Characteristics of
Non-Differentiated vs. Differentiated Instruction

Grouping—considerations include
Ability levels and seating arrangements
Student readiness, interest, and learning styles
Reactive to learning or behavioral problems
Proactive to enhance student learning experiences
Instructional Planning and Delivery
Goals and objectives are based primarily on pacing and alignment guides
Goals and objectives are based on student needs
Driven by coverage of textbook(s)
Incorporate multiple resources, including textbook(s)
Primarily whole-class instruction
Utilize a variety of instructional strategies
Lesson designed without knowing your students well
Know students well enough to design instructional units/lessons
Skills and factual information presented in isolation
Skills and factual information related to key concepts and themes
Whole-class assignments
Variety of assignments
Often limited to remediation of skills or additional assignments for enrichment
Assignments designed to validate differences and foster self-efficacy of all students
Often a variety of activities and worksheets
Allow students to learn how they learn/allow them to show how they process and show their learning
A single definition of student success is used
Student success is measured by growth.
Often a single correct answer
Often multiple solutions and perspectives through authentic assessments
Primarily occurs after the instruction
On-going assessments
Used to determine grades
Used to inform next-step instruction
Single form of assessment is often used for whole class
Multiple ways to assessment student mastery

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