Using Differentiation to Achieve Common Learning Goals

Bill Blynt
May 09, 2011

How can differentiation help all students achieve common learning goals?

Learning is most effective when differentiated to some extent. Through current brain research, we know that no two students are alike nor do they learn in the same way. The current focus on Common Core Standards has established the existence of an essential curriculum for all students; however, this does not mean that the instructional methodologies employed by a teacher should be the same for all students. In order to get all students to attain the core learning outcomes, a varied and differentiated instructional approach becomes even more critical.

Differentiating is not a new instructional tool. Differentiation is simply when you plan lessons that incorporate a range of techniques and assignments to increase learning for all students. All students are held accountable for the same learning goals, but their path to understanding may vary. In particular, take into account student interests, readiness, preferences and needs when planning learning activities designed to help a student acquire new knowledge or skills. Differentiation is also often incorporated when you plan the product that students produce at the conclusion of a lesson to demonstrate mastery of the content.

Differentiating the process means providing students with a variety of activities or strategies they may use to explore their new learning. Students may elect or may be encouraged to select the strategy that best fits with their learning style, prior knowledge of the subject, interests or current skills. All students are focused on the same learning objective, but their path to understanding may be different. Some may elect to work alone, some in pairs, and others in small groups. When gathering information by reading, the content text selected may vary by reading level for differentiation. Students may be given the opportunity to listen to a book on tape or gather information from a video clip or internet source. Other examples include the use of manipulatives, using graphic organizers or using flexible grouping techniques. If the lesson does not focus on how the information is gathered but rather on using the information to master a learning objective, then providing students with choice is a good method of differentiating. Differentiating by process refers to how a student comes to understand and assimilate facts, concepts and skills (Anderson 2007).

Students are regularly required to produce a product at the end of a lesson or unit to demonstrate mastery of a particular learning objective. Providing students with multiple options to demonstrate understanding is called differentiating assignments. This allows students to select an option based on their own interests, learning style or personal strength. Specific examples include RAFT assignments, acrostics, multi-media presentations or various writing formats (short story, play, poem, bio poem, editorial).

Differentiating is a powerful instructional tool. When you employ this technique, you are responding to your student’s instructional needs or learning preferences as you provide opportunities for them to work in multiple instructional formats. The goal of differentiation is to have all students master the learning objective. The objective remains the same for all students; however, the means to the end may differ from student to student based on the planning the teacher incorporates into the lesson design.