Differentiated Instruction
An Overview
The educational term “differentiation” describes the dynamic processes teachers employ to anticipate and respond to the differences in learners and learning styles in the classroom. Put simply, differentiating is less a focus on “what” students learn and more of a focus on “how” they learn.
For example, if a social studies lesson is centered around the causes of the American Revolution, the content that it is taught will remain unchanged. The underlying circumstances, key figures, and pivotal events surrounding the American Revolution (the “what”) all remain unchanged. What may be changed, however, are the methods and processes (the “how”) that students engage in when being introduced to and exposed to the content.
Differentiated Instruction Theory & Research
Differentiation as an instructional practice evolved from the educational theories of constructivism and cognitivism, and has its roots in the work of three prominent psychologists, Jean Piaget, Jerome Bruner, and Lev Vygotsky (Chand, 2023, p. 275).
LEV VYGOTSKY
Vygotsky is best known for his Zone of Proximal Development (ZPD), which he defined as “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers” (Vygotsky, 1978, p. 86, as cited in Seifert et al., 2020, para 3). Vygotsky contended that instruction should occur within a learner's Zone of Proximal Development (ZPD), with the teacher recognizing this zone and guiding the student beyond its limits (Seifert et al., 2020, para 3).
JEAN PIAGET
Jean Piaget’s work in educational psychology resulted in the theory that would become known as constructivism. Constructivism is the educational philosophy that learners actively construct knowledge by building “…upon existing knowledge to understand better and apply new concepts” (Constructivism in Education, 2024). Piaget believed the teacher’s role was to know what types of experiences fostered growth in their students and then facilitate experiences that would allow the learner to construct knowledge on their own (Chand, 2024, p. 276)
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JEROME BRUNER
Like Piaget, Bruner believed that learning was an active process. He believed that the learner generated new ideas and concepts based how new information fit into what the learner already knew. Regarding the role of the teacher, Bruner said, “The role of the teacher is that of a facilitator who assists in the transformation of raw information into a personalised [sic] format appropriate to the learner's current level of understanding” (Chand, 2024, p. 277)
CAROL ANN TOMLINSON
The foremost expert on differentiated instruction is American author, educator, and speaker Carol Ann Tomlinson. Her work on the subject has shaped much of what “differentiation” looks like in modern education. In a video interview subsequently posted to YouTube (Buell, 2019), Tomlinson explains what the term means to her.
I think differentiated instruction actually is just teaching with a child in mind. It suggests that we have a responsibility to teach students content, but also that we have to always bear in mind that we teach that content to students, to human beings, and that not all students will understand it the same way, or in the same length of time, make the same connections, or need the same support system. So, differentiated instruction is a way of thinking about teaching which suggests that we established very clear learning goals that are very substantial, and then that we teach with an eye on the student, so that we're constantly trying to ascertain where the student is relative to where we're going and then making adjustments as necessary to make sure that all of the students go with us on the learning journey and arrive at the end where they need to be.
Teacher & Student Roles
in Differentiated Instruction
A teacher can differentiate their instruction in four main ways:
Content – academic material can be presented in a myriad of ways. Different texts, various audio and video presentations, as well as remediation and extension activities all factor in to differentiating by content.
Process – the methods a teacher uses in presenting academic material. Examples of differentiation by process include using centers with different levels of support and challenge, developing personal learning plans for individual students, and varying the length of time certain students have to finish an activity.
Products – differentiation by product gives students some control over what they create to demonstrate learning. Having students choose whether they would like to create a PowerPoint presentation or make a informative video about a subject would be an example of this. Others include allowing students to work in groups or alone, and even to come up with their own product that fulfills the learning objectives and demonstrates learning.
Learning Environment – Attending to the physical and social aspects of the classroom are a large part of differentiation by learning environment. Having quiet areas for students to work, being strategic in seating charts and desk arrangement, and cultivating a supportive and inclusive atmosphere in the classroom are all examples.
Ultimately, differentiation is an all-encompassing term that covers many, varied aspects of the teaching and learning environment. On this, Tomlinson says, “There is no recipe for differentiation. Rather, it is a way of thinking about teaching and learning that values the individual and can be translated into classroom practice in many ways” (Tomlinson, 2017).
Differentiation is not an "easy button." In fact, early on in the practice it can cause extra work as educators attempt to find what works in their classroom and with their students. Likewise, students have the same responsibilities they have always had with regards to their schoolwork and studying. With differentiation, they now have the added responsibilities of choosing their approach to learning as well as how they are going to demonstrate what they have learned. It may take some reflection on the student's part to determine what instructional approach complements their background knowledge, experience, and preferred approach to learning.
Where Do I Begin?
Resources
Infographics
Videos
Differentiated Instruction Videos
Differentiated Instruction Videos
Differentiating Instruction: How to Plan Your Lessons
Differentiating Instruction: A Guide for Teaching English-Language Learners
Differentiating Instruction: It’s Not as Hard as You Think
Sources
50 Strategies For Differentiated Instruction [infographic]. (n.d.). teachthought.com. Retrieved April 19, 2025, from https://www.teachthought.com/pedagogy/strategies-differentiated.
Becirović, S., & Akbarov, A. (2015). Impact of social changes on teacher’s role and responsibilities in the educational system. The Journal of Linguistic and Intercultural Education, 8, 21–34. https://doi.org/10.29302/jolie.2015.8.2
Chand, S. P. (2023). Constructivism in education: Exploring the contributions of Piaget, Vygotsky, and bruner. International Journal of Science and Research (IJSR), 12(7), 274–278. https://doi.org/10.21275/sr23630021800
Differentiation is [infographic]. (n.d.). Educational Experiences of Miss Elliott. Retrieved April 17, 2025, from https://www.continentalpress.com/blog/refocus-approach-differentiated-instruction/.
In the Classroom - Differentiation [infographic]. (2017). AITSL. Retrieved April 17, 2025, from https://www.aitsl.edu.au/teach/improve-practice/in-the-classroom/differentiation.
Johnson, B. (2023, January). Brian Johnson: How to teach “for” students, not “at” them. TED. https://www.ted.com/talks/brian_johnson_how_to_teach_for_students_not_at_them
National University. (2024, November 18). Constructivism in education: What is constructivism?: Nu. National University. https://www.nu.edu/blog/what-is-constructivism-in-education/#:~:text=Constructivism%20is%20an%20action%2Doriented,activities%20to%20help%20students%20learn.
Rapp, W. H., & Arndt, K. L. (2012). Teaching everyone: An introduction to inclusive education. Paul H. Brookes Pub. Co.
Seifert, K., Sutton, R., Borich, G. D., Tombari, M. L., & Hoose, N. A.-V. (2020, June 1). Social constructivism: Vygotsky’s theory. Educational Psychology. https://edpsych.pressbooks.sunycreate.cloud/chapter/social-constructivism-vygotskys-theory/
Six Strategies for Implementing Differentiated Instruction [infographic]. (n.d.). infografolio.com. Retrieved April 18, 2025, from https://infografolio.com/products/six-strategies-for-implementing-differentiated-instruction-education-infographic-template-1.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners [infographic]. ASCD.
What is Differentiated Instruction [infographic]. (n.d.). Resilient Educator. Retrieved April 18, 2025, from https://resilienteducator.com/classroom-resources/examples-of-differentiated-instruction/.