Strategies for Differentiation in the Classroom That Actually

Work
 34 min

September 20, 2019

Differentiation is an essential part of teaching, but it can be difficult to cater to everyone in your class.
Here are some strategies to help.

What is differentiation in the classroom?

Put simply, differentiation in teaching means tailoring your lessons for students with individual needs.
This involves changing the content, delivery, or methods of learning to ensure every child learns in a
way that’s suitable for them. Children have many diverse needs, based on factors such as disability
and academic performance, which require specialised methods of teaching. 

This doesn’t mean that you have to teach every student one-on-one. In fact, you can still do whole
class or group activities that incorporate differentiated teaching. Nor does it give students freedom of
choice to do what they want. 

When done right, differentiation in teaching challenges every student at the appropriate level. It
doesn’t give some children a free pass - it allows them to grow and succeed in a way that’s fair and
tailored to them. 

The Importance of Differentiation in the Classroom

Differentiation in teaching is important because a one-size-fits-all approach doesn’t work. Not every
student is the same, so primary teachers should consider how some students may struggle with
tasks that others excel at. 

We need to make sure that our education accommodates for students with different backgrounds and
those with English as a foreign language, in addition to students with disabilities and varying
academic abilities. 

Hall (2009) gives the metaphor of a bus station. A classroom is like a bus station because “student
passengers arrive from a montage of backgrounds with very different needs.” To extend this
metaphor, it’s the role of the teacher to then put each student on the right bus - or the correct learning
path - so that everyone reaches their destination successfully. 

Without DI, academic performance may decrease. The children in your class will become frustrated
or bored, meaning that they become disengaged in their learning. With a more tailored approach,
every student will be challenged at the appropriate level, so they can succeed on their own terms. 

Using the same content, processes, and delivery for every child doesn’t work. To use the
popular quote (incorrectly attributed to Albert Einstein): “Everyone is a genius. But if you
judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.”
 

If you are wondering how to differentiate in the classroom and do it effectively, read on.
 
15 Strategies, Methods and Activities for Differentiation in the
Classroom
 

1. Learning Stations

One great solution to the puzzle of how to differentiate in the classroom is to create
learning stations. You can either ask the class to rotate around the room, or allow them to
choose whichever station they would like to learn at. 

For example, you might have one station that is based around visual learning, one that
involves video, another that involves writing, or one that incorporates arts and crafts. This
will vary depending on the lesson you’re teaching, so you can change things up as and
when you need. 

This will make sure that each student can choose which style of learning is best for them,
which will get them more engaged in the topic. 

One way to facilitate this is with a flexible seating plan. Use this free resource to help:

Editable Seating Plan

2. Student Interviews 
The first step when considering how to differentiate in the classroom is to get to know the
students in your classroom. One way to do this is to interview your students about their
favourite styles of learning, how confident they feel in certain tasks and topics, and what
they like doing in their spare time. 

Firstly, this allows you to get to know what kinds of learning they like best, so you can
differentiate tasks accordingly. But it also helps you to get to know your class even better,
which is useful at the start of the year. 

You could also conduct a poll, which gives you useful data on how to plan your lessons in
future. To facilitate this, you could use our Twinkl Create tool to make your own quiz. Find
out more here.

Alex Dyer, CEO of Tutor House, agrees that it’s important to work out your students’
favourite learning style “as soon as possible.” He says: “You should identify whether they
learn visually, auditorily, kinetically or through reading and writing. If you can, drill down
further, do they prefer bullet point lists, mind-maps or flash-cards? Keep a learning profile
for each student, it will enable you to create lesson plans and tasks that enable students
to get the most out of their learning.”

3. Parent Interview

Getting to know your class is a good start, but sometimes children can be shy and won’t
tell you when they’re struggling. This is why it’s a good idea to speak with their parents
too. 

This can be done at the start of the year, at parent’s evening, or at any time you deem
suitable. To help with this task, you could use the parent-teacher meeting template below.
Or, for SEND students specifically, you can use this handy interview sheet for the
beginning of the year. 
Parent Teacher Meeting Template

4. Exploring the Five Senses

Not every child is a natural-born writer or painter. Children learn in different ways based
on the five senses. This is especially important for students with SEND needs, who might
respond better to visual or audio stimuli. 

So, it’s good to use a range of teaching methods in your lessons. For example, you can
use our interactive resources from Twinkl Go! This includes videos, games, audiobooks
and more. 

Start with this video to help you teach times tables as part of your differentiation in
teaching. 
  

Aniruddh Gupta from Kido agrees that children need to explore their senses. She says:
"There are many strategies that we can consider when approaching children's individual
needs in our classrooms. At Kido, we consider the theory of Multiple Intelligences as one
of the key inputs in our teaching practice, both in our Lesson Plans, Observations and
Self-Assessment.
"We do this by providing children with a variety of learning opportunities in different hands-on, multi-
sensory activities that engage the different types of learning. For example, we can teach concepts
related to Maths and Geometry using:

 Logical-Mathematical Intelligence (counting how many sides a triangle has)

 Visual-Spatial Intelligence (representing the same shape in different colours/materials)

 Naturalistic (identifying this shape in nature/our Environment)

 Kinaesthetic (by recreating gross and fine motor skills). 

"By exposing children to diverse resources (reinforcement through variation), we make sure that
every student gets a chance to understand new concepts, develop new skills and overcome the
challenges that may come from this new learning experiences."

5. Task Cards
You could create different task cards for students with different abilities. You could share
them out in mixed groups, so that high achieving students can help out those who need
some help, or divide the class into groups based on ability and tailor the cards to each
table. 

For example, if a high achieving group finishes early, you could use these early finishers
challenge cards. 

Early Finishers Challenge Cards

6. Two Stars and a Wish

Two stars and a wish is already a popular method for marking students’ work. But what if
you could flip this on its head and use it to discover how to differentiate in the classroom
according to students’ preferences?

After introducing a new teaching method, why not ask your class to give two stars and a
wish about what they liked about the activity and what they didn’t? This will allow you to
further personalise your lessons for the students you teach. 

Use these free two stars and a wish comment labels to help out. 
Two Stars And A Wish Comment Sheets

7. Think Pair Share

First, ask students individually to think about a question or topic. Then, ask them to pair
up and discuss their findings. Finally, the pairs can share their thoughts with the class. 

Speaking to students individually, and allowing them to collaborate based on their own
strengths and weaknesses, will differentiate learning so that everyone can benefit from
the task. 

Use this display poster to remind your class of the technique. 

Think Pair Share Display

8. Goal Setting 

Goal setting is a key strategy for differentiation in teaching. Asking your students to
regularly think about their goals is a useful way of understanding what kinds of tasks they
might be interested in. 

More importantly, it shows how your learning style is helping or hindering their success,
so you can make adjustments in the future to meet their individual needs. 

Ask them to assess and re-assess their goals on a regular basis using this worksheet. 

CH. 12 DIFFERENTIATED INSTRUCTION

[Education Week]. (2018, Sept. 11). Differentiating Instruction: It’s Not As Hard as You Think. [Video
File]. Retrieved from https://youtu.be/h7-D3gi2lL8

Differentiation refers to a wide variety of teaching techniques and lesson adaptations that

educators use to instruct a diverse group of students, with diverse learning needs, in the same course,
classroom, or learning environment. Differentiation is commonly used in “heterogeneous
grouping”—an educational strategy in which students of different abilities, learning needs, and levels
of academic achievement are grouped together.
In heterogeneously grouped classrooms, for example, teachers vary instructional strategies and use
more flexibly designed lessons to engage student interests and address distinct learning needs—all of
which may vary from student to student. The basic idea is that the primary educational objectives—
making sure all students master essential knowledge, concepts, and skills—remain the same for every
student, but teachers may use different instructional methods to help students meet those
expectations.

Teachers who employ differentiated instructional strategies will usually adjust the elements of a
lesson from one group of students to another, so that those who may need more time or a different
teaching approach to grasp a concept get the specialized assistance they need, while those students
who have already mastered a concept can be assigned a different learning activity or move on to a
new concept or lesson.

In more diverse classrooms, teachers will tailor lessons to address the unique needs of special-
education students, high-achieving students, and English-language learners, for example. Teachers
also use strategies such as formative assessment—periodic, in-process evaluations of what
students are learning or not learning—to determine the best instructional approaches or
modifications needed for each student.

Key Takeaways

Also called “differentiated instruction,” differentiation typically entails modifications to:

 practice (how teachers deliver instruction to students),

 process (how the lesson is designed for students),
 products (the kinds of work products students will be asked to complete),
 content (the specific readings, research, or materials, students will study),
 assessment (how teachers measure what students have learned), and
 grouping (how students are arranged in the classroom or paired up with other students).

Differentiation techniques may also be based on specific student attributes, including interest (what

subjects inspire students to learn), readiness (what students have learned and still need to learn),
or learning style (the ways in which students tend to learn the material best).

DIFFERENTIATION VS. SCAFFOLDING

As a general instructional strategy, differentiation shares may similarities with scaffolding,

which refers to a variety of instructional techniques used to move students progressively toward
stronger understanding and, ultimately, greater independence in the learning process.

Because differentiation and scaffolding techniques are used to achieve similar instructional goals—
i.e., moving student learning and understanding from where it is to where it needs to be—the two
approaches may be blended together in some classrooms to the point of being indistinguishable. That
said, the two approaches are distinct in several ways.

When teachers differentiate instruction, they might give some students an entirely different
reading (to better match their reading level and ability), give the entire class the option to choose
from among several texts (so each student can pick the one that interests them most), or give the
class several options for completing a related assignment (for example, the students might be allowed
to write a traditional essay, draw an illustrated essay in comic-style form, create a slideshow “essay”
with text and images, or deliver an oral presentation).

Alternatively, when teachers scaffold instruction, they typically break up a learning experience,

concept, or skill into discrete parts, and then give students the assistance they need to learn each part.
For example, teachers may give students an excerpt of a longer text to read, engage them in a
discussion of the excerpt to improve their understanding of its purpose, and teach them the
vocabulary they need to comprehend the text before assigning them the full reading.

(edglossary, 2013)

The following comparison chart will help illustrate the differentiation concept and its major
component strategies:

Differentiation Comparison Chart

MYTHS AND MISCONCEPTIONS ABOUT DIFFERENTIATED INSTRUCTION AND UNIVERSAL

DESIGN FOR LEARNING

Differentiated instruction is just one component of UDL. Tomlinson (2001), declares that
differentiated instruction is the intentional application of specific lesson planning and multiple
learning approaches to support all learners.

The key difference between differentiated instruction and UDL is that differentiation is a strategy
that supports instructors in addressing each student’s individual level of readiness,
interest, and learning profiles (Nelson, 2014).

UDL in comparison is an overarching educational framework that addresses the

learning environment as a whole. This includes, both the physical learning environment as well
as the lessons, units, and/or curriculum. When the whole environment is addressed first, it removes
physical, mental and psychological barriers so all students have full access in the classroom,
regardless of their needs and abilities.

DEBATE

Differentiation plays into ongoing debates about equity and “academic tracking” in public schools.
One major criticism of the approach is related to the relative complexities and difficulties entailed in
teaching diverse types of students in a single classroom or educational setting.
Since effective differentiation requires more sophisticated and highly specialized instructional
methods, teachers typically need adequate training, mentoring, and professional development to
ensure they are using differentiated instructional techniques appropriately and effectively.

Some teachers also argue that the practical realities of using differentiation—especially in larger
classes comprising students with a wide range of skill levels, academic preparation, and learning
needs—can be prohibitively difficult or even infeasible.

Yet other educators argue that this criticism stems, at least in part, from a fundamental
misunderstanding of the strategy. In her book How to Differentiate Instruction in Mixed-Ability
Classrooms, the educator and writer Carol Ann Tomlinson, who is considered an authority on
differentiation, points out a potential source of confusion:

“Differentiated instruction is not the ‘Individualized Instruction’ of the 1970s.”

In other words, differentiation is the practice of varying instructional techniques in a

classroom to effectively teach as many students as possible, but it does not entail the creation
of distinct courses of study for every student (i.e., individualized instruction).

The conflation of “differentiated instruction” and “individualized instruction” has likely contributed
to ongoing confusion and debates about differentiation, particularly given that the terms are widely
and frequently used interchangeably.

(Myths and Misconceptions, n.d)

DIFFERENTIATED INSTRUCTION AND IMPLICATIONS FOR UDL IMPLEMENTATION

To differentiate instruction is to recognize students’ varying background knowledge, readiness,

language, preferences in learning and interests; and to react responsively. As Tomlinson notes in her
recent book Differentiated Classroom: Responding to the Needs of All Learners (2014), teachers in a
differentiated classroom begin with their current curriculum and engaging instruction. Then they ask,
what will it take to alter or modify the curriculum and instruction so that so that each learner comes
away with knowledge, understanding, and skills necessary to take on the next important phase of
learning. Differentiated instruction is a process of teaching and learning for students of differing
abilities in the same class. Teachers, based on characteristics of their learners’ readiness,
interest, learning profile, may adapt or manipulate various elements of the curriculum
(content, process, product, affect/environment). These are illustrated in Table 1 below which
presents the general principles of differentiation by showing the key elements of the concept and
relationships among those elements.

Adapted with permission from Carol Tomlinson: Differentiation Central Institutes on Academic

Diversity in the Curry School of Education at the University of Virginia (September 2014)

Identifying Components/Features
While Tomlinson and most recognize there is no magic or recipe for making a classroom
differentiated, they have identified guiding principles, considered the “Pillars that Support Effective
Differentiation”: Philosophy, Principles, and Practices. The premise of each is as follows:

The Philosophy of differentiation is based on the following tenets:

 (1) recognizing diversity is normal and valuable,

 (2) understanding every student has the capacity to learn,
 (3) taking responsibility to guide and structure student success,
 (4) championing every student entering the learning environment and assuring equity of access

The Principles identified that shape differentiation include

 (1) creating an environment conducive to learning

 (2) identifying a quality foundational curriculum
 (3) informing teaching and learning with assessments
 (4) designing instruction based on assessments collected
 (5) creating and maintaining a flexible classroom

Teacher Practices are also essential to differentiation, highlighted as

 (1) proactive planning to address student profiles

 (2) modifying instructional approaches to meet student needs
 (3) teaching up (students should be working just above their individual comfort levels)
 (4) assigning respectful tasks responsive to student needs—challenging, engaging, purposeful
 (5) applying flexible grouping strategies (e.g., stations, interest groups, orbital studies)

Content

 Several elements and materials are used to support instructional content. These include acts,
concepts, generalizations or principles, attitudes, and skills. The variation seen in a differentiated
classroom is most frequently in the manner in which students gain access to important learning. Access to
content is seen as key.
 Align tasks and objectives to learning goals. Designers of differentiated instruction view the alignment
of tasks with instructional goals and objectives as essential. Goals are most frequently assessed by many
state-level, high-stakes tests and frequently administered standardized measures. Objectives are
frequently written in incremental steps resulting in a continuum of skills-building tasks. An objectives-
driven menu makes it easier to find the next instructional step for learners entering at varying levels.
 Instruction is concept-focused and principle-driven. Instructional concepts should be broad-based, not
focused on minute details or unlimited facts. Teachers must focus on the concepts, principles, and skills
that students should learn. The content of instruction should address the same concepts with all students,
but the degree of complexity should be adjusted to suit diverse learners.
 Clarify key concepts and generalizations. Ensure that all learners gain powerful understandings that
can serve as the foundation for future learning. Teachers are encouraged to identify essential concepts and
instructional foci to ensure that all learners comprehend.

Process

 Flexible grouping is consistently used. Strategies for flexible grouping are essential. Learners are
expected to interact and work together as they develop knowledge of new content. Teachers may conduct
 whole-class introductory discussions of content big ideas followed by small group or paired work. Student
groups may be coached from within or by the teacher to support completion of assigned tasks. Grouping
of students is not fixed. As one of the foundations of differentiated instruction, grouping and regrouping
must be a dynamic process, changing with the content, project, and on-going evaluations.
 Classroom management benefits students and teachers. To effectively operate a classroom using
differentiated instruction, teachers must carefully select organization and instructional delivery strategies.
In her text, How to Differentiate Instruction in Mixed-Ability Classrooms (2001), Carol Tomlinson
identifies 17 key strategies for teachers to successfully meet the challenge of designing and managing
differentiated instruction.
 Emphasize critical and creative thinking as a goal in lesson design. The tasks, activities, and
procedures for students should require that they understand and apply meaning. Instruction may require
supports, additional motivation; and varied tasks, materials, or equipment for different students in the
classroom.

Products

 Initial and on-going assessment of student readiness and growth are essential. Meaningful pre-
assessment naturally leads to functional and successful differentiation. Incorporating pre- and on-going
assessment informs teachers so that they can better provide a menu of approaches, choices, and scaffolds
for the varying needs, interests, and abilities that exist in classrooms of diverse students. Assessments
may be formal or informal, including interviews, surveys, performance assessments, and more formal
evaluation procedures.
 Use assessment as a teaching tool to extend rather than merely measure instruction. Assessment
should occur before, during, and following the instructional episode; and it should be used to help pose
questions regarding student needs and optimal learning.
 Students are active and responsible explorers. Teachers respect that each task put before the learner
will be interesting, engaging, and accessible to essential understanding and skills. Each child should feel
challenged most of the time.
 Vary expectations and requirements for student responses. Items to which students respond may be
differentiated so that different students are able to demonstrate or express their knowledge and
understanding in a variety of ways. A well-designed student product allows varied means of expression
and alternative procedures and offers varying degrees of difficulty, types of evaluation, and scoring.

Affect/Environment

 Developing a learning environment. Establish classroom conditions that set the tone and expectations
for learning. Provide tasks that are challenging, interesting, and worthwhile to students.
 Engaging all learners is essential. Teachers are encouraged to strive for the development of lessons
that are engaging and motivating for a diverse class of students. Vary tasks within instruction as well as
across students. In other words, an entire session for students should not consist of all lecture, discussion,
practice, or any single structure or activity.
 Provide a balance between teacher-assigned and student-selected tasks. A balanced working structure
is optimal in a differentiated classroom. Based on pre-assessment information, the balance will vary from
class-to-class as well as lesson-to-lesson. Teachers should ensure that students have choices in their
learning.

The following instructional approach to teaching mathematics patterns has several UDL features (see
Table 2). Through the use of clearly stated goals and the implementation of flexible working groups
with varying levels of challenge, this lesson helps to break down instructional barriers. We have
identified additional ways to reduce barriers in this lesson even further by employing the
principles of UDL teaching methods and differentiated instruction. We provide recommendations of
employing teaching methods of UDL to support this lesson in Table 3. Please note that we are not
making generalized recommendations for making this lesson more UDL, but instead are focusing on
ways that differentiated instruction, specifically, can help achieve this goal.

Table 2. UDL Elements in a Differentiated Instruction Mathematics Lesson

UDL Guideline/Checkpoint Differentiated Instruction Features

The teacher provides multiple examples throughout the lesson with multiple
Provide multiple examples.
models, practice activities, and additional math problems.

The teacher highlights critical features of the mathematics by stopping and

Highlight critical features.
calculating, checking in with students, and modeling behavior.

Provide multiple media and The teacher supports understanding by identifying patterns not only in text
formats. but also in the environment of the classroom, school, etc.

Teachers analyze or pre-test students for key pre-skills and background

Support background context.
knowledge.

Provide ongoing, relevant In cooperative groups, students may receive feedback from the teacher and
feedback. from peers.

Offer choices of content and Students are assigned to one of three groups tiered by difficulty; all students
tools. are working on the same task but with varying supports.

Offer adjustable levels of Varied supports in the working groups alter the level of independence and
challenge. difficulty in solving the task.

Table 3. UDL Strategies to Further Minimize Lesson Barriers in a Differentiated

Instruction Lesson Plan for Mathematics.
 Barrier UDL Strategy

Provide different demonstrations or models

Deducting/construc
of how to use the tools employed in the lesson. Provide scaffolds and prompt
ting numeric functions.
students in use of number patterns.

Students write rules Provide alternative formats for students to express their interpretation of visual and
for mathematical representational patterns and the mathematical implications. For example, speaking, creating a
patterns. diagram, numerical representations.

Creating number Consider background knowledge for students entering this mathematical problem. What range
patterns. of supports could be made available to provide the informational knowledge so that students
can focus on the problem-solving component?
 

(Hall, Vue, Meyer, 2004)

ADDITIONAL RESOURCES ON DIFFERENTIATED INSTRUCTION

The IRIS Center. (2010). Differentiated instruction: Maximizing the learning of all

students. Retrieved from https://iris.peabody.vanderbilt.edu/module/di/

REFERENCES

Differentiation, (2013, Nov. 7). The glossary of education reform. Retrieved

from http://edglossary.org/differentiation/  (CC BY NC SA)

[Education Week]. (2018, Sept. 11). Differentiating Instruction: It’s Not As Hard as You Think. [Video
File]. Retrieved from https://youtu.be/h7-D3gi2lL8    Standard YouTube licence

Hall, T., Vue, G., Strangman, N., & Meyer, A. (2004). Differentiated Instruction and Implications for
UDL Implementation. Wakefield, MA: National Center on Accessing the General Curriculum. (Links
updated 2014). Retrieved [7.16.19] from http://aem.cast.org/about/publications/2003/ncac-
differentiated-instruction-udl.html  This work is licensed under a Creative Commons Attribution-
ShareAlike 4.0 International license.

Myths and Misconceptions. (n.d.) Retrieved from http://www.alludl.ca/myths-misconceptions  (CC

BY NC SA)
 Previous: Ch. 11 Scaffolding

Next: Ch. 13 Universal Design for Learning  

1. Curriculum Mapping

2. Inquiry-Based Learning

3. Power Standards & Enduring Understandings

4. Project-Based Learning

5. Classroom Layout & Design

6. Learning Model Integration

7. Sentence & Discussion Stems

8. Tiered Learning Targets

9. Learning Through Play

10. Meaningful Student Voice & Choice

11. Learning Badges

12. Relationship-Building & Team-Building

13. Self-Directed Learning

14. Choice Boards

15. Bloom’s Twist

16. Debate (Also, 4-Corners and Agree/Disagree can be useful here as well.)

17. Sync Teaching

18. Double-Entry Journal/Essay Writing

19. Analogies, Metaphors, And Visual Representations

20. Reciprocal Teaching

21. Mock Trial

22. The Hot Seat/Role-Play

23. Student Data Inventories

24. Mastery Learning

25. Goal-Setting & Learning Contracts

26. Game-Based Learning

27. RAFT Assignments

28. Grouping

29. Socratic Seminar

30. Problem-Based Learning/Place-Based Education

31. Learning Blends

32. Write-Around

33. Genius Hour

34. Rubrics

35. QFT Seminar

36. Learning Menus

37. Cubing

38. Layering (e.g., layered curriculum or assessment)

39. Jigsaws

40. Graphic Organizers

41. Learning Through Workstations

42. Concept Attainment

43. Flipped Classroom

44. Mentoring

45. Planning Through Learning Taxonomies

46. Assessment Design & Backwards Planning

47. Student Interest & Inventory Data

48. Learning Feedback

49. Mini-Lessons

50. Class Rules

Bonus: Identity Charts, Time Management, Media Usage, BYOD, Classroom ‘Atmosphere,’ Scaffolded
Literacy, Student-Led Conferencing, Adaptive Learning Apps, Peer-to-Peer Instruction

Differentiation is a simple idea that’s less simple to actuate.

Differentiation is a rational approach to meeting the needs of individual learners, but actually making it
possible on a daily basis in the classroom can be a challenge.

In ‘What Differentiation Is–And Is Not: The Definition Of Differentiation,’ we recall ed-guru Carol
Ann Tomlinson’s overview of differentiation as ‘adapting content, process, or product according to a
specific student’s readiness, interest, and learning profile.’

And in ‘Understanding Differentiation’

“The goal of a differentiated classroom is maximum student growth and individual success. As schools
now exist, our goal is often to bring everyone to ‘grade level’ or to ensure that everyone masters a
 prescribed set of skills in a specified length of time. We then measure everyone’s progress only against a
predetermined standard…(yet)classrooms typically contain some students who can demonstrate mastery
of grade-level skills and material to be understood before the school year begins—or who could do so in
a fraction of the time we would spend ‘teaching’ them. These learners often receive an A, but that mark is
more an acknowledgment of their advanced starting point relative to grade-level expectations than a
reflection of serious personal growth.”

And therein lies the need for differentiation. What can be differentiated?

Tomlinson’s above identification of ‘Content, Process, or Product’ provide a useful starting point, as she
explains that,

“A teacher can differentiate content. Content consists of facts, concepts, generalizations or principles,
attitudes, and skills related to the subject…In many instances in a differentiated classroom, essential facts,
material to be understood, and skills remain constant for all learners. (Exceptions might be, for example,
varying spelling lists when some students in a class spell at a 2nd-grade level while others test out at an
8th-grade level, or having some students practice multiplying by two a little longer, while some others are
ready to multiply by seven.) What is most likely to change in a differentiated classroom is how students
gain access to core learning.”

Below we’ve gathered a list of 50 differentiation strategies. This is the beginning of an index of similar in
form and function to the TeachThought Learning Model Index. Like the Learning Model Index, this list
will be updated with definitions, tools, tips, and strategies to enact the strategies, and examples of each.

For now, we’re sharing the list and the graphic and would love your questions and comments below as we
proceed. Note that we’ve already listed more than 50–and there are obviously thousands more.

Pros and Cons of Differentiated Teaching

Using Multiple Teaching Styles to Meet the Needs of Diverse Students
By 
Ann Logsdon 
 Fact checked by 
Adah Chung 


Updated on February 22, 2021
Print 
Differentiation is the educational practice of modifying or adapting instruction, school
materials, subject content, class projects, and assessment methods to better meet the
needs of diverse learners.1

In a differentiated classroom, teachers recognize that all students are different and
require varied teaching methods to be successful. These include students with learning
disabilities who might otherwise fall behind in a traditional classroom setting.

The Traditional Teaching Approach

JGI/Jamie Grill/Getty Images

Traditional teaching methods were based on a model in which the teacher delivers
instruction, typically through lecture, and then models the skill on a blackboard or
overhead projector. When the teacher is finished, he or she will give the student
practice work, usually from standardized textbooks or handouts.

The teacher would then proceed to review the students' work and evaluate his or her
knowledge with a pencil and paper test. Afterward, the teacher would provide feedback,
usually in the form of a grade.

While generations of Americans have received instruction in a traditional way, modern

educators recognize that the style fails to meet the needs of diverse learners, including
those with learning disabilities such as dyslexia, dyscalculia, and auditory processing
disorder (APD).2

Pros and Cons of Traditional Teaching

The traditional method of teaching isn't entirely without value. It can be helpful to
evaluate the pros and cons of the time-worn practice.

Pros
 Teaching is uniform and consistent
 Subjects and skills are taught in a specific, cohesive order.
 Teacher assessments are more straightforward
 School evaluation by school boards and departments of education are more easily
performed
Cons
 Curriculum and teacher role are inflexible
 Systems are less able to keep up with student needs
 Instruction focuses on memorization rather than higher-level thinking skills,
placing students who struggle with memorization at a disadvantage
 The needs of students with diverse backgrounds and disabilities are rarely met
  Based on a false assumption that children are all on a level playing field and that
some are "meant" to fail.

The Differentiated Teaching Approach

From the perspective of the individual student, few can argue that differentiated
teaching doesn't have distinct advantages over traditional teaching.

The aim of differentiation is to employ a variety of teaching styles to ensure that

students can approach learning in different ways but with the same or similar outcomes.

Differentiation is meant to stimulate creativity by helping students make stronger

connections, understand relationships, and grasp concepts in a more intuitive way.3

Differentiated instruction can be used in any number of subject areas. It may involve:

 Providing textbooks for visual and word learners

 Providing auditory learners with audiobooks
 Providing kinesthetic learners interactive assignment online
 Providing tactile learners with multi-sensory teaching materials

Similarly, class assignments would be based on how the individual student approaches
learning. Some might complete an assignment on paper or in pictures, while others may
choose to give an oral report or create a three-dimensional diorama.

Differentiation can also alter how the classroom itself is organized. Students may be
broken up into groups based on their approach to learning, or they may be provided
with quiet spaces to study alone if they choose.

Pros and Cons of Differentiated Teaching

While support for differentiated teaching is growing, it is not without its shortcomings
and benefits.

Cons

Pros
 Differentiation effective for both high-ability students and those with a disability
 Children take on more of the responsibility for learning
 Engagement in learning tends to be stronger because it addresses the children as
equal individuals
Cons
 Requires much more lesson-planning time for teachers
 May require more resources for a school or school district to implement
 Many schools lack the professional development resources to properly train faculty
 The secret to classroom seating
arrangements – How to decide what’s
right for you.
Deciding on a seating chart in your classroom can be a challenge. Who should
sit together? Who MUST sit apart? However, before you can begin assigning
seats in class, you must make the challenging decision about how to arrange the
desks or tables. While it seems simple, there are so many different classroom
seating arrangements to choose from and each has its own pros and cons.
You've also got to take into account any flexible seating options you might have.
So how do you decide the best seating arrangement for your classroom?

The reality is there is no single correct answer to the age-old question of how to
best arrange your desks. Even when you try to find the research, it is difficult to
find empirical evidence to support putting desks in rows, pairs, or table teams.
So what's a teacher to do?

What you'll find on this page:

 How does your seating arrangement affect learning for students?
 The Pros & Cons of Common Classroom Layouts
o Rows/ Traditional Seating
o Pairs
o Semi-circle or U-shape
o Table Groups
 How can I improve my classroom arrangement?
o Align your classroom seating arrangement to the activities you use most often.
o Take the classroom flow into account.
o Don't be afraid to go your own way.
 The reality of choosing a classroom seating arrangement

How does your seating arrangement affect learning for

students?
You probably aren't surprised to read that the seating arrangement has an
impact on student learning. Studies have shown that students who are in the
front rows are typically more attentive than those in the back. They are more
likely to ask questions and actively participate.

However, few elementary classrooms offer open seating, where students self-
select their desk. Instead, we select students that need close proximity to
maintain attention or get adequate support to sit in the front rows. Our goal is to
improve those students' time on task and learning through our consistent
interaction.

While you probably already knew that front row seats encourage engagement,
did you know that your seating arrangement has also been shown to impact how
you communicate with your class and how they communicate with peers? This
makes it critical that we create seating arrangements that align with our
instructional goals and activities so we can maximize student learning.

The Pros & Cons of Common Classroom Layouts

As you begin to consider your seating chart for this year, check out the pros and
cons of several popular classroom seating arrangements. Hopefully, this will help
you decide what is right for you, your students, and your classroom.

Rows/ Traditional Seating

This arrangement likely needs little explanation. It was designed for a lecture,
where students sit facing the instructor with their backs to one another.

Students in the front rows have the highest rates of engagement while back rows
tend to be less engaged.

This style of seating can also be done on an angle, often called stadium seating.
In this layout, the desks are in angled rows and may or may not touch.

Pros of Rows:

Rows work well if you have lots of space and there is little expectation for group
or partner work at desks.
This set up also encourages less talking during instruction. With all students
facing you, they are easily able to see the board.

Cons of Rows:

Most classrooms are not spacious, meaning that you'll most likely need to do a
modified version of this (like stadium seating) or choose a different seating
arrangement.

Rows are not conducive to cooperative learning or group work, and they can be
challenging when it comes to classroom management unless you have a small
class. Once you have three or more rows, it can be challenging to see and keep
all students on task.

These cons were a reason my classroom was very seldom in traditional rows
outside of state testing. Occasionally, we would do modified rows or stadium
seating if the group was having difficulties staying on task and listening.
However, cooperative learning and discussion is a huge part of my teaching so
the cons of this format majorly outweighed any benefits for me.

Pairs

The pair arrangement can be done with desks or tables, and allows the teacher
to move around the room between pairs.

Two students can sit at a single trapezoid table, if your classroom has tables
instead of desks.

Alternatively, two desks can be pushed together to create a pair.

Pros of Paired Seating:

This is a great classroom seating arrangement for controlled conversations and

partner work. Since you've selected the pairs, you can purposefully partner
students who may work well together.
I loved using this arrangement later in the year, once I got to know my students
and their personalities a little better because it allowed me to purposefully
partner students in a way that allowed both partners to shine and lift one another
up, academically. The partnerships often led to very rich discussions, which
could then be shared in the larger class discussion.

This arrangement typically uses slightly less floor space than traditional rows,
and it creates an environment where partnership and cooperative learning is
expected.

Cons of Paired Seating:

Sitting in pairs also has some downsides. Since students are in partners, it can
be more difficult to stop talking or off-task behavior. You may find that 1-2
students need to be “islands” and sit separated from a partner to do their best
learning and maintain focus. Depending on how you present this, it can be
stigmatizing for a student to have to sit alone.

I found that it was really important to explain why the student was becoming an
island when I made this move. I also made sure to explain what he or she
needed to do to become part of a pair again.

Depending on the parent, I also communicated this adjustment to parents to let

them know why their child had been placed away from peers, making sure to
discuss the benefits for their child and his or her learning rather than the idea of
this being a punishment.

The arrangement also tends to still take up quite a bit of classroom space, so it
can be difficult to pull off with large classes or in small rooms. You may also
need to make a trio if you have an odd number of students.

Semi-circle or U-shape

This is a modification of a round-table format, where students and teachers

share one large table area (or desk area) for discussion.
The traditional round-table arrangement is uncommon in classrooms due to the
number of students and space needed to accommodate the arrangement.
Therefore, it is not included in the layouts discussed.

For the semi-circle or u-shape arrangement, participants face each other, but the
teacher has space to move around the room.

This arrangement has also been referred to as a horseshoe, and there is a

modified version called the double horseshoe that involves an inner and outer
semi-circle.

Pros of U-shape seating:

This layout is great for classrooms that want to encourage discussion between
the students and teacher. Students can still see anything projected onto the
board, which makes it great for classroom conversations.

The double horseshoe layout, which has the inner and outer semi-circles, offers
a slightly more restricted format for conversation. This can be a good alternative
if you need some additional control of student interaction or in cases where you
have a large number of desks in a small space.

I loved the double horseshoe those years that I had a rambunxious group where
several students were able to set off peers because I could still make sure the
students were seated in a way that reduced their likelihood of interactions. I
could also have the kiddos who needed extra support closer to the front without
the distractions from the entire class.

Cons of U-shape seating:

There are several major cons to this arrangement, but there are also a few fixes
that I will share. This was an arrangement I used in my room regularly, but I had
to find some adjustments.

The U-shape format requires lots of room, which means most classrooms will
need to use a double horseshoe layout to make this work. One negative of the
double horseshoe is that students often turn around and get chatty with peers
behind them.

One of the biggest cons of this arrangement, however, is that kids move! When
they move their desks tend to move with them.

Since my students sat on yoga balls, this was likely a bigger issue in my class
than I would've seen with traditional desks and chairs, but we were constantly
having to push desks back into their U-shaped format. I occasionally debated
about using zip-ties to keep the desks together, but never actually went that far.

Another con was the fact that it was harder to get to the students in the outer U
when I did the double horseshoe format. I solved this by leaving a space in the
center of each so I could quickly and easily access all of my students if they
needed help or had questions during work times. Here's what the layout looked
like with that modification:

Table Groups

Finally, table groups are a common arrangement in many classrooms.

Depending on how many students you have and whether you use desks or have
tables in your room, you can create groups of 4-5 students.

Since this is one of the most common classroom layouts, I won't spend too much
time digging into what it looks like. Instead, let's talk about the pros and cons of
this classroom seating arrangement.

Pros of Table Groups:

This type of classroom seating arrangement is amazing for group work and
cooperative learning.

This was typically how I started my school year because I wanted to encourage
students to get to know one another.
This arrangement is great for large classes or small classrooms because it saves
space.

By purposefully planning your groups, you can build upon student strengths and
use the format as a part of your behavior management plan. Table points were a
great way to build some friendly competition in my classroom, and they were
great for encouraging on-task behavior.

Cons of Table Groups:

Remember how I mentioned that I liked to start the year in table groups? Well,
we never stayed there for long. Here's why –

This classroom seating arrangement is great for cooperative learning, but it is

TERRIBLE for keeping talking to a minimum.

After the first few weeks, I typically had to move my students out of this
arrangement because it was becoming a barrier to their learning.

Facing peers promotes off-task behavior for many students, and with groups, it
can be challenging to separate behavior issues or chatty friends from one
another. There are just too few places to keep them apart.
This is why I typically moved my students' desks into a double horseshoe layout
for the middle chunk of the year. As they matured we were able to transition back
into groups or table teams (like below) to finish up the year.

The table teams were the closest I could come to a round-table format, and they
really encouraged some interesting discussion. However, they were definitely
much harder to manage.

How can I improve my classroom arrangement?

As you can see, there is no one-size-fits-all solution to a classroom seating
arrangement. You've got to take into account a number of factors to find what is
best for you.

There are so many variables to consider, and you don't need to feel like a failure
of groups don't work for you. (This was a feeling I often struggled with when I
reached the point that I needed to move my desks from the table groups they
began the year in.)

Instead, consider your classroom layout as a piece of your classroom

management system. You use different classroom seating arrangements to
serve different purposes and to keep your classroom on-task and learning.

If you are like me, you see grouping as the ideal seating arrangement and feel
like you’ve somehow failed when you’re not able to keep your students in groups
and still keep everyone on task.  I’m giving you permission to let yourself off the
hook.  Being a great teacher does NOT mean a one size fits all seating plan.
Every year is different, and it’s okay for the seating plan to change as well.

That being said, here are some ways you can improve your classroom seating
arrangement.

Align your classroom seating arrangement to the activities you use

most often.

When you plan your classroom seating arrangement, consider the goals of your
instruction and the activities you commonly use.

If you're working through a unit that will have lots of whole group discussion, you
may want to use a horseshoe or double horseshoe arrangement.

Working on some cooperative projects, table groups might be perfect!

There is no hard-and-fast rule about how often you should re-arrange your
seating assignments, so you can make these adjustments as needed throughout
the year. If your class is really on top of it, you can even practice transitioning
between 2 different seating arrangements so your students can make a quick
change to better meet the needs of the learning experience.

Take the classroom flow into account.

No matter how badly you might want to do a certain arrangement, if it impedes

the flow of your classroom, it just isn't going to work.

Make sure that you've got adequate space for any arrangement you decide to
try. This means that desks aren't too close to your small group space or
classroom library.

It also means making sure you're easily able to reach all students to address
questions or needs.

Don't be afraid to go your own way.

Consider a combination configuration if your classroom or students need it. By

mixing and matching the arrangements described above you can find a way to
meet the needs of all students.

There is no rule that says you can't create your own layout, so don't be afraid to
play with your seating arrangement until you find a format that works for you. For
example, the layout below is great if you have some students who are able to
focus in groups, but others that need to fewer distractions or can only handle
being partnered during instruction.

The reality of choosing a classroom seating

arrangement
Your seating arrangement may seem like a small thing, but it is an important part
of creating an effective classroom. Deciding on a good seating arrangement isn't
easy, and you might discover the great ideas you thought you had are a total
mess. There are also so many factors that come into play with your decision.
For example, I once worked with a principal that dictated classroom set-up, right
down to the seating arrangement.

While I strongly believe that your seating arrangement should be determined by

the individual teacher based on personality, teaching style, and the needs of the
current class, there was only so much I could do in that situation so we spent a
lot of time out of our desks.

Seating arrangements can certainly be changed throughout the year as students

become more independent, more comfortable with each other, or as the needs in
your room change.

Some years my team had a running joke that if you wanted to find me, listen for
the movement of desks because I strongly believe we should all play around with
seating arrangements until we find the one that works best for our class. 

This might look different every few weeks as student friendships and maturity
grow and change or we move into different units with new activities and goals.
That's okay!

I've rarely had students care about the fact that the seating arrangement is
changing because I do my best to be upfront about the reasons for the change.
Sometimes it is to increase focus or separate chatty friends. Other times I make
moves to help students work with someone new.

Quite honestly, my more introverted students are relieved when they can have
their own space to work in peace and quiet so many of my moves work out better
for everyone in the end.

Don't be afraid to get creative when it comes to classroom seating

arrangements.