Differentiated Teaching: Contents, Products and Processes


Learners possess different learning strengths and competencies. The main goal of a teacher is “to maximize the potential of every child” (Tomlinson and Strickland 12). That being the case, educators should properly plan their lessons and instructions. Such instructions should fulfill the learning expectations of different students. Teachers should be aware of the learning capabilities of their students (Tomlinson and Strickland, 47). They should be ready to fulfill the diverse needs of their students. This goal explains why teachers should use differentiated instructions. This essay describes how teachers can differentiate the contents, products, and processes of different instructions.

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The important idea behind differentiated instruction is promoting the power of active learning. This approach encourages teachers to plan their instructions in a professional manner. This strategy will make it easier for teachers to address the diverse needs of their learners. Teachers should differentiate the targeted content depending on the readiness of their learners. Students have “different readiness levels, learning expectations, and interests” (Tomlinson and Strickland, 28). This knowledge is critical whenever designing the best content. Teachers should examine these characteristics to achieve the best outcomes.

Learners have their unique interests and expectations. This interest will evoke a sense of passion. Teachers should ensure the targeted content supports these educational needs. Students tend to “have their unique cultural values, intelligence preferences, and styles” (Tomlinson and Strickland 64). The content should contain the best skills, principles, and concepts that will support the targeted learner.


Teachers should use powerful processes whenever delivering their content. Educators can use different learning activities to ensure every student acquires the targeted concept. That being the case, teachers can group their learners to achieve the best goals. Every group should have different “learners with the same interests and readiness levels” (Tomlinson and Strickland 61). The teacher will identify the best content depending on the needs of every group.

The use of “tiered activities will ensure the learners acquire the best skills” (Tomlinson and Strickland 83). This approach will encourage the use of different activities. Teachers can use various avenues to deliver targeted content. Such avenues include “narratives, experiments, aesthetics, foundational activities, and use of numbers” (Tomlinson and Strickland 58). Teachers can also use the concept of chunking. Teachers can use differentiated assignments to fulfill the needs of their students. Educators can use portfolios to monitor the performance of their learners.


Educators should also be ready to use differentiated products whenever teaching their children. Some products include “assignments, essays, oral presentations, and written reports” (Tomlinson and Strickland 97). Teachers can use such products to ensure their learners acquire targeted skills. Teachers can use rubrics to monitor the skills of their students. Educators can also encourage their students to complete personalized assignments. Such assignments should also contain the targeted elements.

Teachers can embrace the idea of group work. This practice makes it easier for learners to acquire new competencies. Good teachers give their students various options. Such options make it easier for different learners to express their skills. Such options or activities will depend on the readiness level of every learner (Tomlinson and Strickland 39).

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These above strategies will monitor the learning outcomes of different learners. In conclusion, teachers should use the above practices to differentiate their instructions. Such instructions will support the educational needs of different learners. The approach will produce the best learning outcomes.

Works Cited

Tomlinson, Ann, and Cindy Strickland. Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 9-12. New York, NY: Association for Supervision and Curriculum Development, 2005. Print.

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