Differentiated learning which is also called differentiation involves a process whereby teachers foster learning by matching the qualities of learners to content delivery and evaluation. Differentiated learning gives a chance to all students to experience the same curriculum by offering entry points, results, and learning objectives which are purposefully developed to meet student needs (Mastropieri & Scruggs, 2017). Differentiation of instruction does not apply one strategy, but an approach which employees multiple strategies to inform learning. Teachers can differentiate products, processes, and content to fit the skills and abilities of learners (Mastropieri & Scruggs, 2017). Differentiation of content entails the transformation of the materials which guide learning for students. For instance, if all learners aim to learn addition through renaming, some of the students can capture the process of adding two-digit figures, while others can learn the addition of three or four digit numbers in the word-problem context (Santangelo & Tomlinson, 2009). Process differentiation takes into account the process through which learners access learning resources. One student can gather information from the web while the other visit and extract needed information from a physical library or learning center. Differentiation of products entails revelations which depict that a student is learned (Santangelo & Tomlinson, 2009). For instance, to show comprehension of geometric knowledge, one student can build a model while another solve an examination test. In this context, the paper seeks to explore and review relevant literature on differentiated learning.
Principles Guiding Effective Differentiation
Instructional differentiation is guided by several key principles. The comprehension and adherence to these rules promote the work of a tutor and the success of a student in a dynamic classroom. The key principles which support instructional differentiation include the following.
A Flexible Classroom
According to Valli and Buese (2007), a dynamic classroom depicts clarity of goals both for learners and instructors. It informs the teachers and students that teaching modes, learning resources and methods of teaming students, ways of advancing instruction, learning evaluations and other key elements of the classroom are tools which can be utilized in several ways to enhance class and individual learning.
Continuous and Effective Assessment informs a Differentiated Classroom
Tomlinson (2014) holds that differentiated instructions expect students to express differences among themselves, appreciates it and uses it as a foundation for instructional scheduling. Moreover, the principle depicts that there should be close-knit relationship between instruction and assessment. Teachers often know or should know the next course of action and then appreciate the progress of students in connection to learning and teaching objectives. Besides, Tomlinson (2014) suggests that teachers are poised to deliver effectively when they comprehend learners’ interests and learning needs. In a differentiated classroom set up, an instructor perceives everything students creates or says as essential information in describing and understanding them and thus formulates effective instructional methods suitable for everyone (Tomlinson, 2014).
Flexible Groupings
The work of Santangelo and Tomlinson (2009) showed that dynamic grouping of learners ensures that they access a wide range of learning resources and opportunities. In this context a teacher establishes the working groups of students which are purposeful and wide in a relatively short duration. Moreover, the study by Santangelo and Tomlinson (2012) reveals that these types of classrooms embrace individual, small groups, and whole-class explorations. Occasionally students handle tasks in the same readiness teams which portray similar needs and interests at a particular period are handled using the same approach. At some point, students ensure that learners of different readiness work together in the same groups thus fostering the strengths of every learner. Further, students work with classmates who show similar interest in particular academic activities (Santangelo & Tomlinson, 2009). Other times, students with different interests and passions work together in handling tasks which require each one’s ability. Finally, learners might opt to work with colleagues who depict identical learning patterns. Flexible student teams which purposefully and continuously work together have several advantages. Such benefits include intentional and careful learning and teaching, ability to interact and access all individuals in a classroom, an opportunity for students to experience various learning contexts, and wealthy assessment statistics which puts all learners in various learning environments (Santangelo & Tomlinson, 2009).
All learners handle tasks in respectful learning endeavors and arrangements
Salend (2015) posits that respectful learning endeavor is a significant approach which requires all students to handle equally thrilling and engaging tasks thus providing an avenue to equal access to critical skills and understanding. Mastropieri and Scruggs (2017) extends the views of Salend (2015) by stating that in a differentiated class, an instructor’s objective is to ensure that every student feel challenged. Moreover, the lessons get appealing and all students contends directly with the skills, principles and information which equips the learner with the capacity to apply, understand, and proceed to the next level. Differentiation does not assign different roles to each learner, but offers optimal flexibility in learning modes, working arrangement, and task complexity which makes learning fun in most of the time (Mastropieri & Scruggs, 2017)
Teachers and a Learners collaborating in the Learning Encounter
Often, the instructor is an expert who formulates an efficient curriculum, fosters learning, and recommends learning needs, learners in differentiated instruction are key partners for a successful classroom encounter (Hertberg-Davis, 2009). The study findings by Driskill (2010), suggest that learning revolves around students and they understand what works and one which does not work for them at all teaching cycles. Additionally, they understand the perfect learning approach and can offer valuable contribution which foster smooth learning. Moreover, they can propose options which promote their status as learners. In a differentiated class, teachers understand their students and constantly encourage them in decision-making concerning issues which affect them. These engagements help students in developing autonomy (Hertberg-Davis, 2009).
Curriculum Elements which can be Differentiated
Content
DeBaryshe, Gorecki, and Mishima-Young (2009) hold that content is one of the educational elements which can be differentiated. Contents comprise of generalizations, concepts, facts or principles, skills and attitudes related to a discipline and the resources associated with such as elements. Content entails what the educator prepares for students and the channel through which learners get access to the preferred skills, understanding, and knowledge. In many cases, the information which need differentiation, skills, materials and facts remain the same for all students. The only thing anticipated to change in differentiated instruction is the manner in which learners capture key learning objectives. An instructor can differentiate access to content using the following strategies: first, utilization of math manipulatives with some students but not all students to held incorporate a new idea. Secondly, a teacher can employ texts or novels at more than one reading level (DeBaryshe et al. 2009). Thirdly, presentation of content by using part-to-whole and whole-to part approaches. Fourthly, use of videos, computer programs, and texts a strategy of delivering key concepts to learners with various characteristics (DeBaryshe et al., 2009).
Process
Research findings by Davies, Dean and Ball (2013) confirmed that process is another area where teachers can differentiate. The process captures how students understand, make sense, and incorporate the key concepts, tasks, skills and generalizations of a subject. Activity is another word used in place of process. An effective task or activity engages students in applying critical skills to absorb important ideas, offering different alternatives at various levels of difficulty or by individual learner interests (Davies et al., 2013). The teacher can offer different levels of assistance for various tasks. A tutor can offer options to students on how they can express the content they have learned in class. The ways of expressing this content may include drafting letters to the editor, drawing political cartoons, or developing an image/diagram as a way of expressing the connection between colonists and the British at the beginning of the American Revolution (Davies et al., 2013).
Products
According to Collier (2016), products refer to materials which learners can utilize to demonstrate the acquired abilities, Knowledge, and understanding from a learning engagement. Products present another area where teachers can affect differentiation. Examples of products may include the presentation of a model solution to a world problem which by using applied knowledge, comprehension and skills attained over the course of a semester; an end of chapter project; a challenging pencil-and-paper project can serve sample product (Collier, 2016). Effective products makes students reflect on what they have learned, put into practice the skills learned, broaden their understanding, and then actively engage in creative and critical thinking (Collier, 2016). According to Collier (2016), some of the ways of differentiating products include the following:
i. Offering students an opportunity to assist in designing projects revolving around important learning objectives.
ii. Motivating students to showcase skills acquired through a learning encounter in various ways.
iii. Encouraging students to work on projects either as individuals or teams.
iv. Motivating students to use different materials in preparing and planning products.
v. Giving product tasks with varying levels of difficulty depending on the level of readiness.
vi. Assessing students using a variety of assessments tools.
vii. Working with students to develop quality rubrics which demonstrate individual and whole-class objectives.
Learner Qualities which Teachers can manipulate
There are at least three different ways in which learners differ from each other. These include the readiness to develop an idea at a certain point, the topics or pursuits which they find thrilling, and student profiles which are shaped by intelligence, learning styles, culture, or gender.
Readiness
In this case, a teacher can differentiate instruction, tasks, or provides learning options with varying degrees of difficulty depending on the student’s readiness. Some of the ways a teacher can vary a learner’s readiness are as follows: an educator can vary the degree of difficulty of a task to offer the correct level of challenge. Besides, removal or addition of peer coaching, application of manipulatives, absence or presence of models for an assignment are dependent on a student’s readiness (Davies et al., 2013). Moreover, a teacher can differentiate instruction by a learner’s proficiency or abilities of handling a task. Adjusting direct instructions by small-team requirements (Davies et al., 2013).
Differentiation based on interest
In this case a teacher differentiates instructions by available materials and skills for comprehending segments with pursuits or topics which interest learners. For example, a student can acquire much about a certain culture at a particular time through a careful evaluation of its music (Davies et al., 2013). A social studies instructor can encourage one learner to start exploring the history, customs and beliefs of medieval Europe by analyzing the music of that period. An evaluation of science during the middle age can provide a good engagement for another student (Davies et al., 2013). Teachers can affect instruction differentiation through interest in the following ways:
Taking advantage of peers or adults who have prior experience and knowledge on the same field to act as mentors in a discipline with shared interest. Besides, provide different channels through which students can offer expressions of learning or topic (DeBaryshe et al., 2009). Moreover, the teacher can differentiate on interest basis through provision of rich learning resources and technologies (DeBaryshe et al., 2009). Further, a teacher can actualize differentiation by allowing students to make choices from several available products and tasks, including learner-designed alternatives. Furthermore, a teacher can implement differentiation through encouraging research or application of critical principles and concepts a learner’s area of interest (DeBaryshe et al, 2009).
Differentiation on a Learner’s Profile
In this context, an educator achieves differentiation by employing a learner intelligence level, learning styles, talents and gifts (Driskill, 2010). Teachers achieve differentiation on profile basis using the following techniques:
Creation a flexible learning environment with learning options and spaces. Also, a teacher can deliver instructions through kinesthetic, visual or auditory modes, and further motivating learning learners to research and obtain information through these models (Driskill, 2010). Further, educators can give students the free either to work as individuals or groups. Additionally, a learner should ensure that students choose an alternative which fosters independent, competitive, and cooperative learning adventures (Driskill, 2010). Moreover, differentiation is effective when perspectives on a different topic are balanced. Also, provision of authentic learning educational experiences in various talent and intelligent area can be a key strategy employed by teachers (Driskill, 2010).
Instructional approaches which foster differentiation
Hertberg-Davis (2009) explains that instructional approaches are instruments for the teaching profession. Like any other tool, they can be applied skillfully or clumsily, effectively or ineffectively. The worth of these approaches depends on the person utilizing them. There is no instructional approach which can substitute teachers who lack competence in their fields of specialization, is not precise on learning objectives, prepares for an unfocused process, or lacks the administrative or leadership techniques to orchestrate effective classroom management (Hertberg-Davis, 2009).
However, a skilled and comfortable teacher with multiple instructional approaches is poised to deliver instructions effectively to students with different qualities than an educator who employs a single approach in teaching. A teacher-centered strategy such as one employed by lecturers or the drill-and-practice limits a teacher and thus makes them ineffective (Mastropieri & Scruggs, 2017).
Various teaching methods invite attention regarding a student’s learning profile, interest, and readiness. Some of these instructional methods include tiered products, learning centers, compacting, complex instruction, group investigation, interest groups, etc. (Mastropieri & Scruggs, 2017). The use of a common vocabulary and applying universal principles associated with differentiation, school administrators have more instruments to offer direction and guidance for the teaching staff as they embark on the journey to establish academically flexible classrooms (Mastropieri & Scruggs, 2017).
Reflections on classroom differentiation
Away from the general principles of differentiated instruction at least three additional considerations for educators who aspire to provide guidance and educational leadership exist. These considerations provide an essential compass for the teaching profession. They are as follows:
First, differentiation efforts based on inefficient classroom management cannot bear fruits. A trivial and a poorly organized curriculum remains ineffective even after implementing differentiation techniques. Different versions of a disorganized syllabus cannot promote efficient delivery of content. A classroom environment which is not comfortable and learner-friendly cannot enhance learning (Salend, 2015). A teacher who does not value continuous assessment as a tool for meeting the student’s needs finds no motivation of differentiating teaching and instructional methods. Besides, educators who cannot trusts and delegate tasks to their learners, at best often have students quietly seated in their respective desks and completing various assignments individually (Salend, 2015). The most important finding about providing leadership in a differentiated class is the instructors’ feelings that they are not moving forward, but rather backward. An instructor needs to spend time thinking on providing leadership on the key areas of effective teaching before or while providing guidance on more demanding competencies of differentiation (Salend, 2015).
Santangelo and Tomlinson (2012) state that instructional differentiation is broad and more than a single strategy. It is a reflection on content delivery and learning. The differentiation practice is more about advancement of knowledge, and students feeling that they are gaining intended skills, but not the teacher perceiving that content has been delivered (Santangelo & Tomlinson, 2012). Moreover, it should focus on the uniqueness of every student and reflecting on how to advance skills common to all students and cultivating and promoting unique competencies unique in every learner (Santangelo & Tomlinson, 2012).
Third, adoption of differentiation in teaching focus toward realizing competence. Truly qualified teachers understands that irrespective of the many years of experience in the teaching profession, they understand that there is more room to learn in their specific teaching subjects and perfectly connect with learners and deliver information perfectly (Santangelo & Tomlinson, 2009). It is important to note that efficient differentiation emanates from persistent, unremitting consistency and support for the understanding that professional teachers teach learners the most significant information using most effective approaches (Santangelo & Tomlinson, 2009).
Conclusion
The paper sought to provide a review of relevant literature on differentiated learning. The view that individuals learn things differently has a massive intuitive appeal. For instance, it is easy to argue that among the many skills which people learn throughout their lifetime, some are learned faster, while others are learned slowly. It is key to realize that expertise is developed with different degrees of work, and some skills call for various levels and types of instruction and guidance. Besides, different students learn how to read, write, and solve mathematical problems with different levels of success. It is through these variations in learners that educators develop instructional methods which best suits every learner.
References
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Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580.
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Driskill, K. M. (2010). A qualitative study of teacher understanding and use of differentiated instruction to promote reading achievement (Doctoral dissertation, University of Phoenix).
Hertberg-Davis, H. (2009). Myth 7: Differentiation in the regular classroom is equivalent to gifted programs and is sufficient: Classroom teachers have the time, the skill, and the will to differentiate adequately. Gifted Child Quarterly, 53(4), 251-253.
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Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. Ascd.
Valli, L., & Buese, D. (2007). The changing roles of teachers in an era of high-stakes accountability. American Educational Research Journal, 44(3), 519-558.
