Differentiated Instruction

Differentiation in a classroom refers to modifying instruction to accommodate student

requirements. These are the actions taken by teachers to address differences among students in
the classroom. This is where teacher provide lessons at differing levels of difficulty based on the
ability of each student, or use a range of instructional strategies to teach the same content to all
students.

Two main types of differentiated instruction

Ability-based differentiation
Ability-based differentiation means building instruction based on the skills of the students. This
is where teachers give tasks and activities to their students based only on their abilities. Also
makes sure that a sufficient amount of class time is devoted to teaching pupils how to read, think,
write, and speak. This has to do with organizing, carrying out, and evaluating literacy abilities. A
significant portion of the instructional time in a skill-based classroom is devoted to practicing,
evaluating, and reflecting on skills.
Interest-based differentiation
Interest-based differentiation is based on the interests that students bring to class or giving
students options within a unit of instruction that they desire to delve deeper into are examples of
differentiation by interest. Including both required and optional components is a good way to
capitalize on students' interests in the products they make.

Differentiation in the Classroom: Content, Process, or Product

Content
The content is differentiated when pupils are given fewer vocabulary words to learn, fewer
mathematical formulas to memorize, or a different text to read. The vertical alignment of
standards is another example of this kind of distinction.
Process
When teachers pick a small group or work one-on-one with a student who needs more assistance,
they differentiate their education. Instruction can be differentiated by doing something as
straightforward as repeating instructions or providing written instructions.
Product
When you change a task's duration, scope, or allot extra time for completion, you separate it
from others. When a task's scope is changed, lower-level cognitive processes might be included,
but only with the goal of supporting student development until they are eventually prepared to
satisfy grade-level content demands.