We’ve looked at differentiated instruction from many different angles on the Shaped blog—from how to write a differentiated instruction lesson plan to strategies that benefit special education students and multilingual learners. Now let’s look at the differentiated curriculum, a modified way of teaching students based on their diverse needs and interests.
Using a differentiated curriculum, students can move on to lessons of their choice after mastering a unit. Meanwhile, the rest of the class works toward understanding through a traditional learning approach. This approach often doesn’t take any more time for teachers, and each student gets ample one-on-one instruction to master areas in which they need extra support. In this article, learn more about this method of using differentiated instruction and how it can benefit both you and your students.
What is a differentiated curriculum?
A differentiated curriculum is made up of units and lessons that are designed to meet the needs of a range of learners in any given classroom. Student choice and scaffolding are built in, so teachers can vary the lessons based on a student’s strengths, challenges, and interests. In this approach, differentiation of content can be accomplished in a number of ways. For example, in a persuasive writing lesson, teachers can allow students to research issues that interest them, and they don’t all have to show mastery in the same way. Some students might orally debate an issue, while others write a persuasive argument. Teachers can guide all learners toward meeting the same learning objectives even while their individual paths toward meeting the goals may be different.
How to get started with a differentiated curriculum
One common way to determine who might benefit from this setup at any given time is to assign a practice test. A rule of thumb could be that any student who scores above 85% on the test can use teaching time to focus instead on independent work. The cutoff score and subsequent instruction can be modified to accommodate your individual classroom.
Offer students who struggle with the practice test extra support to be successful. They can be grouped with students of similar performance so that all students in the group are learning at a comparable pace for that lesson. This ensures organization and structure during class time. It also helps teachers target specific goal areas identified through testing.
Students inevitably have strengths in different areas of coursework. Let’s suppose one of your students excels in your math lesson on multiplying fractions, but on the ELA front, is currently challenged by summarizing the main idea of a reading passage. You could permit that student to pursue their own path of study during the math lesson but instruct them at a regular pace during your next reading lesson. A system like this gives everyone a chance to participate in independent study, ensuring that no one feels left out.
Who benefits from a differentiated curriculum?
When a differentiated curriculum is implemented effectively in a classroom, everyone benefits. It allows educators to identify and assist students who need more help in certain areas. As the teacher, you would be able to spend your time strategically, giving support to students who need it the most. This isn’t to say that more skilled students won’t receive your attention. Rather, you won’t need to check in on them as frequently.
Differentiated curriculum for students with support needs
Students who need extra support in achieving grade-level proficiency can thrive in classrooms with a differentiated curriculum. If you have a student who needs more face-to-face time, this approach builds that into their instruction and can be a powerful way to fulfill this need.
Additionally, differentiation of the curriculum gives students a chance to shine in their strongest areas. They can have extra time to focus on topics that interest them and that they perform well in. This will boost morale and self-confidence, which can encourage your students to come to class motivated to participate and learn when the subject matter is more challenging for them.
Here’s an example: Say you have a student who performs significantly below grade level in writing skills and you are developing a cumulative assessment for lessons on a topic other than writing, for example US history or research skills. Instead of requiring everyone to write a research paper, allow students (including this one) the option of creating a visual or other representation of their learning. When you embrace their strengths, students can feel much more confident about their abilities.
How to implement a differentiated curriculum in the classroom
Even when a student successfully passes the requirements to pursue independent study, there must still be structure in their school day. A popular way to ensure that students understand your expectations is to write a contract. The contract can lay out expectations clearly, such as stating that students who score above a certain percentage on the unit test can work independently during the teaching period.
For example, when teaching a math unit, you can allow students who already exhibited mastery of the section to work independently on more difficult problems or play math games. Some students who have “tested out” of the unit might even choose to work on a completely different subject entirely. Ultimately, you decide what’s permissible for your students.
Similarly, if you usually assign writing prompts on Wednesdays, you could give a test related to the writing prompt to the whole class the previous week. Then on Wednesday, you can exempt students who already show mastery of that week’s literature skill. They might use their free time in class to work on a different assignment or tutor another student who needs additional support. This can help students get the most out of their instructional time.
The concept of “do-overs”
In a some traditional classroom environments, teachers hand out assignments or tests, students get graded, then that part of the curriculum is over and the next one begins. In a class that works according to a differentiated curriculum, the process looks a little different.
The primary goal of this method is to make sure all students master concepts at their own pace, encountering a variety of teaching methods. On any assignment, some students will turn in an excellent product on their first try. Others may need a few revisions and extra instruction to reach the desired level of mastery over the concepts. When giving assignments as part of a differentiated curriculum, consider each new assignment a rough draft. Some students will create drafts that already show mastery, and they can then move on to other study areas. Some students will need to edit their drafts several times, and some might need a complete “do-over.” Allow all students the time they need to succeed, encouraging them to work together to solve shared problems and asking students directly what extra support they believe they need.
Tips for organization
Keep in mind that the time students have earned by showing mastery in one area shouldn’t infringe on the time needed to show mastery in another. The basic premise of a differentiated curriculum is to encourage students to succeed and then reward them for it by allowing them to work on topics they want to learn more about. It is always a delicate balance, but forcing students to work for too long on a subject they are struggling in and not enjoying is likely to have a negative effect.
Consider keeping a “work in progress” folder for each student in this class. You can use this folder to store independent study projects while not in use. This way, you and your students can stay accountable for all the work completed.
Curriculum differentiation and continuous learning
Curriculum differentiation recognizes that both teachers and students are constantly learning. You should always be on the lookout for new opportunities and ideas to bring into your classroom to help your students succeed. You will probably find things that work and others that don’t. Flexibility will go a long way. If something doesn’t work for your class, move on and find something new to do in the future.
If you find that an idea or activity worked well in the past but now seems stagnant, there is no shame in switching things up! The classroom is an ever-changing environment. Stay willing to keep things updated and open to reorganization.
Keep in mind that one test cannot determine a student’s capabilities forever. As you progress and students grow in proficiency, it is important to continue assessing them formatively and summatively to ensure growth continues and placement is accurate. Many students who are given the opportunity to study subjects they’re interested in will become motivated to succeed in other areas, too!
This article was adapted from a blog post initially developed by the education technology company Classcraft, which was acquired by HMH in 2023. The views expressed in this article are those of the author and do not necessarily represent those of HMH.
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