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Differentiated Instruction    

Literature review 

Eriselda Sofroni

Post University

EDU690 Comprehensive Capstone in Education

 Dr. Steven Moskowitz

July 2023
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Problem Statement

Throughout the years the diversity of classes has increased, while high school teachers

must face a considerable number of students every day. Many educators implement

differentiated instruction methods to create an inclusive learning environment. While

differentiated instruction has been shown to help student performance, it also has acted as a

challenge for many educators. “Differentiating instruction means that teachers will create

different levels of expectations for task completion within a lesson or unit" (Lawrence-Brown,

2004, p. 37). Designing lessons that draw attention and are accessible to all students raises a

problem in science classes. The vast amount of information that needs to be covered would take

an excessively long time, and it would be impossible for the teacher to fulfill the needs of all

their students. 

Despite that, differentiated instructions are hard but are necessary “to push educators to

challenge students to give them ownership in their learning and provide lessons and activities

that fit their interests and background” (McMahon, 2019). Questionnaires show that 27% of

teachers mentioned the restriction of time, 20% lack of resources, 18% limited access, 17% no

time to collaborate, 11% difficulty creating, and 5% ineffective training. A possible cause of this

problem is that 83% of teachers in the U.S. reported that differentiation is somewhat or very

difficult to implement (McMahon, 2019). Today’s classrooms consist of students with diverse

backgrounds and learning needs. Despite this, traditional teaching methods are utilized within

most educational communities (Gambrell, 2022). 

To help with the diverse needs and improve methodologies that will equip students with

contemporary skills required for modern learning practices, schools should provide teachers with

guidance and tools to implement Differentiated Instruction (DI) into their lessons. “Students can
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learn in different ways and different paces” (Education Buzzwords Defined: What is

Differentiation?, 2021).

This project aims to address the following question:

- Does Differentiated Instruction (DI) deepen the understanding of science students’ by

promoting dialogue, collaboration, and usage of curriculum vocabulary, while improving scores

in formal and informal assessments?  

Introduction

Any upcoming teaching methodology is developed to have productive learning

environments, where students are allowed to understand and make progress in their knowledge.

Differentiated Instruction (DI) is an educational methodology, beneficial for the curriculum of

education, that involves an amalgamation of strategies used to scaffold students through their

journey of learning (Tomlinson, 2001). Based on four components (the content, the process, the

products, and the learning environment), differentiated instruction pushes teachers to work in

small flexible groups, where students work independently or collectively with their peers, as they

help each other to improve their learning (Tomlinson, 2001). While using differentiated

instruction, a teacher should implement strategies for their students to follow, such as: “modeling

respect, setting expectations, the opportunity for success, participation, engagement, showing

respect, cooperation, encouraging the others, leading, expressing voice and asking for help”

(Melo et al., 2020, p. 31). 

The studies have found that academic achievement using DI has improved self-efficacy

beliefs, metacognitive skills, critical thinking, and problem-solving skills (Özüdoğru, 2022, p. 5).

Among its benefits, Differentiated Instruction has formed concerns among teachers, like

perceived difficulty in assessment, management, planning, and preparation (Özüdoğru, 2022, p.

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3). Throughout this literature review applications of Differentiated Instruction, and its challenges

will be evaluated. Research demonstrates a fruitful relationship between DI and students'

performance over typical science teaching methods (Alsalhi et al., 2021). DI makes learning

relevant and engaging, “autonomous motivation students need to pursue optimal challenges that

are suited to their abilities” (Guay & Valois, 2017, p. 235). This process provides students to be

the center of the lesson, motivated, and engaged, while technical application and lack of

resources deter many educators from implementing this instructional methodology.

What is Differentiated Instruction?

“Differentiated instruction is teaching that accommodates all of the learning needs of all

of the children in a class, enabling each child to attain the desired academic results'' (Birnie,

2017, p. 20). As DI meets students where they stand in the course, through varying presentations

of course content, it allows students to engage with the material through various means, by

expertly demonstrating understanding and allowing them to choose the environment they want to

work in (Tomlinson, 2001). Considered a contemporary approach to instruction, DI is based on

understanding, respect, and the revaluation of differences between the teaching approaches

(Mărghitan et al., 2016, p.179). It has been stated that through the implementation of

differentiated instruction in the classroom, an increase in motivation and positive attitude toward

the lessons has been noticed among students, leading to an enjoyable learning process with more

cooperation and participation (Şentürk & Sari, 2018, p. 201). 

Research evidence has shown that Differentiated Instruction is a beneficial instructional

model to improve student achievement. Having individuals capable of teamwork is a highly

desirable skill today, and with DI teachers can provide flexibility to their students by allowing

them to work in groups (Özüdoğru, 2022, p. 2).

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“Studies have found that DI improved attitudes toward courses, retention levels, self-

efficacy beliefs, metacognitive skills, critical thinking skills, and problem-solving skills

significantly” (Özüdoğru, 2022, p. 5). “The DI strategy is considered one of the most modern,

important, and effective strategies that take into account individual differences between students,

their interests, attitudes, needs, and varying skills. This strategy can help students with varied

educational requirements and teaching methods master the same difficult educational content”

(Alsalhi et al., 202, p. 28). 

With DI teachers can design their lessons to benefit their students and at the same time

gauge their understanding throughout the year. This idea was demonstrated by Birnie, it was

stated that “DI begins when the teacher starts thinking about approaching the school year and it

ends when the teacher reflects on the year just passed. The steps that the teacher needs to point

out are to know what the aim is for, to find one or more assessments that will tell the student’s

starting point, collect additional information about the students, proceed according to plan, and

evaluate the students in the end of the unit” (Birnie, 2017, p. 28). Furthermore, differentiated

instruction's positive impact reported by teachers has proven to contribute to the development of

the students' thinking skills and cognitive awareness (Altun & Nayman, 2022, p. 381). Overall,

most teachers reported, “DI in its true form, that is, addressing the diverse needs and interests of

students, differentiated the context, material, activities and process” (Altun & Nayman, 2022, p.

374).

Implementation of Differentiated Instruction

Differentiated Instruction in its very core promotes a student-centered learning

environment where through the means of creative skills and collaboration, the learning process is
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perceived as relevant and engaging. As a result of DI, “autonomous motivation students need to

pursue optimal challenges that are suited to their abilities” (Guay & Valois, 2017, p. 235). The

learning process needs to present information to students in a way that engages them

(Tomlinson, 2001, p. 20). In many cases, differentiated instruction can be implemented in a

lesson as a cooperative learning process. As a result of cooperation students will be engaged with

each other and show responsibility to accomplish academic goals (Lawrence-Brown, 2004, p.

52). Collaboration in group activities allows students to work together and bring different

experiences, and background knowledge. Students are not alike in different classes. Having

different students will require different approaches to teaching.

The teacher needs to monitor the students’ work in groups, orient them to work

productively on assignments and be engaged. Identifying, interpreting, and bringing student

interests and needs effectively in a lesson can differentiate instruction by engaging the whole

class. As Tomlinson mentioned in her book “the goal should be to work patiently with the

student and to develop the skills necessary for him or her to work more effectively with peers”

(Tomlinson, 2010, p. 120).

Flexible grouping provides opportunities for students to be part of many different groups

depending on their readiness or interest. Teachers can focus their attention on small groups and

can help or support them when assistance is needed. This is a way for the teacher to create a

dialogue with the students. Working with peers is more helpful because they can understand each

other better and they can have positive results in the end, through collaborative learning.

Working in groups will motivate the students and will give a positive product that will be a great

benefit for the students. Though group work can be highly effective, differentiated instruction
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Differentiated Instruction    

can be implemented to the entire class where students are assigned in “groups’ because their

work is individual.

Challenges of Differentiated Instruction

Differentiated instruction is a student-centered instructional model. Guiding the students

in the right direction will motivate them by increasing their self-esteem whilst learning from their

mistakes. According to a line of studies, teachers find the DI implementation process difficult

because it requires effort and activities take time (Altun & Nayman, 2022, p. 375). A recent

qualitative study, questioning 537 teachers from public and private schools, focussed on the

teachers’ experience regarding differentiated instruction. It was concluded that most teachers

stated a lack of support from the administration to implement DI (Altun & Nayman, 2022, p.

375). Four main reasons were concluded as to why teachers did not implement DI, they were: not

knowing the method of DI and absence of professional training in regards to the method, lack of

the materials, and teachers in public schools would have to prepare materials by themselves (and

this will cost more time and equipment for them, not quite the case for private schools), and

lastly, teachers mentioned the size of crowded classes (Altun & Nayman, 2022, p. 381).

Educators should receive training to implement DI in their classrooms since the classroom is

diverse and it is not easy to manage learner differences (Altun & Nayman, 2022, p. 376).

Motivation is one of the challenges that educators face, and to create an engaging

environment students need to be motivated. Hence why “motivation is an element which

stimulates and facilitates the learning activity” (Mărghitan et al., 2016, p. 181), and teachers have

difficulty implementing a general form of motivation in their diverse crowded classrooms.

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 With the conducted research it is agreed upon the concept “the problems of the low

degree of motivations toward learning science among students are closely related to the nature of

science curricula and their traditional teaching strategies that do not consider and concern

students’ readiness interests, attitudes, and individual needs” (Alsalhi et al., 2021, p. 27).

Through the means of differentiated instruction, students can achieve deeper understanding in

science classes, since different teaching strategies diversify the opportunities for science

understanding through different means of activities that satisfy students' curiosity. As the

material for science class is increasing “the necessity to understand students' learning styles is

increasing… there is a gradual decline in the level of students' motivation to learn science across

the elementary, and intermediate stages in addition to other educational stages” (Alsalhi et al.,

2021, p. 27). Advantages noticed by differentiated instruction are represented by the

achievement of better academic results. These results are supported scientifically “which showed

that differentiated instruction has a contribution to the increase in learning motivation”

(Mărghitan et al., 2016, p. 182), but for science classes the lack of laboratory resources that

impact students' curiosity, adversely affects the motivation. 

Methods such as tiered instruction, independent studies, flexible grouping, and student

interest will allow the teacher to create lessons in the future that students of all levels are

challenged and engaged in (Tomlinson, 2001). Managing differentiated classrooms needs a

strategy that can influence the critical thinking of the students and can serve as a fruitful teaching

experience for them. To adapt current instructional methods to differentiate, learning

independently can be challenging and help to motivate students. “Educators present information

and seek to engage students using a variety of instructional methods because presenting
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information in a single communicative mode is less effective at promoting deep learning”

(Sneddon, 2022, p. 1099).

Conclusion

As represented by research, Differentiated Instruction is considered a contemporary and

advanced teaching strategy that is being implemented throughout different countries while taking

into consideration the difference in interests, needs, and levels of understanding of various

students (Alsalhi et al., 2021, p. 26). Differentiated instruction allows teachers to challenge and

support student’s learning, by providing students with opportunities to learn by engaging in

critical and creative thinking. Using grouping strategies to encourage students to work with their

peers and to share knowledge will allow students to help each other to improve their learning and

needs. Since DI works with the interests of the students, it is implied that motivation within

students will increase, and it will help students to improve academically by increasing their

interest in the course. 

As established above, the presence of DI does correlate with higher achievement. Hence

why, schools need to promote this type of instructional method, and at the same time make

available to their teachers’ professional development opportunities. Teachers must be trained and

have the needed resources when they must follow the journey of DI. With the use of professional

development, teachers should be encouraged to try and incorporate in their teaching style some

form of DI, so they can test the type of feedback (in student growth) that will be received.

Surveys point out a positive trend of DI, which has improved motivation and a drive to continue

to learn. Especially in science, the effects of DI have shown an increase in the study habits of

students (Şentürk & Sari, 2018, p. 203). As Sneddon mentioned, “Learning is a shared

responsibility between the teacher and the student, DI welcomes all student learners into the
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learning community and adapts to the needs of all learners to enhance the learning process”

(Sneddon, 2022, p. 1101).

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References

Alsalhi, N. R., Abdelrahman, R., Abdelkader, A. F. I., Ahmad Al-Yatim, S. S., Habboush, M., &

Qawasmi, A. A. (2021). Impact of Using the Differentiated Instruction (DI) Strategy on

Student Achievement in an Intermediate Stage Science Course, Vol. 16(Issue 11), 25–45.

doi:10.3991/ijet. v16i11.22303 

Altun, S., & Nayman, H. (2022). Differentiated Instruction: A Study on Teachers’ Experiences

and Opinions., 14(2), 374–386. doi: 10.15345/iojes.2022.02.007 

Birnie, B. F. (2017). A teacher’s guide to successful classroom management and differentiated

instruction. Lanham: Rowman et Littlefield. 

Education Buzzwords Defined: What is Differentiation? (2021). Retrieved from

https://www.youtube.com/watch?v=GkZUXdT0WcY. 

Gambrell, D. (2022, September 2). Why Are American Schools Failing? These Charts Explain. 

Bloomberg.com. https://tinyurl.com/44srjckv

Guay, F., Roy, A., & Valois, P. (2017). Teacher structure as a predictor of students’ perceived

competence and autonomous motivation: The moderating role of differentiated instruction.

British Journal of Educational Psychology, 87(2), 224–240. doi:10.1111/bjep.12146 

Lawrence-Brown, D. (2004). Differentiated Instruction: Inclusive strategies for standards-based

learning that benefit the whole class, 32(3), 34–62. 

Mărghitan, A. L., Tulbure, C., & Gavrilă, C. (2016). Students’ perspective regarding the necessity

and opportunity of using differentiated instruction in higher education, 9, 179–186. 

Melo, M., Santos, F., Wright, P. M., Sá, C., & Saraiva, L. (2020). Strengthening the connection
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between differentiated instruction strategies and teaching personal and Social Responsibility:

Challenges, strategies, and future pathways. Journal of Physical Education, Recreation &

Dance, 91(5), 28–36. https://doi.org/10.1080/07303084.2020.1734506

Morgan, H. (2013). Maximizing student success with differentiated learning. The Clearing House:

A Journal of Educational Strategies, Issues, and Ideas, 87(1), 34–38.

doi:10.1080/00098655.2013.832130 

McMahon, W. (2019, September 3). Differentiation is hard but necessary. (don’t worry, there’s

help.). EdSurge. https://www.edsurge.com/news/2019-09-03-differentiation-is-hard-but-

necessary-don-t-worry-there-s-help#:~:text=And%20it%27s%20 widely%Used%2C

%20with,of%20principals%20report%20the%20same. 

Özüdoğru, F. (2022). Investigating the Effect of Differentiated Instruction on Academic

Achievement and Self- Directed Learning Readiness in an Online Teaching Profession

Course, 14(2), 1–28. 

Rock, M. L., Gregg, M., Ellis, E., & Gable, R. A. (2008). Reach A framework for differentiating

classroom instruction. Preventing School Failure: Alternative Education for Children and

Youth, 52(2), 31–47. https://doi.org/10.3200/psfl.52.2.31-47 

Şentürk, C., &  Sari, H. (2018). Investigation of the contribution of differentiated instruction into

Science Literacy. Qualitative Research in Education, 7(2), 197.

doi:10.17583/qre.2018.3383

Sneddon, K. J. (2022). Square Pegs And Round Holes: Differentiated Instruction And The Law

Classroom , 48(4), 1095–1138. 

Tomlinson, C. A. (2001, April 15). How to differentiate instruction in mixed ability classrooms,

2n edition. Retrieved 2022, from

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https://ebookcentral-proquest-com.postu.idm.oclc.org/lib/post/reader.action?

docID=280341&ppg=10

Tomlinson, C. A. (2010). The resources you have requested are restricted to post-university library

patrons. eds. Retrieved November 9, 2022, from https://eds-s-ebscohost-

com.postu.idm.oclc.org/eds/ebookviewer/ebook?sid=3a6e1aad-b731-4ecf-89f6-

5c67ecfd6b3f%40redis&ppid=pp_118&vid=0&format=EB