Teachers often struggle with the demands of reaching all students while preserving the integrity of the class as a whole. Differentiated instruction allows teachers to focus on the whole class while still meeting the educational needs of individual students.

By varying content, learning materials, methods of instruction and assessment within certain parameters, teachers can provide personalized instruction while maintaining learning objectives. teachers must remember to keep sight of the course's objectives, as well as the objectives for individual tasks when making alterations or modifications to assignments, materials, or assessments. Instruction can vary in learning environment, products, process, and content.

Differentiated Instruction

1

Evaluate student needs. Review student academic records if available. In addition, ask students to rate their abilities in particular areas on a scale of one to ten. Use a written form to ease students' anxieties about revealing weaknesses in front of classmates. Ask about non-academic areas, as well, to help students feel more comfortable and to help ensure that they can give themselves high scores in a few areas. Have students take a learning inventory to determine whether they are auditory, kinesthetic or visual learners. Study individual education plans (IEPs) for any students in class. Teachers must include instructional modifications specified on the IEP.

2

Review objectives. Check the objectives of the course, as well as specific objectives for tasks designed to meet those objectives. While considering which modifications should be made according to learning style inventory results, IEP instructions and previous skills assessment results, keep objectives in focus. Will the proposed changes to content still meet set academic standards? Does the modification of presentation style meet the needs of all students? Is the modified assessment testing the learning objectives?

3

Modify academic content. Teachers should consider that their students may be experiencing information overload. Too much information can be as counterproductive to learning and retention as too little. Make the information relevant to students by connecting it to real-life situations. Add enough trivia to make the content interesting, but present the most important information so that it stands out from lectures and mini-lessons. Remember to break down information into digestible "chunks" for students to process.

4

Modify delivery method. Present information in a variety of methods so that auditory, kinesthetic and visual learners all can benefit. To reach visual learners, give handouts, write important concepts on the board, show slides or short videos. For auditory learners, give short lectures, play sound recordings or visual presentations with soundtracks. For kinesthetic learners, give handouts, manipulatives such as puzzles, worksheets, or other tangible items or hands-on tasks. Remember that while all people learn in a combination of these three styles, most people have a strong preference toward one. Remind students that their learning style affects the way they process information. This kind of meta-cognition (thinking about thinking) can help them to learn to modify their own approaches to academic tasks.

5

Modify individual assessments. Double-check student IEPs for required test modifications. Students with disabilities such as ADHD or dyslexia, may require extra time in testing conditions. Some special education students may need additional modifications, such as shorter length of exams, lower word requirement in essays or requiring only two rather than three short-answer responses. In addition, teachers may choose to eliminate some options in multiple-choice tests, removing one of the incorrect responses (for example, asking some students to choose from only three rather than four options).

6

Review and Revise. Review student and class progress. Is each student performing at expected levels? Are the test scores surprising? Are there students who performed much better than anticipated? Revise content materials, delivery, and assessments frequently based on qualitative and quantitative feedback. What do the students think of the teaching methods used? Ask them to reflect on their learning. Ask for their feedback regarding the value of what they have learned. Ask students to identify which part of the assignment, lesson, paper, unit or project they found to be the most challenging. In addition, use qualitative feedback such as grades and test scores for making decisions for additional adjustments.

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Provide optimal learning conditions. Maintain proper lighting, temperature levels, and minimal distractions to foster an environment in which most students find it easier to learn. Identify whether some students may need to sit closer to the front (visual learners or easily distracted students), prefer to work alone or in pairs, perform better at a desk than at a table, could use task lighting or soft background music when working.