Today’s classrooms are growing exponentially year after year, and the students filling those classrooms each have a unique and varied set of needs. Students come from a diverse range of educational, socioeconomic and cultural backgrounds; many have language limitations and all have varying attention spans.

Thus, it makes sense that successful teachers must go above and beyond standard classroom instruction to pick out strengths and weaknesses in each child, tailoring specific curriculums to meet individual needs. This model of differentiated instruction, while challenging and time consuming for teachers, is a surefire way to improve learning and engagement in the classroom, and inspire a deeper understanding of course material. Students who benefit from differentiated instruction report garnering a greater love of learning, an increase in awareness of their own personal strengths and weaknesses, and a sense of being better prepared for secondary and post-secondary education.

From a historical standpoint, teachers have long adjusted their instruction on a student-by-student basis through several tried-and-true techniques – going all the way back to the one-room schoolhouse where teachers taught students of all ages.

Based on the overarching needs of the students in class, a teacher might employ one-on-one coaching sessions, give specialized reading assignments, create customized course packets and assign students to small groups to complete certain projects. These methods allow teachers to assess student learning levels, interests, strengths and weaknesses, and then help them set goals based on feedback and outcomes.

A major help for today’s teachers has been advancements in learning technology. Through computerized assessments taken by students, teachers can take the guesswork out the correct learning path each student should take.

This technology can suggest areas on which a teacher should focus, both with individual students and entire classrooms alike. Advancements like this help instructors maximize their time with students in the classroom, and cut down the risk of students becoming overwhelmed or bored.

Some confusion around differentiated instruction lies with the assumption that higher-functioning students are utilized in the classroom to ‘tutor’ or teach students performing on a lower level, or that advanced students are given little or no homework as compared to struggling students. Teachers who employ differentiated instruction do not group students together based on their capabilities, nor do they allow progressive students more free time or the option to leave class earlier than their peers.

Here are some examples of what differentiated instruction actually looks like within the classroom. Teachers who employ this model within their classes:

  • Design lesson plans for both individual students and entire classrooms, based on learning styles;
  • Create personalized course packets for each student, including both remedial worksheets to bring students up to speed and enrichment materials to give students a boost on upcoming curriculum;
  • Direct their classroom to create a sheltered and supportive learning environment;
  • Test each student, with test questions becoming easier or more difficult based upon how a student is performing;
  • Provide student-by-student coaching sessions to address areas the student finds particularly challenging;
  • Construct several different sets of reading comprehension questions for students to answer based on a certain book;
  • Assign students to small groups based on interests and functionality so that students can help one another succeed;
  • Constantly evaluate and modify classroom content to meet student needs.