AISI Themes

Differentiated Instruction


Differentiated instruction is an approach to teaching in which teachers and school communities actively work to support the learning of all students through strategic assessment, thoughtful planning and targeted, flexible instruction.  It finds its roots in the literature and research about the brain, formative assessment, and Howard Gardner’s theory (1989) of multiple intelligences.

Differentiating instruction has been described as ‘shaking up’ what goes on in the classroom so students have multiple opportunities for taking in information, making sense of ideas and expressing what they learn.  By varying learning activities and assessment materials teachers challenge students at different readiness levels, appeal to students’ varying interests, and accommodate students’ preferred ways of learning and expressing themselves.


A model provided by educator and presenter, David Harvey, describes three types of differentiated practice:
Student Differences Acknowledged: The teacher who recognizes that students are unique in their needs, backgrounds, and ways of learning, makes exceptions for students as needed.  For example, some students are provided support in completing the same task that others do not require support in doing.  Most teachers naturally incorporate these elements of differentiated instruction to some degree in their classrooms every day as a result of their flexibility and openness.
Student Differences Welcomed:  Learning experiences and demonstrations of learning in this classroom are based on theories of learning differences, anticipated student differences and a deep understanding of curriculum. The teacher is committed to using diverse instructional strategies and is able to plan for different types of learning and demonstrations of learning prior to gaining knowledge of individual students.  
Student Differences Pursued: Learning experiences in this classroom are customized to the identified needs of specific students.  Products and performances, learning activities, grouping strategies, assessments and classroom configurations are based on a detailed knowledge of individual students’ readiness, interest and learning style.


Learn more about Differentiated Instruction from AISI Publications:

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Resources related to Differentiated Instruction from National Organizations:

  • Alberta Teachers Association (ATA)
    Recent articles published by the professional organization of teachers in Alberta on the theme Differentiated Instruction include:
    Understanding ESL Learners: Differentiating Instruction (2010)

  • Carol Ann Tomlinson
    This respected educator, author and speaker is well known for her work with differentiated instruction.  Her web site includes articles, books, and related resources. 

Resources related to Differentiated Instruction from International Organizations: