Differentiated Instruction Todays Classrooms Are

Teachers should not try to do everything at once but start with highest priority first and work with a collaborative team to set goals.

Best Advice

The best advice is for teachers to reflect on what it will take to incorporate differentiated instruction. Next, teachers need to evaluate the curriculum with a survey including what students should know, what most know, and what standards they must be held accountable for. Furthermore, analyzing groups and individual students to determine readiness, interests, preferences, strengths, and needs is warranted. Subsequently, designing research-based lessons that include diverse teaching strategies would prove beneficial. The teacher would allow for student response through dry boards, choral responses, cooperative learning groups, class-wide peer tutoring and assistive technology such as, books on tape and manipulatives. Honing in on the data by using diagnostic assessments, such as checklists, interviews, surveys, observations to collect data on student interests, thinking styles, and readiness for teaching content and skills would enhance learning.

By using formative and summative assessments during and after the instruction process via questioning, quizzes, probing, learning logs, work samples, or think alouds, the teacher can create a meaningful learning experience.


Although state standards represent the knowledge to be taught, differentiated instruction gives a meaningful way to teach those required standards (Protheroe, 2007). Todays classrooms are now defined by diversity, students of color being the majority in schools with increasing populations of children of immigrant and migrant families. Therefore, it is critical for teachers to tailor teaching strategies to meet the needs of a diverse student base.


Benjamin, a. (2002). Differentiated instruction: A guide for middle & high school teachers.

Larchmont, New York: Eye on Education, Inc.

OBrien, T., & Guiney, D. (2001). Differentiation in teaching and learning: Principles and Practice. London: Continuum

Protheroe, N. (2007). Differentiating instruction in.