What does Differentiation Look Like?

We may not realize it, but we use differentiation on a daily basis. We change the way we act, talk, or react depending on the people we are around. If we are with close friends and had a hard day, we may vent or raise our voice. If we are at work and have a hard day, we may take a walk around the building, or escape to the bathroom to cry. We understand that it is important to change our behavior and thoughts to fit socially appropriate behavior and expectations. It is the same in the classroom.

Differentiated teaching is responsive teaching. It stems from a teacher's solid (and growing) understanding of how teaching and learning occur, and it responds to varied learners' needs for more structure and more independence, more practice or greater challenge, a more active or less active approach to learning, and so on. The goal is to maximize the capacity of each learner by teaching in ways that help all learners bridge gaps in understanding and skill and help each learner grow as much and as quickly as he or she can.

There is not a "right way" to differentiate instruction. The processes and practices vary with teacher expertise, the group of students in question, the time of the year, the subject area, age of students, and so on. Planning for differentiation must involve careful consideration of student characteristics, curricular elements, and instructional strategies.

It is important for us to get to know our students, their needs and their variety of interests. A good teacher continually assesses student readiness, interest, and learning profile. A good teacher also uses what they learn to modify and be challenging and satisfying for their learners.