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Source: Popular
Abstract: This article provides an overview of differentiated instruction and discusses a variety of learning models used in a differentiated classroom including learning contracts, Role/Audience /Format/Topic (RAFT), stations, centers, tiered activities, and curriculum compacting. The article ends with a list of definitions for each strategy included in the article.
Findings: One conflict teachers encounter is when different students are working on different activities  at different times is how to grade student performance. Teachers also worry about addressing all of the content and performance standards to be successful on standardized tests when differentiating instruction. Another issue that teachers face is the level of time, support, and energy needed to create a differentiated classroom environment.
APA Citation
Loeser, J. W. (2015). Differentiated instruction. Research Starters: Education (Online

Edition).

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Maximizing Student Success With Differentiated Learning

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Maximizing Student Success With Differentiated Learning

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Source: Popular
Abstract: This article describes a case about an 8th grade student have difficulty learning. It shows how differentiated instruction was used to help this student learn. The article also includes theories on which differentiated instruction is based and gives strategies teachers can use to implement differentiation in their teaching.
Findings: The article discussed several ways the teacher could use differentiated instruction to help the struggling student. One strategy the teacher could use is differentiating math instruction in a way to engage the student and keep him from daydreaming and misbehaving. The teacher could teach in a way that allows the student to learn through other intelligences  and observe if the student improves academically.
APA Citation
Morgan, H. (2014). Maximizing student success with differentiated learning. The Clearing House, 87, 34-38. doi:10.1080/00098655.2013.832130

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Source: Popular
Abstract: Carol Tomlinson, who has practiced differentiation for more than thirty years discusses how her own experience as a student is the answer to why differentiation is important. She told about the impact a math teacher and English  teacher had on her in school. The math teacher taught each topic one time only and used one form of assessment. Her English teacher worked hard to know individual student needs and met with small groups of students during class who needed help with assignments.  These school experiences helped Tomlinson realize the importance of differentiating instruction as an educator.
Findings: Some ways Tomlinson outlines how to differentiate include pre-assessing students at the beginning of the year and the beginning of each unit, meeting with small groups, using a variety of presentation/teaching modes, scaffold reading success, differentiate homework, and encourage expressing learning in different ways.
APA Citation
Tomlinson, Carol A. (2005). Differentiating Instruction: Why bother?. Middle Ground, 9(1), 12-14. Retrieved 10 December 2017, from

https://eric.ed.gov/?q=differentiating+instruction%3a+why+bother&ft=on&id=ED497093

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Source: Practitioner
Abstract: This article begins by defining differentiated instruction and why it is important. Next, it examines differentiated literacy instruction of two classroom teachers. The first grade  teacher uses text selection and flexible grouping to differentiate instruction. The fourth grade teacher provided a continuum of differentiated graphic organizers based on the variation of student needs.
Findings: Both classroom settings showcased examples of successful differentiation.  Some of the common characteristics of effective differentiation include a deep knowledge of student needs, methods to monitor student progress, in-depth knowledge of the reading process and research based practices, using the core reading program flexibly, and the development of routines to support differentiation.
APA Citation
Watts-Taffe, S., Laster, B. P., Broach, L., Marinak, B., Conner, C. M. & Walker-Dalhouse.

(2012). Differentiated Instruction: Making informed teacher decisions. The Reading Teacher, 66(4),  303-314.

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Content, Process, and Product: Modeling Differentiated Instruction

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Content, Process, and Product: Modeling Differentiated Instruction

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Source: Practitioner
Abstract: This article discusses how a college professor used differentiated instruction with the students in her Secondary Curriculum and Instruction course to model using differentiated instruction. The professor used a variety of instructional strategies to differentiate the lessons taught in the course. She taught students about differentiating the content( the "what"), process (the "how"), and product (the "evidence"). Throughout the semester, the professor introduced a variety of instructional strategies useful for differentiating instruction in a variety of subjects.
Findings: As the teacher candidates become teachers with a classroom of diverse students, they can use these differentiated strategies to address student learning styles, interests, needs, and readiness levels.
APA Citation
Taylor, Barbara K. (2015). Content, process, and product: modeling differentiated instruction.  Kappa Delta Pi Record, 51(1), 13-17. doi: 10.1080/00228958.2015.988559

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You Get to Choose! Motivating Students to Read Through Differentiated Instruction 

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You Get to Choose! Motivating Students to Read Through Differentiated Instruction 

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Source: Practitioner
Abstract: An elementary and special education teacher improved student engagement an increased reading grades by creating an innovative program that differentiated instruction for special needs learners and provided student choice in reading activities. The article included examples of a learning style chart, rubric for oral assessment, and a sample reading activity that differentiates instruction.
Findings: The benefits of using the program are improving student engagement and reading enjoyment. Collaboration between the general and special education teacher in the design of the program enhanced the  reading skills of all the students in the classroom. A drawback to the program is the time and energy needed to research, create, and organize the program to use in the classroom.
APA Citation
Servilio, Kathryn L. (2009). You get to choose! Motivating students to read through

Differentiated Instruction. Teaching Exceptional Children Plus, 5(5), 1-11.

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Source: Peer-reviewed
Abstract: The first part of this paper includes a review of the literature that discusses the major principles of differentiated instruction, requirements necessary for differentiating, ways to implement differentiation, and research studies supporting differentiation. The paper also includes the results of a qualitative survey given to 141 middle school teachers in a school system in southeast Georgia to determine their level of knowledge in promoting differentiated instruction in the classroom.
Findings: There are three components identified by Tomlinson that should be differentiated including the content (materials used on teaching content), process (how the content will be taught), and products (students are allowed choices in products or final assessments). The research from the survey of middle school teachers suggests that teacher education programs are not training pre-service teachers for student diversity in the classroom.Schools should also provide professional development opportunities on how to differentiate instruction.
APA Citation
Logan, B. (2011). Examining differentiated instruction: Teachers respond. Research in Higher

Education Journal, 13, 1-14.

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Teacher Perceived Difficulty in Implementing Differentiated Instructional Strategies in Primary School

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Teacher Perceived Difficulty in Implementing Differentiated Instructional Strategies in Primary School

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Source: Peer-reviewed
Abstract: In a study to analyze teacher perceived difficulty in implementing differentiated instructional strategies in regular classes, researchers developed a questionnaire given to 273 Portuguese primary school teachers.The questionnaire included 39 teacher practices in six domains including planning and preparation, classroom environment, assessment practices, classroom materials, activities, and management.
Findings: The findings of the questionnaire revealed that the practices that involved the different ways for students to learn including activities, materials, and assessments are difficult to adopt.Teachers must be prepared in initial teacher education and supported through professional development opportunities to over come this difficulty to successfully differentiate instruction.
APA Citation
Gaitas, S. & Martins M. A. (2017). Teacher perceived difficulty in implementing differentiated

Instructional strategies in primary school. International Journal of Inclusive Education,

21(5), 544-556. doi: 10.1080/13603116.2016.1223180

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Differentiated Instruction: A Research Basis

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Differentiated Instruction: A Research Basis

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Source: Peer-reviewed
Abstract: This paper synthesizes the research supporting differentiated instruction for modern education. The paper discusses several recent studies that have shown positive outcomes using differentiated instruction. It also includes the factors that increase a shift in instructional practice to support the move to differentiated instruction.
Findings: A study conducted using teachers differentiating instruction to suit different ability levels concluded that the use of differentiated techniques proved to engage and stimulate student interest. Another study investigating the use of differentiated instruction on student scores on standardized tests revealed that students who were prepared for tests using differentiated instruction  showed a gain in math scores but not in reading scores.
APA Citation
Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal, 7(7), 935-947.