Differentiation: The Process

Purpose of Differentiation: To meet the varied student needs in our diverse classrooms

Steps to Differentiation:

1. Determine what the students need to know for that unit/topic/lesson.

2. Pre-assess to find out what the students already know.

3. Group students.

Reminder: Groups are always flexible.

Membership in group changes from assignment to assignment.
Group Size Grouping Strategy Considerations
Whole group Homogeneous Student readiness
Small group Heterogeneous Student learning profile
Individual Spontaneous Student interest
Student choice

4. Plan appropriate instruction for each group.

a. Decide what to differentiate:

• Content: What students should know, understand, be able to do
o The objective is the same for all students
o Differentiate by complexity
o Sample sources: Teacher talk, textbooks, supplementary materials, technology,
demonstrations, field trips, audiotape recordings
• Process: How the learner interacts with the material
o Allow for variety
o Design activities to

Lead students to understand an important idea or principle

Focus on essential learning goals

Require students to think about ideas, grapple with problems, and use information

Help students understand how and why things work the way they do

Engage student interest
• Product: The means by which the students demonstrate what they know, understand, are
able to do
o Allow for variety
o Require products to

Focus on the essential knowledge, understanding and skills specified as content goals

Use what students have learned, working as much as possible as a professional
would work

Meet clear, challenging, specified criteria for success

Support student success within the process of developing the product

b. Consider student differences:

• Readiness
• Learning Profile
• Interest

5. Instruct.

6. Assess and begin again.

Adapted from Carol Ann Tomlinson and Cindy A. Strickland, Differentiation in Practice: A Resource Guide for Differentiating
Curriculum Grades 9-12, ASCD, 2005

WCPSS AG Program 2009 Toolbox for Planning Rigorous Instruction Section 3: Differentiation - 4