Written by Charlotte Jaffe and Barbara Doherty. Introduction to Differentiated Instruction
As teachers, we recognize that students are not all alike and that instruction must be designed to meet the needs of the diverse learners in our classrooms. Differentiating instruction is a way to utilize the strengths and interests of all our students as we plan lessons for them. By providing varied educational opportunities, we can increase the chances for their academic success and make learning a rewarding and challenging experience.

Applying Differentiated Instruction
By modifying the key elements—Content, Process, Product and Learning Environment—to suit the needs of our students, we can support individual learning requirements. Teachers should assume the roles of facilitators rather than direct instructors, by effectively organizing students for particular learning experiences. Students may work in a group, cooperate with a partner, or work independently. It is crucial to remember that these organizational patterns must remain flexible. When designing differentiated instruction, keep in mind that the instruction should always be fair and equitable. Higher-ability students are sometimes merely assigned more of the same type of classwork to complete instead of being offered enrichment or higher-level lessons. Students at all levels should be challenged with engaging and appropriate types of active learning experiences.

Each unit provides a whole-class lesson and several differentiated independent or small-group activities that relate to the skill or content. The content that is used in the lessons is based on state and national standards requirements. Choose the strategy or strategies that fit best with the content that you are teaching and the students in your class.

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Grades 3–6.