Differentiated Instruction and
Implications for UDL Implementation

Definition

To differentiate instruction is to recognize students’ varying background knowledge, readiness, language, preferences in learning and interests; and to react responsively. As Tomlinson notes in her recent book Differentiated Classroom: Responding to the Needs of All Learners (2014), teachers in a differentiated classroom begin with their current curriculum and engaging instruction. Then they ask, what will it take to alter or modify the curriculum and instruction so that so that each learner comes away with knowledge, understanding, and skills necessary to take on the next important phase of learning. Differentiated instruction is a process of teaching and learning for students of differing abilities in the same class. Teachers, based on characteristics of their learners’ readiness, interest, learning profile, may adapt or manipulate various elements of the curriculum (content, process, product, affect/environment). These are illustrated in Table 1 below which presents the general principles of differentiation by showing the key elements of the concept and relationships among those elements.

Identifying Components/Features

While Tomlinson and most recognize there is no magic or recipe for making a classroom differentiated, they have identified guiding principles, considered the “Pillars that Support Effective Differentiation”: Philosophy, Principles, and Practices. The premise of each is as follows:
The Philosophy of differentiation is based on the following tenets:

• recognizing diversity is normal and valuable,
• understanding every student has the capacity to learn,
• taking responsibility to guide and structure student success, 
• championing every student entering the learning environment and assuring equity of access

The Principles identified that shape differentiation include—

• creating an environment conducive to learning
• identifying a quality foundational curriculum
• informing teaching and learning with assessments
• designing instruction based on assessments collected
• creating and maintaining a flexible classroom

Teacher Practices are also essential to differentiation, highlighted as—

• proactive planning to address student profiles
• modifying instructional approaches to meet student needs
• teaching up (students should be working just above their individual comfort levels)
• assigning respectful tasks responsive to student needs—challenging, engaging, purposeful
• applying  flexible grouping strategies (e.g., stations, interest groups, orbital studies)

According to the authors of differentiated instruction, several key elements guide differentiation in the education environment through which teachers may differentiate instruction: content, process, product and affect/environment (see Table 1) (Tomlinson, 2014). These are described in the four sections below, and they help to serve as guidelines for forming an understanding of and developing ideas around differentiation of instruction.

Content

• Several elements and materials are used to support instructional content. These include acts, concepts, generalizations or principles, attitudes, and skills. The variation seen in a differentiated classroom is most frequently in the manner in which students gain access to important learning. Access to content is seen as key.
• Align tasks and objectives to learning goals. Designers of differentiated instruction view the alignment of tasks with instructional goals and objectives as essential. Goals are most frequently assessed by many state-level, high-stakes tests and frequently administered standardized measures. Objectives are frequently written in incremental steps resulting in a continuum of skills-building tasks. An objectives-driven menu makes it easier to find the next instructional step for learners entering at varying levels.
• Instruction is concept-focused and principle-driven. Instructional concepts should be broad-based, not focused on minute details or unlimited facts. Teachers must focus on the concepts, principles, and skills that students should learn. The content of instruction should address the same concepts with all students, but the degree of complexity should be adjusted to suit diverse learners.
• Clarify key concepts and generalizations. Ensure that all learners gain powerful understandings that can serve as the foundation for future learning. Teachers are encouraged to identify essential concepts and instructional foci to ensure that all learners comprehend.

Process

• Flexible grouping is consistently used. Strategies for flexible grouping are essential. Learners are expected to interact and work together as they develop knowledge of new content. Teachers may conduct whole-class introductory discussions of content big ideas followed by small group or paired work. Student groups may be coached from within or by the teacher to support completion of assigned tasks. Grouping of students is not fixed. As one of the foundations of differentiated instruction, grouping and regrouping must be a dynamic process, changing with the content, project, and on-going evaluations.
• Classroom management benefits students and teachers. To effectively operate a classroom using differentiated instruction, teachers must carefully select organization and instructional delivery strategies. In her text, How to Differentiate Instruction in Mixed-Ability Classrooms (2001), Carol Tomlinson identifies 17 key strategies for teachers to successfully meet the challenge of designing and managing differentiated instruction.
• Emphasize critical and creative thinking as a goal in lesson design. The tasks, activities, and procedures for students should require that they understand and apply meaning. Instruction may require supports, additional motivation; and varied tasks, materials, or equipment for different students in the classroom.

Products

• Initial and on-going assessment of student readiness and growth are essential. Meaningful pre-assessment naturally leads to functional and successful differentiation. Incorporating pre- and on-going assessment informs teachers so that they can better provide a menu of approaches, choices, and scaffolds for the varying needs, interests, and abilities that exist in classrooms of diverse students. Assessments may be formal or informal, including interviews, surveys, performance assessments, and more formal evaluation procedures.
• Use assessment as a teaching tool to extend rather than merely measure instruction. Assessment should occur before, during, and following the instructional episode; and it should be used to help pose questions regarding student needs and optimal learning.
• Students are active and responsible explorers. Teachers respect that each task put before the learner will be interesting, engaging, and accessible to essential understanding and skills. Each child should feel challenged most of the time.
• Vary expectations and requirements for student responses. Items to which students respond may be differentiated so that different students are able to demonstrate or express their knowledge and understanding in a variety of ways. A well-designed student product allows varied means of expression and alternative procedures and offers varying degrees of difficulty, types of evaluation, and scoring.

Affect/Environment

• Developing a learning environment. Establish classroom conditionsthat set the tone and expectations for learning. Provide tasks that are challenging, interesting, and worthwhile to students.
• Engaging all learners is essential. Teachers are encouraged to strive for the development of lessons that are engaging and motivating for a diverse class of students. Vary tasks within instruction as well as across students. In other words, an entire session for students should not consist of all lecture, discussion, practice, or any single structure or activity.
• Provide a balance between teacher-assigned and student-selected tasks. A balanced working structure is optimal in a differentiated classroom. Based on pre-assessment information, the balance will vary from class-to-class as well as lesson-to-lesson. Teachers should ensure that students have choices in their learning.

Evidence of Effectiveness as a Classroom Practice

Tomlinson, Brighton, Hertberg, Callahan, Moon, Brimijoin, Conover, and Reynolds (2003), completed a review of the theory and research supporting differentiation. Differentiation is noted to be recognized as a compilation of many theories and practices each of which has a research base supporting the concept or practice. Far fewer research studies have been reported on the gains for students in classrooms where the principles and elements of differentiation were effectively employed. Tomlinson, et al. (2003) noted two dissertation studies (Brimijoin, 2001 and Tieso, 2002) that showed achievement gains for students with differentiation in the classroom. Measures indicating positive mean student outcomes included pre- and post-tests in one case; and in a second case, state standards assessments. Although there is a growing collection of research, an acknowledged and decided gap in the literature in this area still exists and continued research is warranted.

Proponents of differentiation note the principles and guidelines are rooted in years of educational theory and research. For example, differentiated instruction employs the element of “readiness” or challenges. That is, the difficulty of skills taught should be slightly in advance of the student’s current level of mastery. This is grounded in the work of Lev Vygotsky (1978) and in the zone of proximal development (ZPD)—the range at which learning takes place. Classroom research by Fisher strongly supports the ZPD concept. Researchers have noted that in classrooms where individuals were performing at a level of about 80% accuracy, students learned more than control condition students, and felt better about themselves and the content subject under study (Fisher, 1980 in Tomlinson, 2000).

Other practices and elements noted as central to differentiation have been validated in the effective teaching research conduced from the mid 1980’s to the present. These practices include effective management procedures, grouping students for instruction, and engaging learners (Ellis and Worthington, 1994).
While little empirical validation of differentiated instruction as a package was found for this review, there are a generous number of testimonials and classroom examples that authors of several publications and web sites provide. Tomlinson has made available many case examples of settings in which the full model of differentiation was very promising. Additionally, many teachers using differentiation have written, created videos, and shared on social media their experiences about classroom improvements when applying differentiation. (See links to learn more about differentiated instruction).

Differentiated Instruction and Implications for UDL Implementation
Effective Classroom Practices Report
By Tracey Hall, Ge Vue, Nicole Strangman, and Anne Meyer
Published: 2004 (Links updated 2014)
This document was originally a product of the National Center on Accessing the General Curriculum (NCAC).
This version updated and distributed by the AEM Center.

The content of this document was developed under a cooperative agreement with the U.S. Department of Education, #H327Z140001. However, this content does not necessarily represent the policy of the U.S. Department of Education and you should not assume endorsement by the Federal Government. Project Officer: Michael Slade, Ed.D.

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