What are the four ways teachers can differentiate?

Carol Ann Tomlinson is an educator and author, well-known and respected for her research and work with differentiated instruction. She believes there are four ways to differentiate instruction: through content, process, product, and learning environment. For the purposes of this blog post, we are going to focus on the first three only.  Below is an explanation of each of those three methods, as well as a few examples of each.

1. Content – Content is differentiated when students are given fewer vocabulary terms or mathematical formulas to learn, or a different text to read. This type of differentiation can also relate to the vertical alignment of standards. For example, if a third-grade student does not understand the idea that multiplication is repeated addition, something they should have learned in second grade, the current teacher will need to reteach that content before moving on to grade-level content.
2. Process – Teachers differentiate their instruction when they work one-on-one with a student needing extra help, or pull a small group. Even something as simple as repeating directions, or offering written directions, is considered a way to differentiate instruction. For this type of differentiation, like setting/environment differentiation, the academic standards are not being changed or “watered down”, it is simply a method of scaffolding so that students can be successful with grade-level content.
3. Product – Tasks are differentiated when you modify the length or scope or offer extended time to complete it. When the scope of a task is modified, it may possibly include lower-level thought processes, but only with the intent of scaffolding student learning so that eventually, they are ready to meet grade-level content expectations.

The above examples showed just one way to differentiate each method. For a more complete list of strategies, download the Differentiation Strategies resource.

But let’s be honest, it is not realistic or even feasible to differentiate content, process, and product for every single lesson. So as a classroom teacher, how do you know which of the three methods you should differentiate? Your differentiation methods should be based on the needs of your students and the purpose of your lesson. Consider the following examples:

1. If you have a student that is reading below grade level, you will likely need to regularly differentiate content for him/her by offering a text at their instructional or independent reading level.
2. If you have a student with dysgraphia, you may need to differentiate his/her learning process to ensure that they have access to a word processing program, rather than having to handwrite their assignments.
3. If you have a student with a learning disability and accompanying IEP that designates reduced test length, then you will have to differentiate the product by shortening the assessments you give.

As you consider the needs of your students, think about these six aspects:

1. Special Needs – This is probably the most important aspect to consider because it is often legally required. If you have students on a 504 plan or with an IEP, any accommodations or modification listed in those plans is a legal obligation you must meet. These methods of differentiation are not optional and can include all three methods.
2. Level of Prior Knowledge – If a student has gaps in his knowledge from the prior year, you will likely need to differentiate content in order to catch him up, before he is able to learn grade-level content.
3. Reading Level – As mentioned in the example about, a student reading below level will need access to appropriately leveled texts. The same can be said for students reading above grade level. Remember, differentiation is not only to help struggling learners!
4. Student Behavior – If you have students with severe behavior issues or on a behavior contract, often times their learning processes may need to be differentiated. This might include having them work alone instead of in a small group or keeping them separated from a particular student, or even ensuring that they always work alongside a teacher or aide.
5. Learning Styles – Do you have students that are strong visual learners, and always learn best from graphs, illustrations, or graphic organizers? What about students who really only take in information if they can talk it out themselves? Or maybe you have students that are very tactile and need to manipulate objects in order to solidify concepts in their mind? All of these examples represent different learning styles and might be a reason why you would differentiate process (how they learn) or product (how they demonstrate their knowledge).
6. Lesson Purpose – Consider the purpose of your lesson. If the purpose is for students to learn presentation skills such as public speaking and debate, then you can easily differentiate the content to a topic that students are passionate about. However, if the purpose of the lesson is definitive content that MUST be learned, you would not be able to differentiate content, but might allow some flexibility in the process or product.

For a more thorough understanding of how these six needs of students play a role in choosing a method of differentiation, download the Choosing a Method of Differentiation Matrix below.

If you only take away one thing from this blog article, let it be that differentiation is the process of adapting an activity or its instruction to make the content accessible and appropriately rigorous to all children. All children is the key phrase! Differentiation is not just limited to students who struggle academically and need support but is done authentically based on the needs of each student in a classroom.

It is also essential for students to use these words in their writing as well. To encourage this, you could provide a word bank when having students respond to a prompt and explain they must use all the words in the word bank accurately in context as they respond. See Figure 1 for an example of this next. You can provide a prompt for students to answer, but require students to select vocabulary from a provided work bank to help them reinforce their understanding of each word they previously learned in class. In this example in figure 1, students are participating in a science class, and the teacher has prepared a simple prompt using vocabulary words related to their astronomy lesson. Notice the words chosen for this activity- these words, like revolution, could have multiple meanings depending on the classroom in which the child is learning. These tier 2 words selected help reinforce student’s understanding of the English Language while simultaneously helping them review important academic content they learned in class.

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As we’ve already discussed in this series, differentiation in the classroom allows teachers to give pupils of all capabilities, in all conditions, the best chance of learning. Previously we approached the seven main learning profiles in the classroom, the three principal learning conditions that teachers should be familiar with. Now, we’re looking at the seven methods of differentiation teachers can use to accommodate their pupils.

The 7 differentiation methods:

• Flexible-pace learning
• Collaborative learning
• Progressive tasks
• Digital resources
• Verbal support
• Variable outcomes
• Ongoing assessment

By using these methods, it becomes possible for teachers to cater for a wide range of abilities in the classroom.

1. Flexible-pace learning

Traditionally, tasks are completed in a set amount of time, which normally accommodates the slower-paced learners. This can mean faster learners are held up by the pace of their peers, and slower workers feel rushed and incapable of learning at the necessary pace.

Using a flexible approach to time-based tasks, however, faster students are given the facility to complete extension tasks, and it gives other pupils an opportunity to complete their exercise at a more comfortable speed.

2. Collaborative learning

Facilitating group work is excellent for empowering shyer students to participate more in class. Forming mixed-ability groups of pupils gives high achievers a platform to vocalise their ideas, and lower ability students a way of collaborating with and learning from their peers.

Allocating roles to each member of the group can also help pupils organise themselves according to their different skills and capabilities. This gives less able students a way to add value and generates more confidence.

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3. Progressive tasks

It is possible for teachers to set separate work or exercises to different students based on their abilities. However, this approach can pose a few problems. Not only does it highlight student ability more publicly with potentially negative social implications, it also requires considerably more administrative work for the teacher.

A progressive worksheet, however, that gets more complex as the student makes his or her way through is a more sensitive alternative. Allowing students with a slower pace of learning to work at their own speed, it also gives a vehicle for more academically able students to progress to the more challenging questions more quickly.

4. Digital resources

By using interactive tools and digital applications, mixed-ability classes get the opportunity to approach a topic or subject from different angles. In some cases, the use of digital resources can also highlight a skill or passion in students with less academic ability, while others might work more effectively with non-traditional resources and mediums.

This method of differentiation allows different materials, platforms and tools to be used to bring about the same learning outcome, and give pupils confidence in their digital skills.

5. Verbal support

Verbal dialogue is central to this method of differentiation. Teachers can identify different learning abilities and adapt their vocal explanations and support to different academic levels. Using targeted questioning can produce different responses in pupils of different learning profiles.

This technique relies on teacher-pupil interaction, and an ability in the educator to engage students in both simple and complex dialogue according to their learning needs.

6. Variable outcomes

Rather than setting a task with a single outcome or ‘right’ answer, taking a more interpretive approach to an exercise gives students the flexibility to arrive at a more personalised result. Students of different abilities will arrive at outcomes that match their level of understanding and learning.

If clear direction and a set of rules are formalised prior to setting the task, the risk of lower ability students falling too low can be avoided.

7. Ongoing assessment

Regular assessment and feedback, allows teachers to adapt their teaching methods according to their various pupils’ needs and learning conditions. Assessment currently takes place both throughout the year and at the end, and is scope to entirely rethink the end of year reporting process. With an interactive front-of-class display like the ActivPanel, teachers can perform anonymous or open polls, end-of-class assessments and pop quizzes. Educators, therefore, can be informed in the moment about levels of understanding, interpretation and learning. This flexible method allows for all learning profiles to be catered for at the time it is most valuable, rather than retrospectively.

In conclusion

Overall, modern teaching methods should be flexible enough to give the best vehicle to education for all learning profiles. By first identifying different students’ needs, understanding how to best engage them, and employing a mixture of these methods of differentiation, pupils of all abilities will have the best possible opportunity to learn.

Get in touch to schedule your free, no obligation ActivPanel demo to help students engage with collaborative learning and enhance their digital skills.

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