Aligning Learning With Learners Guide
Overview of Differentiated Instruction
The Differentiated Instruction (DI) approach was developed by Carole Ann Tomlinson, Ph.D. at the University of Virginia. Her vision was to create an educational model grounded by concrete classroom instructional and assessment strategies that both captures the essence of research on effective practices and addresses the diverse needs of students without singling them out.
Differentiated Instruction is a philosophy of teaching that recognizes the unique needs of students and takes responsibility for ensuring that all students receive appropriate learning opportunities and feedback appropriate to their individual needs. DI is not “individualized instruction”, rather it is an approach that employs multiple, classroom-wide instruction and assessment strategies to ensure that students’ diverse learning needs are continually monitored and met. DI is grounded on eight core principles (Tomlinson, 2000):
- Teachers focus on the essential concepts and skills.
- Teachers understand, appreciate, and build upon student differences.
- Assessment and instruction are inseparable.
- Teachers adjust content, process, and products in response to students’ readiness, interests and learning profiles.
- All students participate in respectful work.
- Teachers and students are collaborators in learning.
- Goals in a differentiated classroom are for maximum growth and individual success.
- Flexibility is the hallmark of a differentiated classroom.
Differentiated Instruction further operationalizes these principles into core processes and strategies that need to be present in a differentiated classroom (Figure 1 
provides a graphic description of the relationship between the DI principles, processes and strategies). Differentiated processes are often categorized as classroom content, classroom process, classroom environment, and classroom products (or assessment). For each of these categories, a differentiated approach calls for a teacher to use students’ readiness levels, interests, and learning profiles as the basis for selecting the appropriate strategies to use at the appropriate time. Identifying the readiness, interest and learning profile for each student is a foundational step in the DI process. More information on each of these processes can be found below.
Differentiated Instruction is a newer approach in education. Dr. Tomlinson based the DI processes and strategies on evidence-based practices. Studies that examine the impact of DI as an overall model are just emerging and are showing that DI does positively impact students. Brighton et al. (2002) found that middle school students enrolled in a classroom with a teacher trained in DI achieved at a higher level than students enrolled in classrooms with teachers who were not trained in DI. Strickland and Tomlinson (in press) also found positive achievement gains among high school students enrolled in classes taught by teachers who were applying the principles of DI.
As you work through the ALL Guide Self Assessment, as well as the following information and examples, the DI approach will become clearer and you will access concrete tools that you can use in your classroom to enhance your differentiation.
Readiness
Readiness is “a student’s entry point relative to a particular interest or skill” (Tomlinson, 1999, p. 11). Assessing readiness differs from ability grouping in that readiness strategies are used prior to beginning each unit, as well as throughout the unit. Therefore, a student may be at a higher level of readiness in one skill area, such as interpersonal communication, and a lower level of readiness in another, such as accessing information. Based on readiness results, the teacher can determine a strategy for supporting each student’s learning needs relative to the content and skills being taught. Readiness assessments can also be used as a unit of study progresses check to continue the appropriate differentiation of instruction. For examples of readiness assessment strategies, click here.
Interest
Interest is a student’s “affinity, curiosity or passion for a particular topic or skill” (Tomlinson, 1999, p. 11). Knowing the various interests of students helps teachers create the “hook” necessary to engage their students in new content and skills. For example, a reluctant math learner who likes sports might be enticed into learning about statistics in the context of sports scores. Attaching meaning to learning for students helps to prevent the age-old question of “how does this relate to real life?” Consequently, it yields better mastery of concepts and skills among all students. The interest of each student can be determined in a variety of ways including regular dialogue, assignments that ask students to discuss their interests, and formal inventories that measure interests. For formal learner interest survey resources, click here .
Learning Profile
A learning profile outlines how a student learns (Tomlinson, 1999). Learning profiles are developed by assessing how, and under what conditions, students learn best. Many factors influence a person’s learning profile, however according to Tomlinson (2003), research supports the following four key areas: learning style, intelligence preference (this refers to preferences within the context of Howard Gardner’s Multiple Intelligence model), gender, culture Determining a student’s learning profile helps the teacher create an environment that allows for student differences and sets the stage for differentiation of content, product, and/or process.