IRIS MODULE: DIFFERENTIATED INSTRUCTION 1
IRIS Module: Differentiated Instruction: Maximizing the Learning of All Students
Chad Davenport
School of Education, Liberty University
IRIS MODULE: DIFFERENTIATED INSTRUCTION 2
IRIS Module: Differentiated Instruction: Maximizing the Learning of All Students
1. What is differentiated instruction? (1 – 2 paragraphs)
Differentiated instruction is an approach whereby teachers adjust their curriculum and
instruction to maximize the learning of all students: average learners, English language
learners, struggling students, students with learning disabilities, and gifted and talented
students (IRIS | Challenge, n.d.). Teachers who differentiate instruction provide a variety of
options for learning, processing, and demonstrating learning (Tomlinson, 2017). They use
assessment to drive their instruction and provide a range of instructional strategies and
grouping models that cater to the needs of each student (Tomlinson, 2017). Additionally, these
teachers continuously assess student readiness and create engaging lessons that foster student
engagement (Tomlinson, 2017). Overall, Tomlinson views differentiation as a means of
providing students with a personalized, engaging, and effective learning experience.
2. Describe at least four significant ways differentiated instruction differs from
traditional classroom instruction. (1 – 2 paragraphs for each difference)
There are numerous important ways in which differentiated training varies from typical
classroom instruction.
Individualized Learning: By offering several learning paths, differentiated instruction
aims to satisfy each student's unique needs. Instruction in a traditional classroom is often
uniform, with each student receiving the same assignments and curriculum from the teacher
(Tomlinson, 2017). On the other hand, differentiated instruction aims to adjust instruction to
consider students' varied learning preferences, areas of interest, and readiness levels. To ensure
that every student has the chance to succeed, teachers can employ various instructional tactics,
resources, and evaluation techniques to meet the needs and preferences of their varied student
body (W. Smets, 2022).
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Flexible Grouping: As part of differentiated education, students are frequently placed
in groups according to their interests or learning requirements, enabling them to collaborate
(Tomlinson, 2017). Examples are small-group training, cooperative learning exercises, and
individual projects. While participating in whole-class activities or being placed in
homogeneous groups, students in a regular classroom may not always meet their needs (W.
Smets, 2022). Teachers can more effectively tailor instruction using flexible grouping, giving
pupils extra help or challenge when needed, and encouraging inclusivity and a sense of
community.
Variated Assessments: Differentiated education calls for varied evaluations considering
the wide range of student needs and skill levels. Offering a variety of assessment alternatives,
such as projects, oral presentations, written assignments, and performance activities, can help
students show their understanding in various contexts (Tomlinson, 2017). Standardized
examinations and quizzes, which might not adequately represent the whole spectrum of
students' talents or learning preferences, are frequently a major component of traditional
classroom training (Tomlinson, 2017). Differentiated education offers a more complete picture
of students' learning and makes it possible to evaluate students' progress more fairly by
utilizing a variety of evaluations.
Constant Monitoring and Corrections: To provide differentiated education, teachers
must closely monitor their students' progress and make necessary corrections to the
curriculum. This could entail continuing formative evaluation, unofficial observations, and
frequent check-ins with students to determine their comprehension and deliver timely
feedback. In a traditional classroom, there may be fewer options for individualized support or
curriculum adjustment and a more set schedule or curriculum (IRIS | Challenge, n.d.).
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Differentiated instruction ensures that every student gets the help and support they need to
realize their full potential by closely monitoring their progress and adjusting as needed.
3. How can teachers get to know their students? (1 – 2 paragraphs)
Teachers must understand each student's readiness level, interests, and learner profile.
Teachers must recognize that students' needs vary often. As a result, they must regularly assess
their pupils and modify their instruction and grouping to meet their changing needs (IRIS |
Challenge, n.d.). Understanding the kids' strengths and shortcomings is crucial. Teachers can
talk casually with their students to learn about their preferences. In order to uncover some
important interests they might not be aware of, students can also be allowed to experiment
with various activities.
4. List the three characteristics of students that are important for differentiating
instruction and give at least two examples of how teachers can learn about each. (1 –
2 paragraphs for each characteristic and accompanying examples)
When differentiating instruction, it's essential to understand students' individual
characteristics. Three crucial characteristics to consider are learning styles, readiness levels,
and interests. By understanding these characteristics, teachers can tailor their teaching
strategies effectively to meet their students' diverse learning needs.
Learning profiles refer to the preferred methods through which students acquire and
process information (IRIS | Challenge, n.d.). Teachers can learn about students' learning styles
through observation, surveys, or questionnaires. By observing how students engage with
different learning tasks, teachers can identify their preferred learning modalities. Surveys or
questionnaires can also provide valuable information about students' preferences for auditory,
visual, kinesthetic, or other learning styles (Tomlinson 2017).
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Readiness levels indicate how well students are prepared to learn specific content or
skills (IRIS | Challenge, n.d.). Teachers can gather information about students' readiness levels
through pre-assessments and ongoing formative assessments during lessons. By understanding
students' prior knowledge and skills related to upcoming material, teachers can adapt
instruction to meet the varying readiness levels within the classroom (W. Smets 2022).
Students' interests significantly influence their engagement and motivation to learn. To
understand students' interests, teachers can employ surveys or interest inventories and engage
students in casual conversations or class discussions (IRIS | Challenge, n.d.). By gathering
information about students' hobbies, passions, and preferred topics, teachers can tailor
instruction to incorporate relevant and engaging content (W. Smets, 2022).
Understanding students' learning styles, readiness levels, and interests is crucial for
effective differentiation. By tailoring instruction to meet their students' diverse learning needs,
teachers can create a more inclusive and equitable learning environment that supports the
success of all students.
5. Ms. Hasbro has taught high-school Spanish for ten years. She would like to start
differentiating instruction and needs to make some changes. Currently, Ms. Hasbro
practices the following:
Delivers instruction primarily by lecturing
Does not permit students to retake tests they have failed
Records zeros for missing assignments
Groups students at the beginning of the year based on the previous year’s
achievement test scores
Gives bonus points for classroom participation
Gives a test every Friday
Explain why each of Ms. Hasbro’s current classroom practices listed above is not a
differentiated practice and, for each practice, what she can do differently instead.
(Minimum two pages)
Ms. Hasbro's current classroom practices listed above are not examples of
differentiated instruction because they do not adequately address her students' diverse needs,
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interests, and readiness levels. Here are some suggestions to how Ms. Hasbro can add
differentiation.
Delivering instruction primarily by lecturing:
Lecturing is a passive instruction that may not engage all students or cater to their varied
learning styles. Instead, Ms. Hasbro can incorporate various instructional strategies to
accommodate different learning preferences. For example, she can incorporate visual aids,
hands-on activities, group discussions, multimedia resources, and technology-enhanced
learning experiences. By using a mix of instructional methods, Ms. Hasbro can better meet the
diverse needs of her students and enhance their understanding and retention of the material.
Not permitting students to retake tests they have failed:
Not allowing students to retake tests does not provide remediation or mastery learning
opportunities. Instead, Ms. Hasbro can implement a policy that allows students to retake tests
after they have received additional support or instruction to address areas of weakness. This
approach promotes a growth mindset and emphasizes the importance of continuous
improvement. Ms. Hasbro can provide resources such as review sessions, practice quizzes, or
one-on-one tutoring to help students prepare for retakes. Ms. Hasbro supports students in their
learning journey by allowing retakes and encourages persistence and resilience.
Recording zeros for missing assignments:
Assigning zeros for missing assignments unfairly penalizes students and may not accurately
reflect their understanding or effort. Instead of zeros, Ms. Hasbro can implement a policy that
allows students to submit late assignments with a penalty or offers opportunities for students to
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make up missed work. Additionally, Ms. Hasbro can provide alternative assignments or
extension activities for students who need additional time or support to complete assignments.
By offering flexibility and support, Ms. Hasbro can promote a positive learning environment
where students feel empowered to take ownership of their learning and strive for success.
Grouping students at the beginning of the year based on the previous year’s achievement test
scores:
Grouping students based solely on previous achievement test scores may perpetuate academic
stereotypes and limit opportunities for growth and development. Instead of predetermined
grouping, Ms. Hasbro can use flexible grouping strategies that allow for fluid movement
between groups based on students' needs and interests. For example, she can use formative
assessments, observations, and student self-assessments to inform groupings and adjust them
as needed throughout the year. By using flexible grouping, Ms. Hasbro can create a dynamic
learning environment where students collaborate, support each other, and learn from one
another's strengths.
Giving bonus points for classroom participation:
Giving bonus points for classroom participation may inadvertently disadvantage students who
are introverted or shy, or who have social anxiety. Instead of relying solely on classroom
participation for assessment, Ms. Hasbro can incorporate a variety of assessment methods that
allow students to demonstrate their understanding and engagement in different ways. For
example, she can use written reflections, group projects, presentations, or online discussions to
assess student participation and contribution to the learning community. By offering multiple
avenues for participation and assessment, Ms. Hasbro can create a more inclusive and
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equitable learning environment where all students feel valued and supported.
Giving a test every Friday:
Giving a test every Friday may create a high-stakes, stressful environment for students and
may not allow sufficient time for meaningful learning and review. Instead of weekly tests, Ms.
Hasbro can implement a more balanced assessment schedule that includes a mix of formative
and summative assessments throughout the week. For example, she can incorporate quizzes,
projects, discussions, and other formative assessments to monitor student progress and provide
timely feedback. Summative assessments, such as tests or exams, can be spaced out to allow
for adequate review and preparation. By varying the assessment schedule, Ms. Hasbro can
promote deeper learning, reduce student anxiety, and better accommodate students' diverse
needs and preferences.
In conclusion, by revising her current classroom practices and implementing
differentiated instruction strategies, Ms. Hasbro can create a more inclusive, engaging, and
effective learning environment that meets the diverse needs of her students. Differentiated
instruction allows for greater flexibility, customization, and individualization, fostering student
success and promoting a positive and supportive classroom culture.
6. Think back to a class you took in high school. Describe both the class and how the
teacher typically conducted it. (2 paragraphs)
When I was in High School, 90% of my classes were instructor-driven. Learning that
way has a big influence on my teaching style. I have spent many years trying to change that
style and become more student-centered. I have always tried to use as much technology in the
classroom as possible, but I have used a more lecture-driven style. My high school years were
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in the 1980s. We very rarely did any group work or differentiated instruction in the classroom.
The class was taught as a class for all levels. There was not any change in any levels of work,
and all the classes were focused solely on the test. No remediation was offered, nor were
different types of assessments. It was a challenging environment but a very different model
we push on our students today.
The teacher was the center of the classroom, and the students did not receive much
input. Most of the teachers were nice but very impersonal. There was very little interaction
between the students and teachers; as I stated previously, it was a teacher-dominated
environment. Most of the classrooms were not very personalized to the teacher; instead, they
were bland and had little décor. I did not want to make it seem like a bad experience; it was
just different.
7. If you could change the high school class you described above, list five elements you
would change to make it more differentiated. Of the five elements, include one for
content, process, and product. (2 paragraphs for each of the five elements)
In looking at my high school classroom, the first thing that I would alter would be the
presentation style. The class that I most think about is my High School World History class
and that class was a standard lecture class with videos thrown in every once in a while, with
book work. It was a lot of rinse and repeat. The module talks about Saying it, Showing it and
Modeling it ( IRIS Challenge n.d.) I think each one of those has an important place in the
Modeling is a great way to include the student in a differentiated classroom. This
allows the student the opportunity to see the material, but also allows you as the teacher to
present it in different levels of understanding that the students can take ownership in. This
allows for the students to
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The next thing to look at is the process. The process means teaching each student the
same concept or skill but in a way that each student makes sense of the topic or skill
differently (IRIS Challenge, n.d.). You can do this in many ways, such as breaking the
students up into groups or pairs, or just giving them individual tasks that they can work on that
bring in different levels of differentiation.
One way to this is to use different levels of Tiered activities. By doing this you are
designing tasks that are at different levels of instruction for each learner and allowing them to
work at different paces. Those that need more of a challenge can get that, but those that need
to work at a different pace and on a lower level, can do that as well. If I think back to that
World History class, all students got the same thing and there were often things that were
presented that were not challenging at all to me that I would have like to gone deeper into.
The one thing that I don’t remember having a lot of, was variety in the class. One great
change that I would make is offering some type of Choice Board activities in the class. This is
a great way to differentiate the type of activities that you are giving your students. We did not
do very many types of activities in that class and this would have offered us a great chance to
do these different types of things that would give us more involvement in the class and a
chance to explore different types of activities.
Another important change to the high school class would be the type of product used in
the classroom. When teachers differentiate products, they assess the same concept or skill for
each student at the end of a unit of study; however, teachers offer their students a variety of
ways to demonstrate their knowledge (e.g., video, written report) (IRIS | Challenge, n.d.).
Giving a standard test at the end of each unit becomes very easy. It is what has been done in
the classroom as an important part of teaching.
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It is popular to use different options for students to turn in assignments and receive
assessments in class. Things like Tiered products, Tic -Tac – Toe, and Learning Menus are all
options that offer students different types of products that can be submitted for credit.
Differentiation means giving the students the possibility of other ways to learn the material
and show what they know.
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References
Alhameedyeen, R. (2024). Exploring Faculty perspectives on implementing differentiated
instruction. International Journal of Education in Mathematics, Science and Technology,
318-333.
IRIS | Challenge. (n.d.). https://iris.peabody.vanderbilt.edu/module/di/challenge/#content
Tomlinson, C. (2017). How to Differentiate Instruction in Academically Diverse Classrooms.
Ascd.
W. Smets, D. D. (2022). Responding to students' learning needs: How secondary education
teachers learn to implement differentiated instruction. Education Action Research, 243-
260.
Williams, M. (2023). Teacher Perceptions of Differentiated Instruction in a Standards-based
Grading Middle School. Educational Research: Theory and Practice, 129-150.
