Differentiated instruction, also called differentiation, is a process through which teachers enhance learning by matching student characteristics to instruction and assessment. Writing instruction can be differentiated to allow students varying amounts of time to complete assignments, to give students different writing product options, and to teach skills related to the writing process.
Differentiated instruction, also called differentiation, is a process through which teachers enhance learning by matching student characteristics to instruction and assessment. Differentiated instruction allows all students to access the same classroom curriculum by providing entry points, learning tasks, and outcomes that are tailored to students’ needs (Hall, Strangman, & Meyer, 2003). Differentiated instruction is not a single strategy, but rather an approach to instruction that incorporates a variety of strategies.
Teachers can differentiate content, process, and/or product for students (Tomlinson, 1999). Differentiation of content refers to a change in the material being learned by a student. For example, if the classroom objective is for all students to subtract using renaming, some of the students may learn to subtract two-digit numbers, while others may learn to subtract larger numbers in the context of word problems. Differentiation of process refers to the way in which a student accesses material. One student may explore a learning center, while another student collects information from the web. Differentiation of product refers to the way in which a student shows what he or she has learned. For example, to demonstrate understanding of a geometric concept, one student may solve a problem set, while another builds a model.
When teachers differentiate, they do so in response to a student’s readiness, interest, and/or learning profile. Readiness refers to the skill level and background knowledge of the child. Interest refers to topics that the student may want to explore or that will motivate the student. This can include interests relevant to the content area as well as outside interests of the student. Finally, a student’s learning profile includes learning style (i.e., a visual, auditory, tactile, or kinesthetic learner), grouping preferences (i.e., individual, small group, or large group), and environmental preferences (i.e., lots of space or a quiet area to work). A teacher may differentiate based on any one of these factors or any combination of factors (Tomlinson, 1999).
Implementation looks different for each student and each assignment. Before beginning instruction, teachers should do three things:
Teachers incorporate different instructional strategies based on the assessed needs of their students. Throughout a unit of study, teachers should assess students on a regular basis. This assessment can be formal, but is often informal and can include taking anecdotal notes on student progress, examining students’ work, and asking the student questions about his or her understanding of the topic. The results of the assessment could then be used to drive further instruction.
Writing instruction can be differentiated to allow students varying amounts of time to complete assignments, to give students different writing product options, and to teach skills related to the writing process. The chart below offers a variety of strategies that can be used.
| Strategy | Focus of Differentiation | Definition | Example |
|---|---|---|---|
| Tiered assignments | Readiness | Tiered assignments are designed to instruct students on essential skills that are provided at different levels of complexity, abstractness, and open-endedness. The curricular content and objective(s) are the same, but the process and/or product are varied according to the student’s level of readiness. | Students with moderate writing skills are asked to write a four-paragraph persuasive essay in which they provide a thesis statement and use their own ideas to support it. Students with more advanced skills are asked to research the topic in more depth and use substantive arguments from their research to support their thesis. |
| Compacting | Readiness | Compacting is the process of adjusting instruction to account for prior student mastery of learning objectives. Compacting involves a three-step process: (1) assess the student to determine his/her level of knowledge on the material to be studied and determine what he/she still needs to master; (2) create plans for what the student needs to know, and excuse the student from studying what he/she already knows; and (3) create plans for freed-up time to be spent in enriched or accelerated study. | Rather than receiving additional direct instruction on writing a five-sentence paragraph, a student who already has that skill is asked to apply it to a variety of topics and is given instruction on writing a five-paragraph essay. |
| Interest Centers or Interest Groups | Readiness Interest | Interest centers (usually used with younger students) and interest groups (usually used with older students) are set up so that learning experiences are directed toward a specific learner interest. Allowing students to choose a topic can be motivating to them. | Interest Centers - Centers can focus on specific writing skills, such as steps in the writing process, and provide examples and activities that center on a theme of interest, such as sports or movies. |
* More information about grouping strategies can be found in Strategies to Improve Access to the General Education Curriculum on The Access Center (opens in a new window) website.
