Differentiated Instruction: Meeting the Diverse Needs of Learners

This article will be a long one. It starts with a definition of Differentiated Instruction and its theoretical foundations. I will also provide examples of differentiated strategies for English language learners at the different levels: content, process, product, and the learning environment.

Equity Over Equality: Differentiated Instruction in the Classroom

“Not all is rosy” about teaching, learning, and schools. We as teachers are sometimes faced with situations where we teach unmotivated students. While we keep on explaining and lecturing, some of them doodle and can’t wait for the school bell to ring. Is it because they are lazy students? Is it because of the educational system? Or is it simply the result of deficient teaching practices?

As teachers, we have to consider our teaching practices. Are they inclusive enough? Do we care about all our students? Do we adjust our teaching for both struggling students as well as for gifted ones?

Consider this quote:

“Equal is not fair”

Do you believe in teaching your students using the same methods despite their differences? If so, you are probably having problems with distracted students, disruptive behavior, and failing learners.

Equality is a beautiful word but I believe more in equity. Emphasizing uniformity and conformity among students and assuming that all students learn in the same way and at the same pace may have disastrous consequences for some students. 

As Howard Gardner puts it:

 “The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects in the same way.”

Howard Gardner

Carol Ann Tomlinson reminds us that “What we share in common makes us human. How we differ makes us individuals.”

This is why Differentiated Instruction has been introduced as an alternative way of teaching our diverse and unique pupils.

What is Differentiated Instruction?

Differentiated Instruction is a teacher’s responsive reaction to a learner’s needs. Carol Ann Tomlinson, a well-known expert on differentiated instruction, defines it as follows:

“Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.”

In the above definition, the focus is on designing teaching to fit individual differences at the levels of:

• Content: This refers to what students learn. In differentiated instruction, teachers provide different ways for students to access the same content, such as by using different reading levels or multimedia resources.
• Process: This refers to how students learn. Teachers may provide different activities or approaches to learning based on students’ interests, learning styles, or skill levels.
• Products: This refers to how students demonstrate their learning. In differentiated instruction, teachers may provide different options for students to show their understanding, such as through written work, presentations, or projects.
• Differentiating the learning environment: This involves creating a classroom environment that caters to the individual needs and learning preferences of students (e.g., seating arrangements, lighting, noise level, and temperature, as well as the use of technology and other tools that can enhance learning).

Theoretical Foundations of Differentiated

Differentiated Instruction is grounded in solid theoretical principles from educational psychology and learning theories.

Constructivism

Differentiated Instruction is informed by the constructivist theory, which sees learners as actively involved in their learning process and encourages them to construct their learning based on their prior knowledge.

Zone of Proximal Development

Vygotsky’s Zone of Proximal Development (ZPD) has also played a key role in shaping differentiated teaching.

The Zone of Proximal Development can be defined as the gap or space between what a learner is capable of doing independently and what a learner can achieve with the assistance of an adult or collaboration with peers who have more advanced skills.

The theory suggests that learners learn best when they are presented with knowledge that is slightly beyond their level of understanding and skill, with the support of a knowledgeable teacher or peer.

Multiple Intelligences

Howard Gardener’s Multiple Intelligence theory has also provided a strong argument in favor of Differentiated Instruction. Intelligence is no longer defined solely in terms of logical-mathematical capacities. Instead, other types of intelligence are also valued, such as bodily-kinesthetic, interpersonal, verbal-linguistic, naturalistic, intrapersonal, visual-spatial, and musical intelligences.

Learning Styles

Additionally, research in psychology has shown that learners differ in various ways.

Learning styles refer to the different ways in which individuals approach learning and acquire knowledge. The VARK model categorizes learning styles into four main types: visual, auditory, reading and writing, and kinesthetic.

1. Visual:
   • Visual learners prefer to learn through images, graphs, and other visual aids.
   • They can easily visualize information and remember it better when presented in a visual format.
2. Auditory:
   • Auditory learners prefer to learn through listening and discussion.
   • They can easily remember information when presented in an auditory format, such as through lectures or recordings.
3. Reading and Writing:
   • Reading and writing-oriented learners prefer to learn through written text, such as books, articles, or notes.
   • They can easily remember information by taking notes, summarizing key points, or reading and re-reading texts.
4. Kinesthetic:
   • Kinesthetic learners prefer to learn through physical activity, movement, and hands-on experience.
   • They can easily remember information when they can touch, move, or manipulate objects and actively participate in the learning process.

Research on Motivation

Furthermore, studies on motivation suggest that learners who are involved in their learning, have control over their learning, and perceive learning tasks as relevant and meaningful are more motivated and engaged in the learning process.

According to Pintrich & Schunk (2002, p. 3), Motivation is essential for student learning and achievement. When learners are motivated, they are more likely to persist in the face of challenges and attain their learning objectives. Additionally, motivated learners tend to engage more deeply with information, exhibit greater creativity in problem-solving, and demonstrate higher levels of self-regulation in their learning.

• Motivation research suggests that learners who are motivated are more engaged, persistent, and successful in their learning.
• Differentiated instruction can support learner motivation by:
  • Considering individual interests, preferences, and strengths to make learning more personalized and relevant.
  • Providing choice and autonomy to increase learner investment in their learning.
  • Offering a variety of activities to cater to different learning preferences and styles.
  • Encouraging collaboration and social interaction to foster a sense of belonging and connectedness.
• Overall, creating a supportive and engaging learning environment is crucial for promoting learner motivation, which can be facilitated through differentiated instruction.

What differentiated instruction is and isn’t

Differentiated instruction is an approach to teaching that involves adjusting instruction to meet diverse learners’ needs. It is not a one-size-fits-all approach and does not involve giving every student a different activity to do. Instead, it involves providing a variety of activities and adjusting instruction to support the learners’ differences.

It is interesting to see what DI IS and IS NOT! This will inform us – as teachers – to get a clear view of what we should expect from DI.

Differentiated Instruction is not:

• An approach that encourages students to be dependent on teachers
• An approach that assigns students to different classes based on level of language proficiency
• An approach that has low expectations for students
• Solely for students with struggling students and students with learning problems.
• A recipe for learning
• A different lesson plan for every student.

However, Differentiated Instruction is:

• A learner-centered approach to teaching and learning
• Designed for all students, including heterogeneous groups.
• A change in philosophy about how learning should take place
• An approach that offers multiple options for content, process, and product
• An approach that includes a mix of whole-class, group, and independent learning
• A way to prioritize quality learning over quantity

Traditional instruction vs. differentiated instruction

Traditional instruction typically involves a one-size-fits-all approach to teaching, where all students receive the same instruction at the same pace. Differentiated instruction, on the other hand, involves adjusting instruction to meet the diverse needs of learners, providing multiple ways for students to engage with content, and offering varying levels of challenge and support.

Traditional Instruction

1. Emphasizes uniformity and conformity among students.
2. Assumes all students learn in the same way and at the same pace.
3. Teacher-centered: the teacher is the primary source of knowledge and instruction.
4. Relies heavily on lecture-based instruction and whole-class activities.
5. Provides limited opportunities for student choice and creativity.
6. May result in some students being left behind or not being challenged.

Differentiated Instruction

1. Emphasizes student differences and diversity.
2. Assumes students learn in different ways and at different rates.
3. Learner-centered: focuses on the learner as an active participant in the learning process.
4. Uses a variety of teaching strategies to meet the diverse needs of students.
5. Provides multiple ways for students to demonstrate their learning.
6. Encourages student choice and creativity.
7. Results in more engaged and motivated learners who are better able to reach their full potential.

As can be seen, traditional teaching is not learner-centered. It does not take into consideration learners’ differences and does not adjust teaching to meet learners’ needs.

Let us discuss some of the learners’ differences!

Learners differences

Teachers need to recognize that learners are diverse in many ways. Learners may vary in their intellectual strengths and weaknesses, as well as in their preferred learning styles. Moreover, learners of different ages may require different types of instruction and support to effectively engage with content.

Recognizing the diversity of learners is the first step toward effective teaching. When we acknowledge that individuals differ in terms of their intelligence, learning styles, and developmental needs, we can begin to design lesson plans and strategies that meet their unique needs.

This is where differentiated instruction comes into play. By using a range of instructional methods and materials, and adjusting instruction to suit each learner’s needs, educators can create a more personalized learning experience that maximizes student engagement and success.

Differentiated Instruction Strategies

Tomlinson suggests that teachers can differentiate instruction in four key ways, which include:

1. Assessing needs and interests.
2. Varying the content of instruction
3. Adapting the process of instruction
4. Providing alternative options for student products
5. Creating a supportive and inclusive learning environment.

Let us look at each aspect in detail:

1. Assessing students needs

Before starting to work on differentiating instruction, teachers have to assess learners’ needs, interests, strengths, and weaknesses. This can be done through:

• Using diagnostic tests.
• Formative assessment.
• Interviews with learners.
• Information collected during instruction.

2. Differentiating Content

To be inclusive in your teaching, you have to differentiate content:

A. Provide multiple sources

Instead of relying on a single textbook or reading material, provide learners with a variety of sources on the same topic, such as articles, videos, and podcasts. This allows learners to choose the format that best suits their learning style and can help increase engagement. texts, videos, audio, online materials, etc. Using different formats has the advantage of catering to different learning styles and intelligences.

B. Adjust complexity

When selecting materials, consider the complexity of the language and concepts used. For example, you might provide simpler reading materials for learners who are still building foundational language skills, or more challenging materials for learners who are ready to tackle more advanced topics.

C. Offer choice

Give learners a choice of topics or assignments to help them connect with the material and feel more engaged. For example, you might provide a list of topics related to a unit of study and allow learners to choose which one they want to research or explore in more depth.

D. Personalize content

Tailor the content to learners’ interests, backgrounds, and experiences to help them make meaningful connections with the material. For example, you might provide reading materials or videos that relate to learners’ cultural backgrounds or personal interests.

E. Vary your content length

You might provide short, bite-sized pieces of content for learners who are just starting to build their foundational knowledge or who have limited attention spans. This might include summaries, infographics, or short videos that provide a quick overview of a topic.

However, for learners who are ready for more in-depth learning, you might provide longer, more detailed pieces of content, such as research articles or case studies. This can help learners develop a deeper understanding of the topic and engage with it at a higher level.

F. Adjust language

For struggling learners, you might provide content that uses simpler language and fewer technical terms. This can help learners understand the basic concepts and build their confidence.

Similarly, you might adjust the amount of metalanguage used in your content depending on the learners’ age. Younger learners have difficulty understanding metalanguage. So, you’d rather avoid it, else you will bore them and waste your time. For older learners, whose brains have developed sufficiently, you can introduce abstract grammatical concepts using metalanguage without losing their attention.

3. Differentiating the process

To meet the diverse needs of all learners, it’s important to differentiate the process of learning. Here are some strategies to consider:

A. Supporting Struggling Students: Scaffold Learning

Struggling students may need extra support to access the material and develop their skills. One effective strategy is to scaffold their learning, building on their prior knowledge and providing decreasing levels of support as they gain mastery. This might involve breaking knowledge into smaller, more manageable chunks, using graphic organizers, or providing additional examples or practice activities. By gradually removing the scaffolding, students can develop their skills and confidence.

B. Challenging Average Students: Offer Learning Opportunities to Grow

Average students benefit from activities and assignments that allow for different levels of complexity and choice. This might involve providing optional extension activities for students who are ready for a challenge or offering multiple pathways to demonstrate understanding of a topic. By giving students choices and opportunities to explore their interests, they can take ownership of their learning and develop a deeper understanding of the material.

C. Engaging Gifted Students: Raise the Bar

Gifted students need opportunities to stretch their abilities and engage in challenging work that builds their critical thinking and creativity skills. Independent study projects, research assignments, problem-solving challenges, or complex assignments that require analysis and synthesis can help gifted students reach their full potential. By challenging these students, teachers can ensure that they are engaged and motivated to learn.

It’s important to note that students’ needs may not fit neatly into these categories, and teachers should use ongoing assessment and observation to understand the needs of individual students. Additionally, it’s important to balance the needs of different groups of students when working together on a project or in a classroom. By differentiating the process of learning, teachers can create an inclusive and engaging learning environment for all students.

There are other strategies to consider to differentiate the process of teaching:

D. Varying methods

Differentiating the process involves tailoring the way learners engage with the content and skills they are learning. This can include varying the methods:

• Teachers can resort to explanation only if it fits learners’ needs. Some learners, like adult learners, prefer to be told the rules. Others, however, learn best by exploring and discovering the rules by themselves.
• You can also try to mix inductive and deductive teaching in your lesson plan. There are fans for both procedures.

F. Varying techniques & activities

To differentiate the process of language instruction, you may try different techniques and activities.

Here are a few of them:

• Graphic organizers (for visual learners)
• Picture description.
• Hands-on activities (for kinesthetic learners)
• Multiple choice (for struggling learners)
• Performing an exchange (for
• Tiered activities (The same activity but with different tiers of difficulty.)
• Controlled and less controlled activities

As you may have noticed above, the above activities and techniques fit different learners’ profiles. For example, Visual learners may prefer graphic organizers and pictures while kinesthetic learners are more comfortable with hands-on activities, and exchange performance. For struggling learners, the teacher may start with easy receptive activities such as multiple-choice questions.

G. Varying modes of work

Changing the mode of work can help tremendously in the teaching process. Learners may prefer to work individually but they may also benefit from group work or teamwork.

• Individual work
• Pair work
• Group/teamwork

4. Differentiating the product

Product differentiation is a key component of differentiated instruction. It refers to how students demonstrate their learning. Here are some strategies for differentiating product for English language learners:

A. Vary Assessment Methods:

English language learners benefit from a variety of assessment methods that allow them to demonstrate their knowledge and skills in different ways.

Teachers can use pre-assessment, formative assessment, and summative assessment:

• Pre-assessment can be used to identify ELLs’ language proficiency level and prior knowledge of content.
• Formative assessment provides ongoing feedback to students and informs instruction. This is also referred to as assessment for learning.
• Summative assessment measures student achievement at the end of a unit or course.

B. Traditional Assessments:

Traditional assessments such as tests and quizzes can be modified to accommodate English language learners’ language needs. Teachers can provide bilingual glossaries or simplified instructions, use visual aids or graphic organizers, and allow extra time for completion. However, teachers should also consider alternative assessments that may be more suitable for ELLs.

C. Alternative Assessments:

Alternative assessments provide more authentic ways for ELLs to demonstrate their learning. Classroom participation, portfolios, presentations, take-home tests, self-assessments, learning journals, and digital tools are some examples of alternative assessments.

• Classroom participation allows ELLs to engage in discussions and collaborate with their peers.
• Portfolios can showcase ELLs’ progress over time and provide evidence of their learning.
• Presentations can help ELLs practice their speaking skills and demonstrate their understanding of content.
• Take-home tests can provide ELLs with additional time and resources to complete the assessment.
• Self-assessment and learning journals can help ELLs reflect on their learning and set goals for improvement.
• Digital tools such as online quizzes and interactive games can make learning more engaging and accessible for ELLs.

5. Differentiating the learning environment

Differentiating the learning environment has a positive impact n the learning process. make sure to make the classroom a clean inviting environment to grow.

Here are some ideas:

• Managing the learning space
• Seating arrangement
• decorating the classroom with posters (preferably produced by themselves)
• Creating a safe and positive environment for learning.

Conclusion

Differentiated instruction is a powerful approach to teaching that allows educators to meet the diverse learning needs of their students. By providing different options for content, process, and product, teachers can create an inclusive and engaging learning environment that benefits all students. Some effective strategies for differentiating instruction include flexible grouping, tiered assignments, and using technology to personalize learning. By implementing these strategies, teachers can ensure that all students have the opportunity to succeed and reach their full potential.

Differentiated Instruction For English Language Learners Presentation PPT

References

• Tomlinson, C.A. 2017. How to Differentiate Instruction in Academically Diverse Classrooms, Third Edition. ASCD.
• Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). ASCD.
• Gregory, G. H., & Chapman, C. (2013). Differentiated instructional strategies: One size doesn’t fit all. Corwin Press.
• Fisher, D., & Frey, N. (2010). Differentiated instruction: Responding to the diverse needs of students. Pearson Education.