Differentiated Instruction

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---
name: Differentiated Instruction
description: Adapts a lesson or unit for different readiness levels and learning needs. Load when modifying existing instruction to reach a wider range of learners in one classroom.
---

# Differentiated Instruction

Differentiation is not about creating separate lessons for every student. It is about designing one lesson with intentional entry points, flexible pathways, and multiple ways to demonstrate mastery. The goal is the same objective for all students; the scaffolds and extensions adjust the path, not the destination.

## Start With the Core Task Intact

Do not dilute the learning objective when differentiating. A student who receives only low-complexity tasks is being denied access to grade-level learning. Identify the core task every student will do, then design supports that allow struggling learners to access it and extensions that deepen it for students who are ready. The core task is the anchor; everything else is scaffolding or extension.

## Differentiate by Readiness, Interest, or Learning Profile

Readiness differentiation adjusts complexity: vocabulary support, sentence frames, worked examples, or reduced problem sets for students who need more time; additional constraints, abstract extensions, or cross-disciplinary connections for students who need more challenge. Interest differentiation offers choice in topic or application context while holding the skill constant. Learning profile differentiation varies representation and response mode: visual organizers, oral response, physical manipulation. Default to readiness differentiation first; it has the highest instructional return.

## Use Tiered Assignments

Tiered assignments address the same essential concept at different levels of complexity. Design three tiers: approaching grade level, at grade level, and above grade level. Each tier uses the same essential question but varies the text complexity, the number of steps, the degree of abstraction, or the amount of scaffolding provided. Tiers should not be visible to students as ranked; frame them as different versions, not easy and hard.

## Build in Flexible Grouping

Group students by readiness for skill-specific instruction; use mixed-readiness groups for collaborative problem-solving and discussion. Never use permanent ability groups. Regroup based on data from recent formative assessments, not historical placement. Students should experience both peer teaching and peer learning across the year.
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