Differentiation Techniques

Below is a list of 20 different instructional strategies and examples for

differentiating in the classroom.
1) Learning Stations
a. Stations can be used to divide content into different stations in which
students either rotate through, or are assigned based on highest need.
b. Each station can incorporate a different skill or task where students
work either together or independently with common supports to
achieve their goals.
c. Some examples of stations are:
i. Watching a video
ii. Creating a graphic organizer or artwork
iii. Reading an article
iv. Completing a writing task
v. Working in a jigsaw (where each station students develop
mastery and later return to teach to their groups)
vi. Special task groups where teacher works with highest need
(lowest) first and provides more support to that group
2) Task Cards
a. Like learning stations task cards serve to differentiate tasks in small-
groups where students are required to answer various questions. These
questions can vary in level and therefore provide support to students
working at the lower levels and also challenge students where needed
in the middle or at the top.
3) Interview Students
a. Early in the year teachers can during some type of large- or small-
group activity pull students asides for a few minutes to interview them
based on their:
i. Preferred types of lessons
ii. In-class activities
iii. Projects or assignments they are proud of
iv. Exercises that help them the most
v. Interests in general
b. This way teachers can target their highest need students (along with
everyone else) by designing lessons that address their interests or
needs in various manners.
4) Different Senses (Intelligences)
a. Lessons that address different learning styles or intelligences can
greatly help students by differentiating the learning modalities or
processes and making it engaging. For example students learn
differently based on the presentation of material so some different
ways might be:
i. Playing videos
ii. Using infographics / graphic organizers
iii. Providing audiobooks
iv. Roleplaying
v. Charts and illustrations alongside texts
vi. Providing both written and spoken directions to tasks
vii. Using tactile or manipulatives during lessons
Differentiation Techniques

viii. Allowing time for students to create an artistic depiction of the

lesson or learning
5) Think-Pair-Share
a. Students are required to use a range of skills that can be adjusted
based on the activity. It also provides additional time to monitor
progress and any needs for students. Students work in pairs or groups
to think about a topic or question, share with their group or partners,
discuss possible answers, and finally share with the class. Works
particularly well because it requires independent and group skills, as
well as all four domains of language (reading, writing, speaking, and
listening).
6) Reflection and Goal-Setting Exercises
a. Students can take the opportunity to think about their own learning
and set goals that address their own self-identified needs. Very
practical for students with high needs and all students when it comes
to reflecting on their work. Afterwards the teacher can use this
information to design lessons that address needs that students have
identified to support their learning.
7) Homogenous Grouping
a. Grouping students in similar groups can benefit students with similar
strengths and weaknesses. They may even share similar learning
styles. Lessons can be used to allow like-minded students to support
one anothers learning and also allow teachers to design strategies
that are optimal in terms of instruction.
8) Open-Ended Projects
a. By providing students choice and engaging in a challenging project of
their choice students can work/learn at their own pace, engage content
that is more of their strength or preference, and demonstrate
knowledge in a medium that is more effective for them.
9) Maintain rigorous expectations
a. Ensure that students are supported as they rise to the learning
requirements, rather than lowering expectations or standards for
students who need help. Simply because a student needs more help
does not mean that rigor or high DOKs should be avoided. All students
have the ability to complete any type of rigorous task with the proper
support and help.