DIFFERENTIATED INSTRUCTION –
A PATH TO MOTIVATION AND HIGH ACHIEVEMENT
Desislava Petkova
ABSTRACT
Language instructors are having to deal with an increasingly varied classroom in terms of
students' language proficiency, learning styles and level of motivation. Thus they are faced
with the challenge of teaching mixed ability classes while at the same time striving to
increase student motivation and desire to learn. This paper presents a discussion on
differentiated instruction. It also provides concrete examples of its application in the
English language classroom.
Key words: differentiated instruction, repecting differences
INTRODUCTION
The last couple of decades have called for shifting the instructional focus of teaching
English as a foreign language – from teacher-centred, single-interpretation, frontal
teaching to student-focused, multiple-interpretation, communication-based learning. This
process has been necessitated by the social and cultural changes occurring in the dawn on
information society. Global society has made the need for teaching English as a means of
communication and acquiring information more evident than ever. Thus the refusal of
several generations of Bulgarian teachers to see the need to change despite the successes
achieved by a number of progressive teachers is curious but not surprising. Limited by
curriculum and class-size restrictions, discouraged by the diminishing respect for the
profession and the lack of proper compensation, most teachers still go for the former type
of instruction convinced that if this is not the only way of teaching, at least it is the easiest
one. This gives them the false security of the familiar classroom environment, of which
they are in control. The pitfalls of this approach are that this very environment robs them
of the satisfaction of their work and further decreases their motivation. In addition, despite
the illusion of control, change is inevitable and teacher are doomed to fail their students
completely if they do not admit that each student is an individual worthy of respect and
growth. The only possible way is ahead, towards an approach that welcomes change and
adapts to students' need and interests, providing higher achievement and motivation for
both students and teachers.
1. The rationale behind a differentiated approach to education
The above-stated situation has resulted from a long established practice of traditional
teaching, which treats the teacher as the controller of the learning environment, endowing
her with power and responsibility of instructing students (in the form of lectures) and
making decisions. In short, traditional teaching view represents the teacher as the
originator of learning (Novak, 1998). The content and delivery are considered of primary
importance and students are expected to master knowledge through drills and practice.
Content need not be learned in context (Theroux 2004, Johnson & Johnson 1991). And
last, but not least, while there is no doubt among teachers that not all learners are the same
and that their needs are diverse, few cater for these differences in their classrooms (Gable,
Hendrickson, Tonelson, and Van Acker, 2000; Guild, 2001).
The author, however, holds the belief that every student benefits from a meaningful
learning experience, every student should be treated with respect and should be given the
opportunity to reach his or her potential (Guild, 2001). The current educational system
does not adequately address these needs (Guild, 2001). The following section presents the
rationale that makes it imperative to consider a new approach to education. Recent findings
in psychology and brain research, including student diversity, mindset and theories
concerning learning styles and the multiple intelligences are among the key developments
that prove such a change is required.
Respecting Differences
Contemporary students are becoming increasingly diverse in term of academic potential
and achievements (Gable et al., 2000; Guild, 2001; Tomlinson, 2004). Most students
accept that they are not the same and they possess different strengths (Tomlinson, 1999).
While they share a common need for acceptance, nurturing and respect, attending to
differences is essential in encouraging students to experience their successes as individuals
(Tomlinson, 1999). It is necessary to take into account the differences among students in a
classroom, while at the same time acknowledging each student’s strengths and
accommodating their limitations (Guild, 2001; Tomlinson, 2002).
Why one-size-fits-all does not work
The use of the one-size-fits-all model is no longer adequate for the majority of learners
(Tomlinson, 2002; Tomlinson and Kalbfleisch, 1998). The use of content-based lessons
delivered through a teacher-centred instructional approach does not take into account the
wide diversity of the contemporary classroom expressed though different learning styles
and interests. Moreover, addressing student differences and interests increases students'
motivation to learn and encourages their commitment and positive attitude (Tomlinson,
2004). Evidence also shows that students learn more effectively when faced with moderate
challenge, i.e. tasks that are neither too simple nor too complex (Tomlinson, 1999).
Brain Research
Teachers seek to instil knowledge in their students' minds, however, the knowledge about
the workings of the human brain has not reached the classroom (Levine, 2003). Good
instruction should seek to make the best use of the brain to process, store and retrieve
information (Greenleaf, 2003; Subban, 2006). Brain research suggests that a differentiated
approach is needed (1) as the "brain hungers for meaning" (Tomlinson, 1999), i.e. students
learn most efficiently when they make sense of what is learned by themselves rather than
when meaning is imposed on them and (2) students must be able to connect new
information to already existing one through association (King-Friedrichs, 2001;
Tomlinson, 1999).
Growth Mindset
American psychologist Carol Dweck has dedicated her career to studying mindset and its
and its impact on personal growth. She has discovered two distinct "mindsets" that
motivate students to behave in distinct ways (Dweck, 2006). The "fixed mindset" is
represented by those students who believe that intelligence is fixed, an "entity" and tend to
be interested in performing in order to demonstrate their competence or intelligence. They,
however, are likely to perform below their potential when they realize they are at risk of
error. They also refuse to learn if threatened by failure (Dweck, 2006; Mangels el al.,
2006). The "growth mindset" students perceive intelligence as acquirable, i.e.
"incremental" and are able to remain effective learners and interpret their errors as
feedback rather than as failure (Dweck, 2006; Mangels el al., 2006). Thus they are more
likely to improve their future performance and outperform students with the fixed mindset
in the long run (Dweck, 2006).
An interesting finding is that the "fixed mindset" is often associated with the so-called
"bright students" (Dweck and Leggett, 1988) who teachers traditionally consider worth
"investing" in.
The growth mindset is a key to differentiation as it encourages teachers to work with
students to show them the interconnectedness between effort and success, thus entrusting a
student's success to his or her own commitment (Tomlinson and Imbeau, 2010).
Learning Styles
The concept of learning styles. i.e. the theory that people perceive and process experience
in different ways, was first introduced in David Kolb in 1984
(http://www.businessballs.com/kolblearningstyles.htm). New evidence emerges regularly
to support this view (Guild, 2001). Identifying students' learning styles and adapting one's
teaching to these can help students achieve better results and increase their motivation
(Green, 1999). It can also be useful for building on students' strengths and aiding them to
cope with challenges (Green, 1999).
Multiple Intelligences
Howard Gardner suggests that intelligence is not limited to the logical and linguistic
intelligences emphasized at school and measured in IQ tests. He proposes eight
intelligences: verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic,
musical-rhythmic, interpersonal, intrapersonal, and naturalistic (Gardner, 1997). Gardner's
theory argues that students will thrive better at school if teachers use different
methodologies to accommodate for students who do not excel at linguistic and logical
intelligence (Gardner, 1997).
2. Differentiated instruction – a path to motivation and achievement
Carol Ann Tomlinson, a key proponent of differentiated instruction, defines it as a
philosophy of teaching that is based on the teacher's respect for students' differences in
readiness levels, interests and learning profiles (Tomlinson, 1999). Drawing on the above
stated rationale, Tomlinson (1999) claims that differentiation is not just an instructional
strategy but an innovative way of thinking about teaching and learning.
Accommodating students' differences and placing students at the centre of instruction as
active participants in teaching and learning and providers of creative input and meaningful
feedback shifts the traditional focus from the teacher instructing the students to teachers
and students collaborating in learning. This interaction creates opportunities for growth for
both students and teachers and increases enjoyment and satisfaction (Tomlinson, 1999).
2.1. Principles of differentiated instruction
In her book The Differentiated Classroom: Responding to the Needs of All Learners,
Tomlinson (1999) outlines the following principles guiding the differentiated classroom.
The teacher focuses on the essentials
The teacher is aware of individual students' needs and seeks to address them by assisting
struggling students to grasp essential concepts and skills and directing advanced students
to master complex ideas.
The teacher attends to student differences
While students themselves accept and value the differences among themselves it is vital for
the teacher to understand and acknowledge individual students' strivings for mastery in
their own unique way. The teacher should accept students as they are and encourage them
to reach their ultimate.
Assessment and instruction are inseparable
Assessment in a differentiated classroom is an ongoing process of establishing students'
readiness for new skills and concepts as well as of areas of challenge. Its goal is to help
students grow rather than to pinpoint their problems.
The teacher modifies content, process and product
The teacher adjusts what students learn and the materials through which they learn it (the
content), the activities through which particular skills are used in order to grasp key facts
and concepts (the process) and the means through which students show what they have
learned (the product). These are modified to meet students' readiness (current degree of
skill or understanding), interest and learning profiles.
All students participate in respectful work
The teacher understands and respects both students' similarities and differences and strives
to support students to grow steadily and continually in accordance with their readiness and
interest.
The teacher and students collaborate in learning
A differentiated classroom is student-centred in that students provide important feedback
and participate in a meaningful dialogue with the teacher to establish a common
understanding and rules for governing the classroom. Students help each other learn and
sustain a productive classroom environment.
The teacher balances group and individual norms
The teacher, like any good leader, needs to cater for achieving group norms, i.e. that all
students have a grasp of key understanding and skills but she or he also has to address
individual strengths and weaknesses and ensure that both striving and advanced learners
are able to grow within their own capacities.
The teacher and students work together flexibly
In a differentiated classroom the teacher varies a number of components to make the
learning process equally efficient and effective for all students. She or he differentiates the
pace, materials, time allocated to the performance of task, grouping, instructional
strategies. (The Differentiated Classroom: Responding to the Needs of All Learners, pp. 914, Tomlinson, 1999).
2.2. Elements of the differentiated classroom
2.2.1. The teaching triangle
In The Differentiated Classroom, Tomlinson (1999) likens the tree key elements of the
teaching process – the teacher, the students and the content to the angles of an equilateral
triangle. The teacher is located at the top, being the formal leader of the process (Edinger,
2008). For the process to be effective, the balance should be kept – the teacher should be
confident in him/herself but be open to learning and enter the role of a learner without
shame or uneasiness. A confident teacher should admit to not knowing all the answers but
be open and eager to find them (Tomlinson, 1999).
2.2.2. Levels of learning
Hilda Taba (in Schiever, 1991 and Tomlinson, 1999) divides learning into separate
qualitative levels. The basic level of learning consists of pieces of information, or facts,
that we organise and make sense of through categorise or concepts. We try to understand
the rules, or principles that govern these concepts. And then we use concrete skills to apply
the gained knowledge.
"During planning, a teacher should generate specific lists of what students
should know (facts), understand (concepts and principles), and be able to do
(skills) by the time the unit ends. Then the teacher should create a core of
engaging activities that offer varied opportunities for learning the essentials she
has outlined. These activities should lead a student to understand or make sense
of key concepts and principles by using key skills." (Tomlinson, 1999, p. 40)
Thus it is the teacher's role to synthesise the key facts and the organising concepts and
principles as well as to distil the skills that would make the acquired knowledge useful.
The end goal of organising learning into distinct level is to provide students with a clear
path to learning that is meaningful, ties to student's experience and knowledge of the world
and can be used outside of the classroom (Tomlinson 1999).
2.2.3. Curriculum element
In The Differentiated Classroom, Tomlinson (1999) distinguishes three key curriculum
elements, briefly mentioned in 2.1., namely content, process and product.
In the light of the preceding point, content is "what a student should come to know (facts),
understand (concepts and principles), and be able to do (skills) as a result of a given
segment of study (a lesson, a learning experience, a unit)" (p. 43). Content is the input we
provide students with through various media, such as textbooks, additional reading
materials, videos, audio recordings, etc.
Process comprises the tools we use to help students learn or make sense of the content.
These tools are the class activities we employ to effect teaching. Effective activities have a
clearly define goal, use key skills to gain key understanding and help students link old to
new knowledge (Tomlinson, 1999).
A product is a "vehicle" through which a student demonstrates what she or he has learned
over a considerable period of time. It is a "culmination product". An effective product
assignment should contain clear instructions of what the students are to demonstrate as a
result of the study, what the steps of development are and the final product should be. It
should also consider the differences in students' readiness, interest and learning profiles
(Tomlinson, 1999).
2.3. The practice of differentiation
Differentiation can occur on a number of levels. Taking into account the principles of
differentiation, the teacher can differentiate (1) content, process, product or learning
environment (2) to accommodate for student readiness, interest, or learning profile (3) in
order to provide access to learning, create or increase the motivation to learn, and ensure
efficiency of learning. The reason for modifying (1) can also be related to student
readiness, interest, and learning profile (Tomlinson, 1999).
2.4. Differentiation strategies
Instructional strategies are used by teachers to deliver content via suitable process and
direct students towards the creation of the required product. Strategies are not good or bad
in and of themselves. Strategies can be used with respect or with neglect of students'
differences (Tomlinson, 1999).
Good teachers employ a wide variety of strategies in accordance with the nature of the task
and their students' needs (Berliner, 1986 in Tomlinson, 1999). When used appropriately,
these strategies help teachers respond to differences in student readiness, interest and
learning profile. Teachers may choose to differentiate content, process, product or learning
environment for various reasons, outlined in 2.3. (3). A list of differentiate strategies is
presented below. These will not be discussed here in detail but are provided for reference
and as examples.
Differentiation strategies
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Anchor activities
Varying organizers
Varied texts
Varied supplementary materials
Taped materials
Tiered lessons
Learning contracts
Group investigation
Orbitals
Independent study
Interest centres
Varied homework
Compacting
Complex instruction
Entry points
3. Examples of differentiation
The author would like to present two example of how to differentiate textbook activities
using differentiations strategies. The author has selected two activities from two textbooks
she has co-authored (together with Ms Emiliya Koleva) – Hello for the 5. Grade and Hello
for the 7. Grade (Prosveta Publishing, Sofia).
Activity 1: The beauties of Bulgaria and the UK (Hello! for the 5. Grade, Prosveta
Publishing), Fig. 1.
Aims:
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Practice comparatives and superlatives
Practice vocabulary on geographical features
Develop/Practice the following skills: analysis, comparison, summarizing,
reasoning, working in a team
Demonstrate the above concepts graphically
Nurture tolerance and respect for individual talents
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QuickTime™ and a
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Fig. 1.
Differentiation strategy used: Complex instruction (Cohen, 1994)
Unlike traditional cooperative groups which draw on the strength of the bright students
who help the striving ones, complex instruction seeks tasks that require a wide range of
intellectual skills and abilities. When completing the task students are compelled to see
their peers as different, but equally important contributors and to realize that the end result
is the product of the joined strengths of each individual member of the group and cannot be
achieved by one person alone.
Procedure:
1. Students of various degrees of readiness are grouped together to work on one of the
following tasks:
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Making a virtual tour of selected sights in Bulgaria (using a presentation tool, or
posters);
Making a virtual tour of selected sights in the UK (using a presentation tool, or
posters);
Designing a quiz about selected sights in Bulgaria;
Designing a quiz about selected sights in the UK;
Doing a class survey on students' favourite sights in Bulgaria, summarizing the
results and designing a poster with the top 5 sights.
2. Student research their assignments in and out of class using the course book for ideas,
books, guidebooks, postcards, maps and online materials in Bulgarian and English and
work together on the final product. The teacher helps students distribute tasks by
highlighting individual student strengths and encouraging mutual trust and cooperation.
3. Students present the final product and explain how and why they decided to organize it
in a particular way. Students also discuss the individual contributions of each group
member and why they consider it unique or valuable.
Activity 2: Green buildings (Hello for the 7th grade, Prosveta Publishing), Fig. 2
Aims:
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Practice key vocabulary connected with green building
Develop/Practice the following skills: analysis, comparison, research, working in a
team
Encourage initiative and creativity
Fig. 2
Differentiation strategy used: Entry points - addressing varied intelligence profiles
(Gardner, 1993)
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Narrational Entry Point: Presenting a story or narrative
Logical-Quantitative Entry Point: Using numbers or scientific approaches
Foundational Entry Point: Examining the philosophy and vocabulary
Aesthetic Entry Point: Focusing on the sensory features
Experiential Entry Point: Using a hands-on approach
Procedure:
1. Students work in small groups and make a list of the characteristics of green buildings;
2. The characteristics are summarized by the teacher in a class discussion;
3. Students are assigned a task to do research on a type of green building on the Internet or
find out information about a green building in their area;
4. Students are grouped based on their learning profiles, and asked to present their finding
to the class by
 making a model
 drawing a plan
 making a poster
 telling as story
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discussing the materials, procedure and costs of building a green house.
4. Conclusion
Differentiated instruction yields many beneficial results for both teachers and learners.
Apart from addressing the concrete needs of each student, it contributes to a productive
classroom environment by nurturing respect for differences, stimulating growth and
strengthening motivation. Differentiated instruction reflects the realities of life, equipping
students with understanding and skills based in everyday experience and encourages
students to develop their unique strengths and uncover their full potential. Needless to say,
differentiation is a constant source of challenge and learning for teachers as well, providing
additional meaning and satisfaction to a worthwhile profession.
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