mixed readiness encourages modeling. Groups should be flexible, not fixed labels.

Tips:
– Use data to form purposeful groups that address gaps or extend thinking.
– Keep groups heterogeneous by design, not segregated. Frequently remix.
– Teach group roles, expectations for collaboration, independence. Circulate to assist.

4. Learning Stations/Centers

Learning stations allow independent or small group work at self-directed centers focused on particular skills or topics. Stations may include technology tools, hands-on activities, reading materials at varied levels, research tasks, and more. Rotate students through differentiated activities meeting learning needs.

Tips:
– Limit 3-6 stations. Carefully model expectations and routines until habit.
– Include on-grade-level station for students needing core instruction.
– Incorporate accountability – task completion, work products to review.
– Rotate teachers also for small group instruction at stations.

5. Scaffolding

Scaffolding provides customized temporary supports to assist students in reaching understanding they could not achieve independently. Scaffolds are progressively removed as students gain skills and independence. Tools include graphic organizers, sentence starters, notes, summaries, videos, partners, exemplars.

Tips:
– Identify scaffolds that fill specific gaps impeding student learning.
– Model how to use the scaffold, think aloud the process.
– Embed gradual release – guided practice with scaffold before independent practice.
– Fade scaffolds over time, transfer responsibility to students.

6. Small Group Instruction

Small group instruction allows focused teaching tailored to a subset needing similar support in reaching the lesson objective. The teacher provides explicit modeling, think alouds, guided practice, corrective feedback, and questioning to scaffold learning for the group. Meanwhile other students work independently.

Tips:
– Keep groups fluid, changing as needed. Frequently assess mastery to reconfigure.
– Keep groups heterogeneous by skill since students learn via peer modeling.
– Establish routines and accountability for independent work during small group time.

7. Choice Boards

Choice boards allow student choice in how they process and demonstrate learning. Boards present a menu of differentiated options spanning multiple modes like visual, writing, creative, analytical. Choices provide both structure and autonomy.

Tips:
– Tie choices directly to learning objectives.
– Scaffold complex choices with resources, templates, examples.
– Require a variety of choices over time to build diverse skills. Don’t let students only pick preferred modes.
– Have students reflect on choices selected and learning process.

8. One-on-One Conferencing

One-on-one instruction allows completely individualized focus on each student’s unique needs and path to mastery. The teacher assesses progress and provides personalized feedback and next steps during student conferences. Digital tools facilitate conferences at scale.

Tips:
– Set up routines where students sign up for conference slots or are assigned times.
– Co-create simple personalized learning plans addressing student’s particular needs and goals. Update plans during conferences.
– Have students reflect on learning before conferences. Come prepared with questions.
– Document conferencing insights to inform whole class instruction also.

In closing, differentiated instruction is a mindset that learning is maximized when teaching meets students’ varied needs. While requiring more advance planning, the payoff in student growth and self-efficacy makes it well worth the effort. Leverage these research-backed strategies to reach and uplift every student!