Handout 1
Strategies for Differentiating Instruction
Differentiation is a process through which teachers enhance learning by matching student
characteristics to instruction and assessment. Differentiation allows all students to access
the same classroom curriculum by providing entry points, learning tasks, and outcomes that
are tailored to students’ needs. In a differentiated classroom, variance occurs in the way in
which students gain access to the content being taught (Hall, Strangman, & Meyer, 2003).
Teachers can differentiate content, process, and/or product for students (Tomlinson, 1997).
Differentiation of content refers to a change in the material being learned by the student. For
example, if the classroom objective is for all students to write persuasive paragraphs, some
of the students may be learning to use a topic sentence and supporting details, while others
may be learning to use outside sources to defend their viewpoint. Differentiation of process
refers to the way in which the student accesses material. One student may explore a
learning center while another student collects information from the web. Differentiation of
product refers to the way in which the student shows what he or she has learned. For
example, to demonstrate understanding of the plot of a story, one student may create a skit,
while another student writes a book report.
When teachers differentiate, they do so in response to students’ readiness, interest, and/or
learning profile. Readiness refers to the skill level and background knowledge of the child.
Teachers use diagnostic assessments to determine students’ readiness. Interest refers to
topics that the student may want to explore or that will motivate the student. Teachers can
ask students about their outside interests and even include students in the unit-planning
process. Finally, the student’s learning profile includes learning style (for example, is the
student a visual, auditory, tactile, or kinesthetic learner), grouping preferences (for example,
does the student work best individually, with a partner, or in a large group), and
environmental preferences (for example, does the student need lots of space or a quiet area
to work). When a teacher differentiates, all of these factors can be taken into account
individually or in combination (Tomlinson, 1997).
The table in this document provides descriptions of eight differentiation strategies, ways in
which the strategies are primarily used to differentiate instruction, and guidelines for their
use. Teachers should select differentiation strategies based on the curriculum taught and
the needs of students in their classrooms.
Handout 1
Differentiation
Strategy
Primary Use
Compacting
Readiness
Description of Strategy
Things to Consider
Compacting is the process of
eliminating teaching or student
practice due to previous mastery
of learning objectives.
Compacting involves a three step
process:
 Thoroughly preassess the learner’s
knowledge and
document findings
1. assess the student to
determine his/her level of
knowledge on the material
to be studied and determine
what he/she still needs to
master
2. create plans for what the
student needs to know, and
excuse the student from
studying what he/she
already knows
 Explain the process
and its benefits to
the student
 Create written plans
and timelines for
study
 Allow student choice
in enrichment or
accelerated study
3. create plans for freed-up
time to be spent in enriched
or accelerated study
For example, if the Pre-K or
kindergarten class is learning to
identify numerals 0-5.
Assessment shows that two
students already can identify
these numerals. These students
are excused from completing the
identifying activities and are
taught to add and subtract up to 5
instead.
The same holds true for a second
grade class learning numbers up
to 1,000. If diagnostics show
some students already have
mastered this, they are excused
from class practice and are
required to work on the inverse
relationship between addition and
subtraction of these numbers.
2
Handout 1
Differentiation
Strategy
Primary Use
Independent
Study
Interest
Description of Strategy
Things to Consider
The student and teacher identify
topics of interest to the student.
Together they plan a method of
investigating the topic and decide
upon the outcome of the
independent study. The result of
the project will be based on the
needs of the student and the
curricular content. Guided by the
teacher, the student completes
his or her own research on the
topic and develops a product to
share with classmates.
 Base the project on
student interest
For example, in a unit on ocean
life, a student indicates that she
wants to learn more about sharks.
Depending on the level of the
students, with the teacher’s
guidance she can develop one
guiding question or a few deeper
research questions, collect
information (books,
documentaries, movies, web),
and present an oral report to the
class about the feeding patterns
of great white sharks, or create a
poster or skit.
 Use process logs or
expert journals to
document the
process
 Provide guidance
and structure to
ensure high
standards of
investigation and
product
 Use timelines to help
student stay on track
and prevent
procrastination
 Establish clear
criteria for success
Handout 1
Differentiation
Strategy
Primary Use
Interest
Centers or
Interest
Groups
Interest,
Readiness
Description of Strategy
Things to Consider
Interest centers (usually used with
younger students) and interest
groups (usually used with older
learners) are set up so that
learning experiences are directed
toward a specific learner interest.
They allow students to choose a
topic and can be motivating to
students. If they are used as
enrichment, they can allow the
study of topics beyond the
general curriculum. Groups
address student readiness when
they are differentiated by level of
complexity and independence
required.
 Incorporate student
interest
 Encourage students
to help create tasks
and define products
 Adjust for student
readiness
 Establish clear
criteria for success
 Adjust blocks of work
time based on
student readiness
For example, in a unit about the
water cycle, students can choose
to work in groups on the different
types of clouds, evaporation using
water or ice, the properties of
water when it freezes, how the
lack of water effects living
organisms, or erosion.
Flexible
Grouping
Interest,
Readiness,
Learning
Profile
Students work as part of many
different groups depending on the
task and/or content. Sometimes
students are placed in groups
based on readiness, other times
based on interest and/or learning
profile. Groups can either be
assigned by the teacher or
chosen by the students. Students
can be assigned purposefully to a
group or assigned randomly. This
strategy allows students to work
with a wide variety of peers and
keeps them from being labeled as
advanced or struggling.
 Ensure that all
students have the
opportunity to work
with other students
who are similar and
dissimilar from
themselves in terms
of interest,
readiness, and
learning profile
For example, in a reading class,
the teacher may assign groups
based on readiness for phonics
 Ensure that all
students have been
given the skills to
 Alternate purposeful
assignment of
groups with random
assignment or
student selection
Handout 1
Differentiation
Strategy
Primary Use
Multiple
Levels of
Questions
Readiness,
Learning
Profiles
Description of Strategy
instruction, but allow students to
choose their own groups for book
reports, based on the book topic.
Things to Consider
work collaboratively
Teachers adjust the types of
questions and the ways in which
they are presented based on what
is needed to advance problemsolving skills and responses. This
strategy ensures that all students
will be accountable for information
and thinking at a high level and
that all students will be
challenged. Finally, all students
benefit from this strategy because
all can learn from a wide range of
questions and responses.
 Use wait time before
taking student
answers
For example, the teacher
prepares a list of questions about
a topic that the whole class is
studying. During a discussion, the
teacher asks initial questions to
specific students, based on
readiness. All students are
encouraged to ask and answer
follow-up questions.
Tiered
Assignments
and Products
Readiness
Assignments and products are
designed to instruct and assess
students on essential skills that
are provided at different levels of
complexity, abstractness, and
open-endedness. The curricular
content and objective(s) are the
same, but the process and/or
product are varied according to
 Provide clear
guidelines for group
functioning that are
taught in advance of
group work and
consistently
reinforced
 Adjust the
complexity,
abstractness, type of
response necessary,
and connections
required between
topics based on
readiness and
learning profile
 Encourage students
to build upon their
own answers and
the answers of other
students
 If appropriate, give
students a chance to
talk to partners or
write down their
answers before
responding
 Focus task on a key
concept
 Use a variety of
resource materials at
different levels of
complexity and
associated with
different learning
modalities
Handout 1
Differentiation
Strategy
Primary Use
Description of Strategy
the student’s level of readiness.
For example, students with
moderate understanding about a
topic are asked to draw a picture
and orally tell about it, or write a
sentence or two. Students with a
more advanced understanding
are asked to write a paragraph or
create a “book” to read to the
class.
Learning
Contracts
Readiness,
Learning
Profiles
Learning contracts begin with an
agreement between the teacher
and the student. The teacher
specifies the necessary skills
expected to be learned by the
student and required components
of the assignment, while the
student identifies methods for
completing the tasks. This
strategy allows students to work
at an appropriate pace and can
target learning styles. Further, it
helps students work
independently, learn planning
skills, and eliminate unnecessary
skill practice.
For example, a student completes
a learning contract for a science
project. He indicates that he will
research the life cycle of the frog,
create a visual model to share
with the class, and write a report.
For preschool, it could be that he
will learn about the physical
characteristics of a dinosaur and
create one from various materials.
The learning contract indicates
the dates by which each step of
the project will be completed.
Things to Consider
 Adjust task by
complexity,
abstractness,
number of steps,
concreteness, and
independence to
ensure challenge
and not frustration
 Match skills to the
readiness of the
learner
 Allow student choice
in the way in which
material is accessed
and products are
developed
 Provide the contract
in writing, with a
clear timeline and
expectations
 Include both skilland content-based
learning in the
contract
Handout 1
Differentiation
Strategy
Primary Use
Choice
Boards
Readiness,
Interest,
Learning
Profiles
Description of Strategy
Things to Consider
Choice boards are organizers that
contain a variety of activities.
Students can choose one or
several activities to complete as
they learn a skill or develop a
product. Choice boards can be
organized so that students are
required to choose options that
focus on several different skills.
 Include choices that
reflect a range of
interests and
learning styles
 Guide students in
the choice of
activities so that they
are challenged, but
not frustrated
For example, to reinforce concept
 Provide clear
learning in phonics, students are
instruction in the use
given a choice board that contains
of choice boards
a list of possible products for each
of the following learning styles:
visual, auditory, kinesthetic, and
tactile. Students must complete
two tasks from the board in the
“Have To” section and one from
the “Options” section.
References
Association for Supervision and Curriculum Development. http://www.ascd.org
Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated Instruction and Implications for
UDL Implementation. National Center on Accessing the General Curriculum. Retrieved
July 9, 2004 from:
http://www.k8accesscenter.org/training_resources/udl/diffinstruction.asp.
Tomlinson, C.A. (1999). How to Differentiate Instruction in Mixed-Ability Classrooms.
Alexandria, VA: ASCD.
The Access Center, a project of the American Institutes for Research, is funded by the U.S. Department of
Education, Office of Special Education Programs Cooperative Agreement #H326K020003
Handout 2
Diner Menu—Symbols, Icons and Traditions of the United States
Appetizer (Everyone Shares)

Draw the American Flag
Entrée (Select One)



Recite the Pledge of Allegiance to a friend.
Draw a picture of our national bird.
Create a rap or song that explains why we celebrate Veteran’s Day.
Side Dishes (Select at Least Two)




Make a book of five American symbols or icon. Draw a picture and label each page.
Create a graphic comparing the differences of the first flag of the United States to our
present day flag.
Write a journal entry telling about President’s Day.
Create the Statue of Liberty from blocks, Legos, or materials from the Creation Station.
Dessert (Optional)

Create a test to assess the teacher’s knowledge of the symbols, icons and traditions of the
United States.
Hando
Diner Menu—Concept ___________________________________ ut 2a
Appetizer (Everyone Shares)

Entrée (Select One)
1.
2.
3.
Side Dishes (Select at Least Two)
1.
2.
3.
4.
Dessert (Optional)
1.
2.
Handout 2c
Choice Chart
Content Area Objective:
Handout 3
Think-Tac-Toe
Book Report
Draw a picture of the main
character.
Perform a play that shows an
alternative conclusion for the
story.
Write a song about one of the
main events.
Write a poem about two main
events in the story.
Make a poster that shows the
order of events in the story.
Dress up as your favorite
character and perform a speech
telling who you are.
Create a T-Graph comparing
this story with another story
you’ve read.
Write a paragraph about the
main character.
Make a diagram or map that
shows the setting of the story.
Handout 3a
Think-Tac-Toe
Content Area Objective:
The Access Center, a project of the American Institutes for Research, is funded by the U.S. Department of Education, Office
of Special Education Programs Cooperative Agreement #H326K020003
Handout 4
Tiered Activity—Identify, Describe and Extend Simple Patterns
Kindergarten Classroom
Outcome/Objective
Instruction/Activity
Beginning
Intermediate
Advanced
Students will identify
an “ABAB” pattern
and be able to
explain why it is a
pattern.
Students will Identify
more complex
patterns (i.e. “AAB,
ABC, AABB”) and
extend an existing
pattern.
Students will identify
a complex pattern
(“AABC, ABBA,
ABCD”) and create
one on their own with
manipulatives.
Students will receive
explicit instruction in
what a pattern is and
with guided help, find
patterns within their
environment.
Students will receive
explicit instruction in
how to “read”
patterns using labels
(“ABC”, or “green,
yellow, blue”, or
“circle, triangle,
square”) and how a
pattern must repeat
and continue.
Students will receive
explicit instruction in
how to “read”
patterns using labels
(“ABCD”, or “green,
yellow, blue, red”, or
“circle, triangle,
square, oval”) and
how a pattern must
repeat and continue.
Independent practice:
They will find a more
complex pattern
either within the
environment or from
samples and extend
the pattern using
manipulatives or
drawings.
Independent practice:
They will create a
complex pattern
using manipulatives
and then reproduce
the pattern on a
paper strip either by
drawing or using
stamps or stickers.
Students will be able
to extend a more
complex pattern
either using
manipulatives or by
reproducing the
pattern on paper and
“read” the pattern
using labels.
Students will be able
to create a complex
pattern using
manipulatives or on
paper and “read” the
pattern using labels.
More advanced:
recreate the same
pattern underneath
using additional
symbols or alternative
materials.
Independent practice:
They will find a
simple ABAB pattern
either within the
environment or from
a grouping of patterns
and non-patterns and
reproduce on a strip
of paper.
Assessment
Students will be able
to correctly identify
simple patterns from
within the
environment or from
a grouping of patterns
and non-patterns and
orally explain why it is
a pattern.
Handout 5
Learning Contract
My question or topic is:
To find out about my question or topic:
I will read:
I will look at and listen to:
I will draw:
I will write:
I will need:
Here’s how I will share what I know:
I will finish by this date:
The Access Center, a project of the American Institutes for Research, is
funded by the U.S. Department of Education, Office of Special Education
Programs Cooperative Agreement #H326K020003
Handout 7
Resources on Differentiated Instruction
Books, Articles, and Briefs
Armstrong, T. (1994). Multiple Intelligences in the Classroom. Alexandria, VA: Association
for Supervision and Curriculum Development.
A summary of this book and information about other resources for multiple intelligences
can be found at: http://www.ascd.org/cms/index.cfm?TheViewID=1000.
Cole, R. Educating Everyone’s Children: Diverse teaching strategies for diverse learners.
Alexandria, VA: Association for Supervision and Curriculum Development.
Information about this book and two sample chapters can be found at:
http://www.ascd.org/publications/books/1995cole/1995coletoc.htm l
Hall, Tracey. (2002). Differentiated Instruction: Effective Classroom Practices Report.
Wakefield, MA: National Center on Accessing the General Curriculum.
Available at: http://www.cast.org/ncac/classroompractice/cpractice02.doc
Tomlison, C.A. (1999). The Differentiated Classroom: Responding to the Needs of All
Learners. Alexandria, VA: Association for Supervision and Curriculum Development.
Information about this book and four of the book’s chapters can be found at:
http://www.ascd.org/publications/books/1999tomlinson/1999tomlinsontoc.html
Tomlinson, C.A. & Eidson, C.C. (2003). Differentiation in Practice: A Resource Guide for
Differentiating Curriculum. Alexandria, VA: Association for Supervision and Curriculum
Development.
Information about this book and a link to one of the book’s chapters can be found at:
http://www.ascd.org/publications/books/2003a_tomlinson/2003a_tomlinsontoc.html
Tomlison, C.A. (2000). Leadership for Differentiating Schools and Classrooms. Alexandria,
VA: Association for Supervision and Curriculum Development.
Information about this book and links to two of its chapters can be found at:
http://www.ascd.org/publications/books/2000tomlinson/2000tomlinsontoc.html
Tomlison, C.A. (1999). Mapping a Route Towards Differentiated Instruction. Educational
Leadership.
Available at: http://www.ascd.org/pdi/demo/diffinstr/tomlinson2.html
Tomlison, C.A. (2000). Differentiation of Instruction in the Elementary Grades.
Available at: http://www.ldonline.org/ld_indepth/teaching_techniques/differentiation.html
1
Handout 7
Willis, S. & Mann, L. (2000). Differentiating instruction: Finding manageable ways to meet
individual needs. Curriculum Update. Association of Supervision and Curriculum
Development.
Available at: http://www.ascd.org/ed_topics/cu2000win_willis.html
Wormeli, R. (2003). Differentiating Instruction: A Modified Concerto in Four Movements.
Available at:
http://www.ldonline.org/ld_indepth/teaching_techniques/modified_concerto.html
Content Area Websites
Reading
http://www.manatee.k12.fl.us/sites/elementary/palmasola/rcompindex.htm
This website contains free online tutorials for 11 reading strategies, grades 3–5. Students
can take on-line assessments and independently complete activities.
http://literacynet.org/cnnsf/archives.html
This CNN website provides reading comprehension practice. Students can have a variety of
articles read aloud through Real Player, watch movie clips, and complete activities related to
vocabulary, reading comprehension, and sequencing.
http://www.rif.org/readingplanet/
Reading is Fundamental’s Reading Planet for Kids. This website allows students to listen to
books being read aloud, create their own books to print, review books, write stories with
other kids, and play games that reinforce reading skills.
Writing
http://english.unitecnology.ac.nz/writers/about.html
This website allows writers aged 5–18 to publish their writing (essays, stories, poems)
online, give and receive feedback, add to stories already in progress, and participate in a
writing discussion board. The site also has a “writer’s workshop” section that provides howto instruction for various genres, as well as writing prompts.
http://www.brighteye.com/texthelp.htm
This website advertises products that read text out loud and gives students a word predictor, a
homophone locator, a thesaurus, a spell checker, and a dictionary. A free demonstration of
the software is available.
Handout 7
Math
http://matti.usu.edu/nlvm/nav/index.html
This website contains the Virtual Library of Interactive Manipulatives for Interactive
Mathematics.
http://www.arcytech.org/
This website demonstrates mathematical concepts through the use of on-line manipulatives.
http://www.webmath.com
Webmath allows students to get direct, web-based help with math problems.
http://coe.jmu.edu/mathvidsr/
MathVids is an interactive website that assists teachers in effectively teaching students who
have difficulty learning math.
Science
http://www.uvm.edu/~jmorris/Sci.html#Virtual
This website from the University of Vermont provides links to many science programs,
including virtual field trips and experiences, science museums, lessons and unit plans,
videos, and software.
http://pals.sri.com
Performance Assessment Links in Science (PALS) is an on-line, continually updated
resource bank of science performance assessment tasks indexed according to the National
Science Education Standards (NSES) and other standards frameworks. The tasks include
student directions and response forms, administration procedures, scoring rubrics, and
examples of student work.
http://school.discovery.com/sciencefaircentral/
The Science Fair Central site provides a complete guide to science fair projects. The
website has science projects and ideas that can be used for science fairs, for group projects
in the science classroom, or for student independent studies. There are also links to
websites and books and a Q&A section to which students can submit questions about their
projects.
Handout 7
Social Studies
http://plasma.nationalgeographic.com/mapmachine/
National Geographic’s Map Machine, is a website that allows users to search for nearly any place
on Earth and view the location at the street level or from a satellite's perspective. There are also
printable physical, historical, political, and topographic maps.
http://www.nytimes.com/learning/
The New York Times Learning Network for grades 3–12. Has a “Student Connections”
section that allows students to explore, learn about current events, and write to the editor.
The site also has connections for teachers.
http://www.historyplace.com/index.html
This website has an online museum of exhibits related to history, including photos and
timelines. The website also includes point of view essays, insights and excerpts from
notable authors, and a homework help section.
The Access Center, a project of the American Institutes for Research, is funded by the U.S. Department of
Education, Office of Special Education Programs Cooperative Agreement #H326K020003