What is differentiated learning?
As an educator, you are well aware that each student, each child, has a unique way of viewing and interacting with the world, which has an impact on how they learn.
“Differentiation is simply a teacher attending to the learning needs of a particular student or small groups of students, rather than teaching a class as though all individuals in it were basically alike.”
—Carol Ann Tomlinson
Differentiated learning speaks to the practice of educators adapting content, processes, products, and even our learning environments so that every student can find success in reaching grade-level goals in the way(s) that work best for them. In this article, we’ll share some best practices for differentiated learning, which can be a challenge—especially given overcrowded classrooms and limited instructional time.
Differentiated learning vs. differentiation vs. individualized instruction
When we talk about differentiation in our classrooms, it is the same as differentiated learning. Both speak to the underlying practice of meeting students’ diverse and unique needs. Differentiation and differentiated learning debunk the notion that there is a one-size-fits-all solution in learning—at any age!
However, there is a slight and subtle shift in meaning when we look at differentiated learning and individualization. While both take a student-centered approach to addressing learners’ needs, differentiated learning is a teacher-focused strategy to address a range of needs within a given classroom. Closely related and definitely complementary, individualized instruction really focuses on one student at a time and provides a customized learning path for that particular student to reach their full potential.
The four ways teachers differentiate
University of Virginia researcher and professor Carol Ann Tomlinson’s four-part model breaks down differentiated learning into a clear approach for educators. Her framework revolves around four pillars that provide a blueprint for differentiated learning: (1) content, (2) process, (3) product, and (4) learning environment:
- Content: What students learn, and the materials or complexity level used to teach it.
- Process: How students work through the material, whether individually, in pairs, or in small groups, and through which learning modalities (e.g., visual, auditory, hands-on).
- Product: How students demonstrate mastery (e.g., tests, projects, presentations, or other assessment or evaluative formats).
- Learning environment: The physical and structural setup of the classroom, which might include flexible seating, quiet workspaces, or grouping arrangements that support different working styles.
What differentiated learning looks like in the classroom
With differentiated learning, a teacher may divide a classroom into small groups to differ the materials and pacing around shared group goals. For instance, the teacher may establish a concrete learning objective with a class, but then vary the difficulty and complexity of reading passages or problem sets for groups of students to tackle. These groups tend to be flexible, not fixed, so that students can progress at their own pace. Teachers often also scaffold instances of practice so that students can master related skills in a logical, sequenced manner, thereby avoiding learning gaps, which lead to frustration and disengagement.
As a means of assessment, a teacher may offer a choice board with options for students to demonstrate their mastery of a given skill or concept before moving on to the next. Plus, they may adapt the classroom learning environment to provide inclusive settings for small group work, whether that be through flexible or alternative seating or tiered learning stations.
How data and technology support differentiated learning at scale
The Renaissance Ecosystem of products supports differentiated learning by way of accurate assessments, actionable insights, and purposeful practice and instruction. This real-time, data-informed approach means that teachers don’t have to guess—they can pivot and modify instructional support in the moment based on students’ needs.
In particular, with Freckle, teachers can place students through a brief placement assessment at scale. Then, they can assign differentiated practice by skill or standard across ELA and math, which are accompanied by progress celebrations. Real‑time reporting reveals patterns to guide next steps in meeting individuals’ needs, while the targeted practice yields stronger learning outcomes and sustained engagement over time.
Getting started with differentiated learning
With a busy classroom full of diverse learners, it can be overwhelming to start implementing differentiated learning strategies, yet you can begin with just one element. You may want to choose one process or product that will empower you to address multiple needs within a classroom. You may want to start with a diagnostic assessment tool that will help you create flexible small groups that then you can revisit and adjust over time. By keeping Tomlinson’s 4-part differentiated learning framework in mind, you can create a robust and engaging learning community for all of your students.