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Because of student mobility, Texas has adopted curriculum standards that are to be used in all the state's public schools. The current standards, which outline what students are to learn in each course or grade, are called Texas Essential Knowledge and Skills (TEKS). The standards are adopted by the State Board of Education, after extensive input from educators and other stakeholders.

Below are links to the current standards, as well as information about the adoption process:

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Because of student mobility, Texas has adopted curriculum standards that are to be used in all the state's public schools. The current standards, which outline what students are to learn in each course or grade, are called Texas Essential Knowledge and Skills (TEKS).

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Student Success Center - Page: elm-555-learning-objectives

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Learning goals are broad, general statements of what we want our students to learn and provide:

Setting goals gives us a real road map to where we want to go. The same when we provide goals to learners. Learning goals are the heart of a course design and need to be made clear at the planning stage.

An instructor can use those goals as a roadmap to prepare an online class. In this article, we are going to explore in-depth the role of Learning Goals and Objectives in course design and how to prepare a lesson plan based on them.

Defining Learning Objectives

The best way to use goals as a roadmap for a course design is to make them more clear and concise by determining specific learning objectives.

Learning Objectives are measurable subgoals of a lesson and inform particular learning outcomes.

Writing learning objectives keeps you focused and helps you in planning. This is easily achieved with the use of action verbs that describe learner capabilities at the end of a course.
From the learners' point of view, objectives help them understand what the instructor expects of them and what they must expect of themselves.

What is the Difference Between Goals and Objectives?

Many people confuse the definitions of goals and objectives, and often confuse the terms.

Learning goals are long-term, broad, and achievable, but not necessarily measurable.

On the other hand, learning objectives are also referred to as learning outcomes because they are immediately linked to the expected outcomes; what we can expect learners to be able to do by the end of the course.

Learning objectives can then be broken down into small learning activities, or assessments.

Changing one of these three components greatly affects the other two. So, this process is dynamic while planning course content. The table below can help you understand how goals differ from objectives:

Is it clear enough yet?

Now, let's see a real example of an instructional goal vs. the objectives in an Art course and Photoshop course:

Learning Objectives

- Learners will be able to identify. whether a print is a woodcut or a lithograph.

- Learners will be able to justify this identification.

- Learners will be able to manipulate layers.

- Learners will be able to correct colors.

- Learners will be able to paint.

- Learners will be able to create special effects.

Why is it Important to Set Objectives?

When setting Learning Objectives:

You can adequately organize the course material because you can establish a logical sequence of learning milestones.

You can immediately align objectives with evaluation methods.

You communicate expectations to your learners, so you help them evaluate themselves.

Finally, learners can interconnect goals through your courses.

Objectives tell the learner how they will be able to know, not merely quess, whether or not they have learned and understood the lesson.

How Should Objectives be Formed?

Objectives should be specific, concise, observable and measurable. Each learning objective should target one particular aspect of student performance and be expressed with a single action verb.

There is a specific order according to which learners process information in a course. Bloom's taxonomy helps understand this natural order. What Bloom did is describe the levels of student learning, that could help a designer set the right objectives:

Following this taxonomy is the most surefire way to boost learning to a higher level. The following table depicts everything we are talking about. In it there are examples of verbs and activities you can use to formulate your course objectives. Take a look!
Examples of how to use the listed verbs:
- Learners will be able to use a rule to determine if a sentence is grammatically correct.
(Application stage)

Learners will be able to classify foods according to their origins.
(Analysis stage)

Learners will be able to discriminate the program's peculiar features.
(Evaluation stage)

See how it goes? You may struggle at first to apply this method, but it provides an analytical design, worthwhile to try out!

You will see how much more your learners will engage in your course.

While designing your objectives, it is optimal to follow Bloom's hierarchical order of objectives and not dismiss lower levels as unworthy so that learners have all the requirements regarding previous knowledge to proceed.
Important tips:

Consider developing 2-3 learning objectives for each section of your course.

If the objectives are several, organize them into subcategories.

Use simple language, speak personally (ex. 'You will be able to') and keep objectives short.

Don't use more than one sentences to express your objectives.

Don't list multiple verbs in one objective - since every action will be measured and assessed differently, each verb should be in a separate objective.

Communicate your objectives through your course page, your welcoming video or discussion with your learners. In a next article I am going to show you how to express your objectives not in a listed manner but in a very creative one!

Designing Your Course Using Learning Objectives

Let's suppose you have chosen your topic and you are determined about what to teach in your course. When in the process of completing these steps, it is optimal either to use a pen and a paper or a concept map application to create connections between your ideas.

1 Imagine your course.

Brainstorm a list of all the possible things you want to teach and might include in your course.

2 Draft your course goals.

Write at least 2-3 goals to shape your ongoing course design. Here, we give you some questions that will help you plan your course goals:

"In this course, I will emphasize in..."
"The main themes learners will go through are..."
"The big picture I want to promote through this course is..."

Suitable verbs to use to set goals are shown below. "Through this course, you will..."

3 Design Learning Objectives

Using the table above, design your Learning Objectives. Break down your goals to form more specific and measurable learning objectives. Link those objectives to the corresponding sections.

Consider: For whom are you writing your learning objectives? Analyze your target audience and their pre-existing knowledge.

Keep overall course objectives to no more than a dozen-this will keep you focused on the essentials.

Don't exaggerate trying to write even more precise learning objectives-the main point is to express as clearly and plainly as possible.

4 Write the Activities

For each objective of the course, write down some corresponding activities that you are planning to use to accomplish that objective.Through these activities, students will achieve the objectives you set for them. Other activities not mentioned above are:

Reading a text.

Reading worked-out example problems.

Answering short objective questions.

Discussing issues with other learners.

Conducting research.

5 Develop Assessments

Ideally, as you are drafting course goals and learning objectives, you are also beginning to develop the assessments for the course. Decide which questions you will include in your questionnaires or exams (as well as the type of questions you will use) or the content of your assignments based on the objectives you have set.

Align your assessment activities with your objectives. This way you can be sure that your learners have the desired progress.

Reflect on your objectives and consider the following:

Are your course objectives achievable given the available resources?

Are your course objectives in agreement with the course goals?

Can learners' performance on the objective be measured?

Are there real measures stated (rate numbers, percentages or frequencies)?

When do you want learners to accomplish the objective?

Are you attempting too much so that your objectives are not achievable?

Is the objective valuable for the learner?

What if I Have Already Created My Course?

You may argue with the above if you have already created your course without having formed clear goals and objectives. But imagine how much you could improve your material by reviewing what you want to achieve and also how happy your old or new learners will be if you add this information to your course.
How to update a course using learning goals and objectives:

1. Review all of the material of your course thus far.

2. Identify any patterns in themes, content, hopes, objectives, and activities.

3. Group similar items together.

4. Give titles to each group of items. You automatically see what your objectives are.

5. Identify the most important things you hope learners will take away from the course and what you want their learning experience to be. These are your course goals!

Then, you can create a great lesson plan based on the learning objectives, goals and activities you have decided on.

Further Reading

To prepare quality educational materials using learning goals, objectives and outcomes is a challenge worth pursuing. It will translate into a higher valued course, satisfied students and will help you in the process of creating your own course.

For this purpose, we suggest the following literature for further studying:

Learning outcomes and instructional objectives: is there a difference? Ronald M Harden - Link to article

Choosing teaching methods based on learning objectives: An integrative framework. Sarah E. Bonner - Link to article

Bloom's taxonomy revisited: Specifying assessable learning objectives in computer science. Christopher Starr, Bill Manaris, Roxann H. Stalvey - Link to article

Academic Sources

Designing and Assessing Courses and Curricula, Third Edition, 2008. Robert M. Diamond. Jossey-Bass: San Francisco, CA.)

Harden, R. M. (2002). Learning outcomes and instructional objectives: is there a difference?. Medical teacher, 24(2), 151-155.

Bonner, S. E. (1999). Choosing teaching methods based on learning objectives: An integrative framework. Issues in Accounting Education, 14(1), 11-15.

Starr, C. W., Manaris, B., & Stalvey, R. H. (2008). Bloom's taxonomy revisited: specifying assessable learning objectives in computer science. ACM SIGCSE Bulletin, 40(1), 261-265.

Bloom, B. S. (ed.). Taxonomy of educational objectives: Handbook 1: Cognitive domain. Longmans, Green and Company, New York, 1956.

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Learning Goals and Objectives in Course Design | LearnWorlds Blog

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Learning goals are broad, general statements of what we want our students to learn and provide: Direction, Focus, and Cohesion Setting goals gives us a real road map to where we want to go. The same when we provide goals to learners. Learning goals are the heart of a course design and need to be ...

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Formative assessment-discovering what students know while they're still in the process of learning it-can be tricky. Designing just the right assessment can feel high stakes-for teachers, not students-because we're using it to figure out what comes next. Are we ready to move on? Do our students need a different path into the concepts? Or, more likely, which students are ready to move on and which need a different path?

When it comes to figuring out what our students really know, we have to look at more than one kind of information. A single data point-no matter how well designed the quiz, presentation, or problem behind it-isn't enough information to help us plan the next step in our instruction.

Add to that the fact that different learning tasks are best measured in different ways, and we can see why we need a variety of formative assessment tools we can deploy quickly, seamlessly, and in a low-stakes way-all while not creating an unmanageable workload. That's why it's important to keep it simple: Formative assessments generally just need to be checked, not graded, as the point is to get a basic read on the progress of individuals, or the class as a whole.

7 Approaches to Formative Assessment

1. Entry and exit slips: Those marginal minutes at the beginning and end of class can provide some great opportunities to find out what kids remember. Start the class off with a quick question about the previous day's work while students are getting settled-you can ask differentiated questions written out on chart paper or projected on the board, for example.

A quick way to see the big picture if you use paper exit tickets is to sort the papers into three piles: Students got the point; they sort of got it; and they didn't get it. The size of the stacks is your clue about what to do next.

No matter the tool, the key to keeping students engaged in the process of just-walked-in or almost-out-the-door formative assessment is the questions. Ask students to write for one minute on the most meaningful thing they learned. You can try prompts like:

What are three things you learned, two things you're still curious about, and one thing you don't understand?

How would you have done things differently today, if you had the choice?

What I found interesting about this work was...

Right now I'm feeling...

Today was hard because...

Or skip the words completely and have students draw or circle emojis to represent their assessment of their understanding.

2. Low-stakes quizzes and polls: If you want to find out whether your students really know as much as you think they know, polls and quizzes created with Socrative or Quizlet or in-class games and tools like Quizalize, Kahoot, FlipQuiz, Gimkit, Plickers, and Flippity can help you get a better sense of how much they really understand. (Grading quizzes but assigning low point values is a great way to make sure students really try: The quizzes matter, but an individual low score can't kill a student's grade.) Kids in many classes are always logged in to these tools, so formative assessments can be done very quickly. Teachers can see each kid's response, and determine both individually and in aggregate how students are doing.

Because you can design the questions yourself, you determine the level of complexity. Ask questions at the bottom of Bloom's taxonomy and you'll get insight into what facts, vocabulary terms, or processes kids remember. Ask more complicated questions ("What advice do you think Katniss Everdeen would offer Scout Finch if the two of them were talking at the end of chapter 3?"), and you'll get more sophisticated insights.

3. Dipsticks: So-called alternative formative assessments are meant to be as easy and quick as checking the oil in your car, so they're sometimes referred to as dipsticks. These can be things like asking students to:

write a letter explaining a key idea to a friend,

draw a sketch to visually represent new knowledge, or

do a think, pair, share exercise with a partner.

Your own observations of students at work in class can provide valuable data as well, but they can be tricky to keep track of. Taking quick notes on a tablet or smartphone, or using a copy of your roster, is one approach. A focused observation form is more formal and can help you narrow your note-taking focus as you watch students work.

4. Interview assessments: If you want to dig a little deeper into students' understanding of content, try discussion-based assessment methods. Casual chats with students in the classroom can help them feel at ease even as you get a sense of what they know, and you may find that five-minute interview assessments work really well. Five minutes per student would take quite a bit of time, but you don't have to talk to every student about every project or lesson.

You can also shift some of this work to students using a peer-feedback process called TAG feedback (Tell your peer something they did well, Ask a thoughtful question, Give a positive suggestion). When you have students share the feedback they have for a peer, you gain insight into both students' learning.

For more introverted students-or for more private assessments-use Flipgrid, Explain Everything, or Seesaw to have students record their answers to prompts and demonstrate what they can do.

5. Methods that incorporate art: Consider using visual art or photography or videography as an assessment tool. Whether students draw, create a collage, or sculpt, you may find that the assessment helps them synthesize their learning. Or think beyond the visual and have kids act out their understanding of the content. They can create a dance to model cell mitosis or act out stories like Ernest Hemingway's "Hills Like White Elephants" to explore the subtext.

6. Misconceptions and errors: Sometimes it's helpful to see if students understand why something is incorrect or why a concept is hard. Ask students to explain the " muddiest point" in the lesson-the place where things got confusing or particularly difficult or where they still lack clarity. Or do a misconception check: Present students with a common misunderstanding and ask them to apply previous knowledge to correct the mistake, or ask them to decide if a statement contains any mistakes at all, and then discuss their answers.

You can use sticky notes to get a quick insight into what areas your kids think they need to work on. Ask them to pick their own trouble spot from three or four areas where you think the class as a whole needs work, and write those areas in separate columns on a whiteboard. Have you students answer on a sticky note and then put the note in the correct column-you can see the results at a glance.

Several self-assessments let the teacher see what every kid thinks very quickly. For example, you can use colored stacking cups that allow kids to flag that they're all set (green cup), working through some confusion (yellow), or really confused and in need of help (red).

Similar strategies involve using participation cards for discussions (each student has three cards-"I agree," "I disagree," and "I don't know how to respond") and thumbs-up responses (instead of raising a hand, students hold a fist at their belly and put their thumb up when they're ready to contribute). Students can instead use six hand gestures to silently signal that they agree, disagree, have something to add, and more. All of these strategies give teachers an unobtrusive way to see what students are thinking.

No matter which tools you select, make time to do your own reflection to ensure that you're only assessing the content and not getting lost in the assessment fog. If a tool is too complicated, is not reliable or accessible, or takes up a disproportionate amount of time, it's OK to put it aside and try something different.

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7 Smart, Fast Ways to Do Formative Assessment

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Within these methods you'll find close to 40 tools and tricks for finding out what your students know while they're still learning.

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Assessment is at the heart of our teaching practice. We use backward planning and start with the end in mind. We ask ourselves questions like, "what do we want our students to know?" and "what will our students be able to do?" Because assessment is so important, it's no surprise that there are a ton of tech tools for assessment. Trying to find what you're looking for is time-consuming! That's why we've picked the ten best tech tools for student assessment, keeping your goals in mind.

Goal: I want to find out what my students learned

I wish we could read students' minds, but since we can't, we use exit tickets. If you rely on this best practice to plan your next instructional move, you have a lot of options. I love Google or Microsoft Forms. They are easy to use, and you can create multiple choice or short answer questions for students to complete. All the data is there for you.

Learn more:

Goal: I want to hear from my students and watch them share what they've learned

Flipgrid is a social media-style video discussion platform great for generating class discussion around topics, videos, or links posted to the class grid. Students can video record their responses to share with the teacher or class. It's a great tool for supporting your students to make their thinking visible.

Learn More:

Goal: I want to do a quick check in during my lesson

Mentimeter lets you add polls, word clouds, Q&As, and more to presentations and create an interactive experience for students, who can vote on/respond to questions and engage with the presentation in real time. This made our list because there's so much variety in the types of formative assessments you can give in real time.

Learn More:

Goal: I want to see my students' thought process and their answer

Jamboard is a digital whiteboard that is compatible with the GSuite services. It's a game changer for emphasizing the process of learning over the product. Math teachers love how students solve and explain their solution. If you don't use Google, Padlet is our runner up.

Learn More:

Goal: I want to listen to my students' read to assess fluency

Students read aloud and answer questions on their device (almost any device works). Within 24 hours, you get a running record with scores for accuracy, fluency, and comprehension. A free basic account includes 10 reading assessments/month.

Learn More:

Goal: I want to include checks for understanding as my students learn

EdPuzzle is a video editor that allows both teachers and students to add voice-overs, comments, resources, and quizzes to existing or self-created online videos. Best part? All the students' answers are gathered for you so you can quickly assess.

Learn More:

Goal: I want to put checks for understanding in my slides

Pear Deck is an interactive presentation and lesson delivery tool. Students use their devices to follow along with the teacher's slideshow on a classroom screen. Throughout, teachers can pause at points where they've added interactive questions and collect real-time data about student understanding.

Goal: I want my students to give each other feedback

Once you set up your assignment, pick a feedback rubric (or create your own), and select your assignment. Your students take it from there. They submit work, review each others', and then act on the feedback. Best part? There's a teacher overview where you can see it all.

Learn More:

Goal: I want to give a quiz or test

There are a lot of options with this tool. You can include multiple choice, true/false, and short answer questions. I love how you see students' results in real time, and you can add explanations if students get a question wrong. Students can get instant feedback, or you can make the quiz self-paced or lead it yourself. My favorite feature: Space Race, a group quiz where students "race" to cross the finish line.

Learn More:

Goal: I want grading to take less time

No matter what grade and subject you teach, grading takes time that we don't have. Enter Floop. This tool is a cloud-based website where students get annotated feedback from you and their classmates. Using any internet-connected device, students upload images of an assignment to the platform, and you put markers in places where you want feedback. Students are able to see and respond to comments, creating a feedback loop.

Learn More:

Goal: I want one tool that does different types of assessment

Spiral is a free suite of four apps. Use Quickfire to give a formative assessment in real time and hear from all of your students. Discuss makes your slides more interactive for students. Team Up supports student collaboration, and Clip turns public-facing videos into a live chat with questions and quizzes.

Learn More:

Plus, check out 50 Free Seesaw Activities and Resources For Every Kind of Classroom

Want more articles like this? Be sure to subscribe to our newsletter so you can get our latest picks.

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The 10 Best Tech Tools for Student Assessment

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Assessment is at the heart of our teaching practice. We use backward planning and start with the end in mind. We ask ourselves questions like, "what do we want our students to know?" and "what will our students be able to do?"

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Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.

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Using Differentiation to Challenge All Students

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Whether students are ahead of their peers or behind, differentiation should ensure that all learners engage in critical thinking.

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As students with diverse learning styles fill the classroom, many teachers don't always have the time to plan lessons that use differentiated instruction (DI) to suit their distinct aptitudes.
This can involve adjusting:

Content - The media and methods teachers use to impart and instruct skills, ideas and information

Processes - The exercises and practices students perform to better understand content

Products - The materials, such as tests and projects, students complete to demonstrate understanding

To help create lessons that engage and resonate with a diverse classroom, below are 20 differentiated instruction strategies and examples. Available in a condensed and printable list for your desk, you can use 16 in most classes and the last four for math lessons.

Try the ones that best apply to you, depending on factors such as student age.

1. Create Learning Stations

Provide different types of content by setting up learning stations - divided sections of your classroom through which groups of students rotate. You can facilitate this with a flexible seating plan.

Each station should use a unique method of teaching a skill or concept related to your lesson.
For example, students can rotate between stations that involve:

Watching a video

Creating artwork

Reading an article

Completing puzzles

Listening to you teach

To help students process the content after they've been through the stations, you can hold a class discussion or assign questions to answer.

2. Use Task Cards

Like learning stations, task cards allow you to give students a range of content. Answering task cards can also be a small-group activity, adding variety to classes that normally focus on solo or large-group learning.

First, make or identify tasks and questions that you'd typically find on worksheets or in textbooks.

Second, print and laminate cards that each contain a single task or question. Or, use Teachers Pay Teachers to buy pre-made cards.

Finally, set up stations around your classroom and pair students together to rotate through them.

You can individualize instruction by monitoring the pairs, addressing knowledge gaps when needed.

3. Interview Students

Asking questions about learning and studying styles can help you pinpoint the kinds of content that will meet your class's needs.

While running learning stations or a large-group activity, pull each student aside for a few minutes. Ask about:

Their favourite types of lessons

Their favourite in-class activities

Which projects they're most proud of

Which kinds of exercises help them remember key lesson points

Track your results to identify themes and students with uncommon preferences, helping you determine which methods of instruction suit their abilities.

4. Target Different Senses Within Lessons

A lesson should resonate with more students if it targets visual, tactile, auditory and kinesthetic senses, instead of only one.
When applicable, appeal to a range of learning styles by:

Playing videos

Using infographics

Providing audiobooks

Getting students to act out a scene

Incorporating charts and illustrations within texts

Giving both spoken and written directions to tasks

Using relevant physical objects, such as money when teaching math skills

Allotting time for students to create artistic reflections and interpretations of lessons

Not only will these tactics help more students grasp the core concepts of lessons, but make class more engaging.
Prodigy, for example, is a hyper-engaging way to gamify math class in a way that worksheets simply cannot. 👇 Try Prodigy today - it's free, forever!
5. Share Your Own Strengths and Weaknesses

To familiarize students with the idea of differentiated learning, you may find it beneficial to explain that not everyone builds skills and processes information the same way.

Talking about your own strengths and weaknesses is one way of doing this.

Explain -- on a personal level - how you study and review lessons. Share tactics that do and don't work for you, encouraging students to try them.
Not only should this help them understand that people naturally learn differently, but give them insight into improving how they process information.
6. Use the Think-Pair-Share Strategy

The think-pair-share strategy exposes students to three lesson-processing experiences within one activity. It's also easy to monitor and support students as they complete each step.

As the strategy's name implies, start by asking students to individually think about a given topic or answer a specific question.

Next, pair students together to discuss their results and findings.

Finally, have each pair share their ideas with the rest of the class, and open the floor for further discussion.

Because the differentiated instruction strategy allows students to process your lesson content individually, in a small group and in a large group, it caters to your classroom's range of learning and personality types.

7. Make Time for Journaling

A journal can be a tool for students to reflect on the lessons you've taught and activities you've run, helping them process new information.
When possible at the end of class, give students a chance to make a journal entry by:

Summarizing key points they've learned

Attempting to answer or make sense of lingering questions

Explaining how they can use the lessons in real-life scenarios

Illustrating new concepts, which can be especially helpful for data-focused math lessons

As they continue to make entries, they should figure out which ones effectively allow them to process fresh content.

8. Implement Reflection and Goal-Setting Exercises

An extension of journaling, have students reflect on important lessons and set goals for further learning at pre-determined points of the year.

During these points, ask students to write about their favourite topics, as well as the most interesting concepts and information they've learned.
They should also identify skills to improve and topics to explore.
Based on the results, you can target lessons to help meet these goals. For example, if the bulk of students discuss a certain aspect of the science curriculum, you can design more activities around it.

9. Run Literature Circles

Organizing students into literature circles not only encourages students to shape and inform each other's understanding of readings, but helps auditory and participatory learners retain more information.

This also gives you an opportunity to listen to each circle's discussion, asking questions and filling in gaps in understanding.

As a bonus, some students may develop leadership skills by running the discussion.

This activity makes written content - which, at times, may only be accessible to individual learners with strong reading retention -- easier to process for more students.

10. Offer Different Types of Free Study Time

Free study time will generally benefit students who prefer to learn individually, but can be slightly altered to also help their classmates process your lessons.

This can be done by dividing your class into clearly-sectioned solo and team activities.
Consider the following free study exercises to also meet the preferences of visual, auditory and kinesthetic learners:

Provide audiobooks, which play material relevant to your lessons

Create a station for challenging group games that teach skills involved in the curriculum

Maintain a designated quiet space for students to take notes and complete work

Allow students to work in groups while taking notes and completing work, away from the quiet space

By running these sorts of activities, free study time will begin to benefit diverse learners - not just students who easily process information through quiet, individual work.

11. Group Students with Similar Learning Styles

Heterogenous grouping is a common practice, but grouping students based on similar learning style can encourage collaboration through common work and thinking practices.

This is not to be confused with grouping students based on similar level of ability or understanding.

In some cases, doing so conflicts with the "Teach Up" principle, which is discussed below.

Rather, this tactic allows like-minded students to support each other's learning while giving you to time to spend with each group. You can then offer the optimal kind of instruction to suit each group's common needs and preferences.

12. Give Different Sets of Reading Comprehension Activities

Instead of focusing on written products, consider evaluating reading comprehension through questions and activities that test different aptitudes.

Although written answers may still appeal to many students, others may thrive and best challenge themselves during artistic or kinesthetic tasks.
For example, allow students to choose between some of the following activities before, during and after an important reading:

Participating in more literature circles

Delivering a presentation

Writing a traditional report

Creating visual art to illustrate key events

Creating and performing a monologue as a main character or figure

Offering structured options can help students demonstrate their understanding of content as effectively as possible, giving you more insight into their abilities.

13. Assign Open-Ended Projects

Similar to evaluating reading comprehension, give students a list of projects to find one that lets them effectively demonstrate their knowledge.

Include a clear rubric for each type of project, which clearly defines expectations. Doing so will keep it challenging and help students meet specific criteria.
By both enticing and challenging students, this approach encourages them to:

Work and learn at their own paces

Engage actively with content they must understand

Demonstrate their knowledge as effectively as possible

As well as benefiting students, this differentiated instruction strategy will clearly showcase distinct work and learning styles.

14. Encourage Students to Propose Ideas for Their Projects

As well as offering set options, encourage students to take their projects from concept to completion by pitching you ideas.

A student must show how the product will meet academic standards, and be open to your revisions. If the pitch doesn't meet your standards, tell the student to refine the idea until it does. If it doesn't by a predetermined date, assign one of your set options.

You may be pleasantly surprised by some pitches.

After all, students themselves are the focus of differentiated instruction - they likely have somewhat of a grasp on their learning styles and abilities.

15. Analyze Your Differentiated Instruction Strategy on a Regular Basis

Even if you're confident in your overall approach, Carol Ann Tomlinson - one of the most reputable topic thought-leaders - recommends analyzing your differentiated instruction strategies:
Frequently reflect on the match between your classroom and the philosophy of teaching and learning you want to practice. Look for matches and mismatches, and use both to guide you. Analyze your strategy by reflecting on:

Content - Are you using diverse materials and teaching methods in class?

Processes - Are you providing solo, small-group and large-group activities that best allow different learners to absorb your content?

Products - Are you letting and helping students demonstrate their understanding of content in a variety of ways on tests, projects and assignments?

In doing so, you'll refine your approach to appropriately accommodate the multiple intelligences of students.

16. "Teach Up"

Teaching at a level that's too easily accessible to each student can harm your differentiated instruction efforts, according to Tomlinson.

Instead, she recommends "teaching up." This eliminates the pitfall of being stuck on low-level ideas, seldom reaching advanced concepts:

We do much better if we start with what we consider to be high-end curriculum and expectations -- and then differentiate to provide scaffolding, to lift the kids up. The usual tendency is to start with what we perceive to be grade-level material and then dumb it down for some and raise it up for others. But we don't usually raise it up very much from that starting point, and dumbing down just sets lower expectations for some kids.
Keeping this concept in mind should focus your differentiated teaching strategy, helping you bring each student up to "high-end curriculum and expectations."
Differentiated Math Instruction Strategies and Examples

17. Use Math EdTech that Adjusts Itself to Each Student

Some EdTech tools - such as certain educational math video games - can deliver differentiated content, while providing unique ways to process it.
For example, Prodigy adjusts questions to tackle student trouble spots and offers math problems that use words, charts and pictures, as well as numbers.
To the benefit of teachers, the game is free and curriculum-aligned for grades 1 to 8. You can adjust the focus of questions to supplement lessons and homework, running reports to examine each student's progress.
Join over 90 million students and teachers benefitting from Prodigy's differentiating power today. 👇 Try Prodigy today - it's free, forever!
18. Relate Math to Personal Interests and Everyday Examples

Clearly linking math to personal interests and real-world examples can help some learners understand key concepts.

Working with 41 grade 7 students throughout an academic year, a 2015 study published by the Canadian Center of Science and Education used contextual learning strategies to teach integers and increase test scores by more than 44%.

Striving for similar benefits may be ambitious, but you can start by surveying students. Ask about their interests and how they use math outside of school.

Using your findings, you should find that contextualization helps some students grasp new or unfamiliar math concepts.

There are many math-related games and activities to find inspiration to implement this tactic.

19. Play a Math-Focused Version of Tic-Tac-Toe

Help students practice different math skills by playing a game that's a take on tic-tac-toe.

Prepare by dividing a sheet into squares - three vertical by three horizontal. Don't leave them blank. Instead, fill the boxes with questions that test different abilities.
For example:

"Complete question X in page Y of your textbook"

"Draw a picture to show how to add fraction X and fraction Y"

"Describe a real-life situation in which you would use cross-multiplication, providing an example and solution"

You can hand out sheets to students for solo practice, or divide them into pairs and encourage friendly competition. The first one to link three Xs or Os - by correctly completing questions - wins.

So, depending on your preferences, this game will challenge diverse learners through either individual or small-group practice.

20. Create Learning Stations, without Mandatory Rotations

Provide differentiated math learning opportunities for your students by setting up unique learning stations across your classrooms, but forgoing mandatory rotations.

The idea comes from a grade 9 teacher in Ontario, who recommends creating three stations to solve similar mathematical problems using either:

Data - Provide spreadsheets, requiring students to manipulate data through trial and error

People - Group students into pairs or triads to tackle a range of problems together, supporting each other's learning

Things - Offer a hands-on option by giving each student objects to use when solving questions

Only allow students to switch stations if they feel the need. If they do, consult them about their decision. In each case, you and the student will likely learn more about his or her learning style.

Supplemented by your circulation between stations to address gaps in prior knowledge, this activity exposes students to exercises that appeal to diverse abilities.

Downloadable List of Differentiated Instruction Strategies and Examples

Click here to download and print a simplified list of the 20 differentiated instruction strategies and examples to keep at your desk.

Differentiated Instruction Strategies Infographic
Here's an infographic with 16 ideas from this article, provided by Educational Technology and Mobile Learning - an online resource for teaching tools and ideas.
Wrapping Up

With help from the downloadable list, use these differentiated instruction strategies and examples to suit the diverse needs and learning styles of your students.

As well as adding variety to your content, these methods will help students process your lessons and demonstrate their understanding of them.

The strategies should prove to be increasingly useful as you identify the distinct learning styles in - and learn to manage - your classroom.

Differentiated instruction strategies overlap in important ways with a number of other pedagogical approaches. Consider reviewing these supplementary strategies to find more ideas, combine different elements of each strategy, and enrich your pedagogical toolkit!

Active learning strategies put your students at the center of the learning process, enriching the classroom experience and boosting engagement.

As opposed to traditional learning activities, experiential learning activities build knowledge and skills through direct experience.

Project-based learning uses an open-ended approach in which students work alone or collectively to produce an engaging, intricate curriculum-related questions or challenges.

Inquiry-based learning is subdivided into four categories, all of which promote the importance of your students' development of questions, ideas and analyses.

Adaptive learning focuses on changing - or "adapting" - learning content for students on an individual basis, particularly with the help of technology.

👉 Create or log into your teacher account on Prodigy - a free game-based learning platform that delivers differentiated instruction, automatically adjusting questions to accommodate player trouble spots and learning speeds. Aligned with curricula across the English-speaking world, it's loved by more than 90 million students and teachers.
Create your account - it's free, forever!

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20 Differentiated Instruction Strategies and Examples [+ Downloadable List]

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As students with diverse learning styles fill the classroom, many teachers don't always have the time to plan lessons that use differentiated instruction (DI) to suit their distinct aptitudes.

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The 10 Professional Standards All Effective Teachers Must Meet

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Spread the loveYou're looking to become a teacher, and you want to be a pretty good one that that. Then you should probably know about the InTASC standards. The Interstate New Teacher Assessment and Support Consortium (InTASC) has identified 10 standards of the knowledge, dispositions, and skills expected of effective teachers.

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Learning objectives are explicit statements that clearly express what learners should be able to comprehend, perform or experience by the end of a course or instructional period (Adams, 2015).
They are fundamental to the process of educational planning and instructional design, acting as vehicles that drive both teaching and learning strategies.

Importantly, they ensure coherence and a clear focus, differentiating themselves from vague educational goals by generating precise, measurable outcomes of academic progress (Sewagegn, 2020).

I have front-loaded the examples in this article for your convenience, but do scroll past all the examples for some useful frameworks for learning how to write effective learning objectives.

Learning Objectives Examples

Learning Objectives for Internships
For more, see: List of SMART Internship Goals
Learning Objectives for Presentations
For More: See This Detailed List of Communication Objectives Examples
Learning Objectives for Kindergarten

Taxonomies to Assist in Creating Objectives

Various taxonomies are available to educators as guides in formulating potent learning objectives, with three prominent ones provided below.

1. The SMART Framework for Learning Objectives
The SMART framework helps you to construct clear and well-defined learning objectives. It stands for: Specific, Measurable, Achievable, Relevant, and Time-bound (Doran, 1981).

Specific objectives are ones that are straightforward, detailing the what, why, and how of the learning process. For example, an objective that states "Improve mental multiplication skills" is less specific than "Multiply two-digit numbers mentally within two minutes with 90% accuracy." When I was learning to write learning objectives at university, I was taught to always explicitly describe the measurable outcome.

Measurable objectives facilitate tracking progress and evaluating learning outcomes. An objective such as "Write a 500-word essay on the causes of World War II, substantiated with at least three academic sources" is measurable, as both word count and the number of sources can be quantified.

Achievable objectives reflect realistic expectations based on the learner's potential and learning environment, fostering motivation and commitment.

Relevant objectives correspond with overarching educational goals and learner's needs, such as an objective to "identify and manage common software vulnerabilities" in a cybersecurity course.

Time-bound objectives specify the duration within which the learning should take place, enhancing management of time and resources in the learning process.

2. Bloom's Taxonomy

Bloom's taxonomy outlines six cognitive levels of understanding - knowledge, comprehension, application, analysis, synthesis, and evaluation (Adams, 2015). Each are presented below:

Each level is demonstrated below:

Here, we can reflect upon the level of learning and cognition expected of the learner, and utilize the Bloom's taxonomy verbs to cater the learning objectives to that level.

3. Fink's Taxonomy

Another helpful resource for creating objectives is Fink's Taxonomy of Significant Learning, which emphasizes different dimensions of learning, including foundational knowledge, application, integration, human dimension, caring, and learning how to learn (Marzano, 2010):

Foundational knowledge refers to the basic information learners must understand to progress with the topic at hand-for instance, understanding color theory before painting a canvas.

Application gives learners real-world instances for applying the knowledge and skills they've cultivated, such as using Adobe Photoshop in a design project after a graphic design lecture.

Integration enables learners to make interdisciplinary connections between the new knowledge and various fields of study or areas of life-for example, a business student applying economic theory to understand market dynamics in biotechnology.

Human dimension involves personal and social implications of learning, i.e., how the learners see themselves and interact with others in light of the new knowledge.

Caring challenges learners to develop new feelings, interests, or values aligned with the course outcomes, like fostering a conservation mindset in an environmental science course.

Learning how to learn encourages learners to become self-directed and resourceful, enabling them to cultivate learning strategies, skills, and habits that make them lifelong learners, such as using reflective journals or peer reviews (Marzano, 2010).

An example of an objective that uses Fink's framework could be:

"Learners will conduct a small research project about a famous physicist (foundational knowledge), incorporating class teachings (application) and their own interpretations (integration), then present to the class (human dimension), reflecting on how the physicist's work affects them personally (caring) and how the project grew their understanding of research methods (learning how to learn)."

Why are Learning Objectives Important?
Effective learning objectives serve to streamline the learning process, creating a clear path for both teachers and learners.
The role of objectives in education mirrors the use of a roadmap on a journey; just as marking out stops and landmarks can facilitate navigation, learning objectives can clarify the trajectory of a course or lesson (Hall, Quinn, & Gollnick, 2018).

On a practical level, imagine teaching a course about climate change. Without explicit learning objectives (like understanding how carbon footprints contribute to global warming), learners could easily veer off track, misinterpreting the main focus.

Learning objectives also act as an anchor during assessments, providing a yardstick against which progress and performance can be gauged (Orr et al., 2022). When students are graduating high school, for example, it's likely they'll be assessed on some form of standardized testing to measure if the objectives have been met.

By serving as a guide for content selection and instructional design, learning objectives allow teachers to ensure coursework is suitably designed to meet learners' needs and the broader course's objectives (Li et al., 2022). In situations where time is crucial, such as military training or emergency medicine, keeping the focus narrow and relevant is crucial.

Tips and Tricks

1. Tips on integrating Learning Objectives into Course Design
Learning objectives serve as a foundation in the designing of a course.
They provide a structured framework that guides the incorporation of different course components, including instructional materials, activities, and assessments (Li et al., 2022).

When designing a photography course, for example, learning objectives guide the selection of appropriate theoretical content (like understanding aperture and shutter speed), practical activities (like a field trip for landscape photography), and the assessment methods (like a portfolio submission).

Just like how research objectives shape the methodology a research study will take, so too will learning objectives shape the teaching methods and assessment methods that will flow-on from the path set out in the overarching learning objectives.

2. Tips on Assessing and Revising your Learning Objectives Regularly
Learning objectives are not set in stone; they demand constant review and refinement.
In the light of feedback from learners, instructors or external bodies (like accreditation agencies), learning outcomes, and advancements in pedagogy, learning objectives may need to be revised (Orr et al., 2022).

Think about a programming course where new frameworks or libraries are regularly introduced; in such cases, the learning objectives would need to be updated to reflect these emerging trends. This provides opportunities for continual enhancement of the course design, thus fostering an environment of progressive learning and teaching (Sewagegn, 2020).

Teachers should revise their learning objectives every time they re-introduce the unit of work to a new cohort of students, taking into account the learnings and feedback you acquired last time you taught the unit.

Conclusion
Learning objectives, when effectively formulated and implemented, serve as key drivers of successful instruction.
They underscore the importance of clarity, directness, and depth in the learning process, fostering a learning environment designed for optimal learner engagement, progress tracking, and educational outcome (Hall, Quinn, & Gollnick, 2018).

With their expansive role in the educational journey, educators are encouraged to invest time and resourceful thought in crafting and continually refining their classroom objectives (Doran, 1981). Moreover, the use of established taxonomies and attention to characteristics like SMARTness in this process can greatly facilitate this endeavor.

As the backbone of well-structured courses, learning objectives deserve the thoughtful consideration and continuous improvement efforts of every dedicated educator. It is our hope that this article has provided insights that will help you bring more clarity, coherence, and effectiveness to your educational planning.

References

Adams, N. E. (2015). Bloom's taxonomy of cognitive learning objectives. Journal of the Medical Library Association: JMLA, 103(3), 152. doi: https://doi.org/10.3163%2F1536-5050.103.3.010

Doran, G. T. (1981). There'sa SMART way to write management's goals and objectives. Management review, 70(11), 35-36.

Hall, G. E., Quinn, L. F., & Gollnick, D. M. (2018). Introduction to teaching: Making a difference in student learning. Sage Publications.

Li, Y., Rakovic, M., Poh, B. X., Gaševic, D., & Chen, G. (2022). Automatic Classification of Learning Objectives Based on Bloom's Taxonomy. International Educational Data Mining Society.

Marzano, R. J. (2010). Designing & teaching learning goals & objectives. Solution Tree Press.

Orr, R. B., Csikari, M. M., Freeman, S., & Rodriguez, M. C. (2022). Writing and using learning objectives. CBE-Life Sciences Education, 21(3). Doi: https://doi.org/10.1187/cbe.22-04-0073

Sewagegn, A. A. (2020). Learning objective and assessment linkage: its contribution to meaningful student learning. Universal Journal of Educational Research, 8(11), 5044-5052.

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Learning objectives are explicit statements that clearly express what learners should be able to comprehend, perform or experience by the end of a course or

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Assessments in Education: 7 Types and How to Use Them

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Assessments are a vital tool for teachers to gauge student learning and growth. Testhound is the tool that can help you!

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36 Instructional Strategies for Teaching Success in 2025 🚀

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Video: Teaching Basics 101: Instructional Strategies. Imagine walking into a classroom where every student is buzzing with curiosity, actively collaborating, and confidently tackling complex problems…

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Review Highlights

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By adapting instruction, content, and assessment to meet the needs of various learners, differentiation in education improves student engagement and accomplishment.

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Differentiation addresses students' varied learning styles and strengths by utilizing the many intelligences theory to customize instruction, content, and evaluation.

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The study underscores the importance of teacher training and system-wide research to effectively integrate multiple intelligences into educational practices, fostering inclusivity and personalized learning.

Keywords: Differentiation, Differentiation learning, Differentiation approach, Multiple intelligence, Differentiated instruction, Diverse learning

Abstract

Background

In education, differentiation creates engaging and challenging experiences that improve engagement and accomplishment by customizing instruction, content, and assessment to match the needs of varied learners.

Method

This study examined differentiation in education across diverse national contexts, exploring strategies like task complexity differentiation, flexible grouping, and multiple intelligences, supplemented by case studies in foreign language classrooms to observe teacher adaptations for individual needs.

Result

While case studies demonstrated that successful implementation improves academic performance, motivation, and engagement, especially in foreign language teaching, the analysis showed that differentiation is typically framed through student-focused or teaching methods, underscoring the need for system-oriented research.

Conclusion

In order to address the varying needs of students, foster inclusion, and improve academic performance, differentiation in education is crucial. To develop supportive learning environments that play to each student's individual strengths, it takes system-wide research, teacher training, and resources.

Graphical abstract

Specifications table

Subject area:

Psychology

More specific subject area:

Multiple intelligence of differentiation approach

Name of the reviewed methodology:

Differentiation approach

Keywords:

differentiation, differentiation learning, differentiation approach, multiple intelligence, differentiated instruction, diverse learning

Resource availability:

Review question:

What is the difference of differentiation approach and differentiated learning?

Background

Differentiation recognizes that students have varying proficiency levels in writing and may require different strategies and support to improve [ 1]

What is differentiation?

The root of "differentiation" is "differentiate," which comes from the Latin word "differentia," meaning "difference" or "distinction." In its original sense, "differentiate" refers to making or becoming different or distinct. According to the Cambridge Dictionary, "differentiation" is the process or fact of being different or creating something different from other similar things. ( Cambridge Online Dictionary).

Differentiation of learning - this is a grouping of students based on considering their individual abilities for training in slightly different curricula, programs, and technologies [ 2].

Differentiation approach - groups are made based on member traits, using various methods and strategies to support teaching in groups with similar abilities. This principle aims to enhance teaching effectiveness by considering students' unique characteristics like interests, creativity, and learning abilities, guiding the selection and adaptation of educational goals, content, and teaching methods accordingly [ 3].

Educational policies in various countries mandate that teachers tailor their lessons to meet diverse student needs [ 4]. Differentiated instruction is where teachers modify their lessons to accommodate each child's unique needs, including prior knowledge and skills, interests, and classroom behavior [ 5]. To proactively adjust their lessons, teachers should consistently monitor and assess their students' needs, making deliberate decisions based on these evaluations during lesson planning and implementation [ 6]. Differentiated instruction is often defined as an adaptive and proactive educational approach (Prast, E. J et al.) . According to Jager, implementing adaptivity and proactivity necessitates multiple perspectives: understanding teachers' thought processes during lesson planning is essential to identify proactivity, and gathering information on students' experiences and changes in academic performance is crucial to determine if the adjustments effectively address students' needs [ 7]. Tomlinson [ 5] suggested that teachers can modify various aspects of a lesson to cater to students' needs. When adjusting the process, teachers offer varied learning activities or instructions, which involves tailoring the level of guidance during inquiry and design tasks to suit students' needs [ 8]. The proactive nature of differentiated instruction necessitates that teachers make numerous intentional decisions about their teaching [ 6] outlined a differentiation skills hierarchy and identified the chronological sequence of these decisions.

Method details

Literature review

The differentiation method in education is grounded in the understanding of students' diverse cognitive abilities and prior knowledge, requiring tailored instructional strategies that create supportive learning environments and accommodate individual needs, inspired by Vygotsky's theory and brain-based learning principles, with evidence from foreign language education research supporting its effectiveness. [ 9]. The differentiation approach in education plays a crucial role in enhancing student motivation. By recognizing and catering to individual differences in students' readiness, interests, and learning profiles, differentiation promotes a sense of relevance and engagement in the learning process. When students see that their individual needs and preferences are recognized through differentiated instruction, they are more likely to feel valued and motivated, especially when given choices that align with their interests and strengths, fostering a sense of ownership and enhancing intrinsic motivation [ 10].

In studying motivation, it is crucial to focus on students' needs, as understanding these needs helps shape the direction of their learning and mental state, driving activity, forming motives, and enabling goal-setting, which teachers can foster by adapting lessons to meet students' needs and setting collaborative goals to enhance the effectiveness of the educational process [ 11]. The differentiation approach in education can be closely connected with the theory of multiple intelligences proposed by Howard Gardner. Gardner's theory suggests that intelligence is not a singular, fixed entity but a combination of different types of intelligence, including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic intelligence. Each individual possesses a unique blend of these intelligences, with varying strengths and preferences [ 12]. When implementing the differentiation approach, educators recognize and value this diversity of intelligence among their students. They design instruction and learning experiences that cater to different types of intelligence, allowing students to engage with content in ways that align with their strengths and interests. For example, a teacher might provide opportunities for students to demonstrate their understanding of a concept through various modalities: Linguistic learners prefer writing essays or giving oral presentations. Visual-spatial learners might benefit from creating diagrams, charts, or drawings. Kinesthetic learners might excel in hands-on activities or experiments. Musical learners enjoy composing songs or rhythms related to the topic.

By integrating multiple intelligences into the differentiation approach, educators create a more inclusive and engaging learning environment where students can thrive based on their unique talents and abilities. This approach honors the diversity of learners and fosters a deeper understanding and appreciation of the subject matter [ 13]. The theory of multiple intelligences is a vital tool for educators across various disciplines. It allows them to transform the teaching-learning process and actively engage students through appropriate activities often missing in traditional school settings. The diversity among learners and high expectations for their learning makes teaching incredibly challenging. Addressing individual differences remains a significant challenge in education today, but it is also a crucial strategy for resolving many educational discrepancies. Gardner's theory of multiple intelligences has numerous implications for teachers, some of which are beyond their control.

Gardner's theory posits that autonomous powers and capabilities shape each person's intelligence level and that every child has potential intelligence in one or more areas. According to Gardner, intelligence is not limited to two regions but includes success in music, sports, art, self-awareness, and evaluation. He views intelligence as the ability to solve problems and achieve results within cultural contexts. Understanding the multiple intelligence profiles of secondary school students enables teachers to better know their students and understand their similarities and differences. Teachers should consider students' dominant intelligence areas when planning education and educational environments, encouraging proactive participation. Utilizing students' strengths positively impacts other areas. Research indicates that students' interests and intelligence areas vary by gender, and these natural differences must be considered. Addressing socio-economic diversity can prevent potential inequalities. Assigning tasks aligned with students' skills contributes to their personal development. Being the best judges of their abilities and differences, students should have their self-assessment results included in their personal development records [ 14].

According to Russell Jay Hendel, differentiated instruction (DI) boosts students' academic performance and satisfaction with learning, especially when teachers receive proper training beforehand. However, the vast amount of DI literature can overwhelm many educators, making it difficult for them to implement DI effectively for students with different learning styles. He proposes a transdisciplinary approach to bridge the gap between theory and the challenging practical application of DI. 1) Drawing from architecture, the concept of universal design is introduced, advocating for buildings to be initially constructed to accommodate everyone rather than trying to make adjustments after construction, which can be expensive and inefficient. 2) Neuroscience suggests that higher cognitive brain functions, like executive function, can be effectively addressed through a multi-modal approach, emphasizing the need for inclusive teaching methods that cater to various learning preferences. 3) Industrial psychology highlights the importance of goal-setting and breaking down complex tasks into manageable steps, promoting clear, achievable, and challenging objectives. 4) Combining goal-setting with the concept of self-efficacy from social psychology, utilizing software technology with differentiated difficulty levels is advocated, enabling students to assess and improve their learning through self-regulation. This transdisciplinary approach proposes several innovative strategies for DI, which it hopes other educators and researchers will explore further [ 15]. Drawing from the concept of universal design means creating learning environments and educational materials that are accessible and inclusive for all students, regardless of their abilities or backgrounds. This approach recognizes that students have diverse needs, learning styles, and abilities and aims to design educational experiences that cater to this diversity from the outset. For example, in the design of classrooms, universal design principles might involve: Ensuring classrooms are spacious and well-lit to accommodate students with mobility issues or visual impairments. We provide flexible seating arrangements for different learning preferences and physical needs. They are incorporating technology and multimedia resources that students with various learning styles and abilities can access. They offer materials in multiple formats (e.g., digital, audio, tactile) to accommodate different learning needs and preferences. Implementing inclusive teaching strategies that engage all students and provide opportunities for active participation.

By applying universal design principles in education, schools can create inclusive learning environments that benefit all students, regardless of their differences. This proactive approach avoids the need for costly and time-consuming adjustments or accommodations later on, leading to more efficient and effective educational experiences for everyone.

In education, insights from neuropsychology highlight the importance of considering higher cognitive brain functions, such as executive function, in designing instructional strategies. Executive function encompasses skills like planning, organization, and self-regulation, which are crucial for academic success.

A multimodal approach to teaching acknowledges that students have diverse learning preferences and strengths. Therefore, instruction should encompass various modalities, such as visual, auditory, kinesthetic, and tactile. This approach recognizes that different students learn best through different sensory channels and emphasizes the need for inclusive teaching methods that cater to these diverse learning preferences. For example, in a classroom using a multi-modal approach: Visual learners benefit from diagrams, charts, and graphic organizers. Auditory learners might excel with lectures, discussions, and audio recordings. Kinesthetic learners might thrive with hands-on activities, experiments, and role-playing exercises. Tactile learners might engage more effectively with tactile materials, manipulatives, and learning aids.

Educators can create inclusive learning environments that engage students of all learning preferences and abilities by incorporating a multi-modal approach into teaching practices. This approach promotes a more profound understanding, retention, and application of knowledge, ultimately leading to improved student academic outcomes. In education, integrating goal-setting with the concept of self-efficacy from social psychology emphasizes empowering students to control their learning processes. Self-efficacy refers to an individual's belief in their ability to succeed in specific tasks or situations. By combining goal-setting with self-efficacy, educators aim to enhance students' confidence in their skills and motivate them to pursue their learning goals. One way to implement this approach is by using software technology that offers differentiated difficulty levels. This means providing students with learning tasks or activities that vary in complexity and challenge, allowing them to select the level that matches their current skill level and learning pace. For example, a math software program might offer practice exercises ranging from essential addition for beginners to advanced algebra for more advanced students. Students can choose the level of difficulty that suits them best based on their confidence and proficiency in the subject. Educators promote self-regulation and autonomy in learning by providing students with choices and opportunities to assess their own learning progress. Students learn to set goals, monitor their performance, and adjust their strategies accordingly, leading to increased motivation, engagement, and academic success [ 16].

The effectiveness of teaching science can be negatively impacted by several issues that creative pedagogies can resolve [ 17]. Students better comprehend the ideas in the frequently abstract natural scientific textbooks by using interactive technologies, straightforward experiments, or visualizations as part of creative pedagogies [ 18]. Students can engage with natural science subjects meaningfully by incorporating artistic components into science instruction [ 19]. A learning strategy known as "creative pedagogy" strongly emphasizes adopting methods and techniques to encourage students' creativity during the educational process. The three components of creative pedagogy-creative teaching, teaching for creativity, and creative learning-are taken from the study findings of Lin [ 20]. The method a teacher uses to present educational materials that have enhanced and sparked students' imaginations is referred to as creative teaching. Teaching for creativity has brought attention to how important it is for teachers to support their students' creative growth by using methods that foster critical, analytical, and creative thinking. In the meantime, creative learning has focused on creating a setting in the classroom where students can explore new concepts and come up with creative solutions [ 20]. While there is much promise for students and teachers to improve learning effectiveness through creative pedagogy, some researchers have noted that its implementation has been fraught with difficulties, including shifting learning standards to a more flexible and creative approach. However, these difficulties have been surmounted with the correct assistance and cooperative efforts from curriculum developers, educational institutions, and teachers [ 21].

The pedagogical foundations of the differentiation approach in education stem from the belief that every student has unique learning needs, interests, and abilities. This approach acknowledges that a one-size-fits-all teaching method is ineffective for reaching all students and maximizing their learning potential. Instead, differentiation aims to tailor instruction to meet the diverse needs of learners within a classroom.

Here are some vital pedagogical foundations of the differentiation approach:

Student-Centered Learning: Differentiation places the student at the center of the learning process. It recognizes that learners come from diverse backgrounds and possess different learning styles, preferences, and abilities. Therefore, instruction is designed to accommodate these differences and empower students to take ownership of their learning.

Flexible Instruction: Teachers employing differentiation understand that not all students will master content at the same pace or through the same methods. They use a variety of instructional strategies, materials, and assessments to address students' individual needs. This might include modifying content, adjusting the pace of instruction, or providing alternative assignments.

Assessment for Learning: Assessment is integral to the differentiation approach. Teachers continuously assess student progress to determine their strengths, weaknesses, and areas for growth. This ongoing assessment informs instructional decisions, allowing teachers to tailor their teaching to effectively address individual student needs.

Flexible Grouping: In differentiated instruction, grouping strategies are used strategically to support collaborative learning and individualized instruction. Teachers may group students based on readiness, interests, or learning styles, and these groups may change frequently based on specific learning goals and activities.

Respect for Diversity: Differentiation promotes a culture of inclusivity and respect for diversity within the classroom. It values each student's unique background, experiences, and perspectives, fostering a supportive learning environment where all students feel valued and included.

Teacher Expertise and Reflection: Implementing differentiation requires skilled teachers who can effectively assess student needs, plan and deliver differentiated instruction, and reflect on its effectiveness. Continuous professional development and reflection are essential for teachers to refine their differentiation practices and meet the evolving needs of their students.

By embracing these pedagogical foundations, educators can create more inclusive, engaging, and effective learning environments that support the success of all students.

Teaching and learning are vital educational processes that prepare young individuals for the greater good of society. This greater good is determined not solely by the needs of the youth, but by the collective needs of humanity. It necessitates that all young people, regardless of their individual abilities, disabilities, race, language, or religion, have access to the highest quality educational opportunities available in their time. To achieve this goal, all forms of differentiation must be employed to ensure that every student receives optimal educational opportunities. Differentiation in teaching is a methodological framework designed to cater to individual learning needs and optimize students' academic experiences, potentially resulting in positive learning outcomes. Once instruction and curriculum are differentiated, various forms of assessment can be developed to accommodate the diverse needs of students. Given that classrooms consist of students with varying backgrounds and learning profiles, teachers must become part of the solution by differentiating their teaching methods and instructional programs. Through this approach, teachers can create assessments that accurately gauge students' comprehension of the taught concepts at an appropriate level [ 22].

Teaching and learning are increasingly challenging due to diverse student abilities and disabilities. However, there are differentiation processes that, if implemented, can offer enhanced opportunities for students to engage in their learning actively. It's crucial to recognize that ensuring every child achieves their personal best in the classroom is not just an educational but also an ethical imperative. Evidence supports the importance of differentiation in pedagogical approaches for fostering the well-being and success of students in their learning journey. This involves tailoring instructions, content, curriculum, and assessments to meet individual student needs. Such approaches enable students to persevere in their learning, develop a genuine interest in school, collaborate effectively with teachers, and cultivate a desire to gain a deep understanding of the subject matter. For these approaches to resonate with students, schools must develop engaging and relevant curricula that motivate all learners, even in challenging circumstances [ 23]. Moreover, the curriculum should be aligned with equally customized assessments to accommodate diverse abilities. By differentiating both the curriculum and assessments, students can thrive and experience a sense of fulfillment in their academic endeavors [ 24].

Materials

K.A. Jirkova studied differentiated approaches and their implementation in foreign language learning in schools. Her approach began with determining criteria for differentiation, such as ability, knowledge, skills, learning capacity, training, creative abilities, and memory. She utilized previously acquired abilities and skills in her research. The next step involved selecting educational materials (tests, assignments) to group students. Students struggling with tasks were placed in weaker groups. Differentiation in English language teaching considered various implementation strategies:

- Differentiated complexity of the task and the same conditions for its fulfillment for everyone;

- Differentiated task complexity and differentiated conditions for its implementation;

- The exact complexity of the task for all students and differentiated specific conditions for its implementation;

- The task is of the same complexity for all students and has the same fulfillment conditions.

The most significant interest in implementing a differentiated approach is internal division (differentiation), which is pedagogy and psychology. Classwork has three types (forms): frontal, group, and independent. In our scientific experience, the differentiated approach was implemented the following way.

First of all, we determined by what criteria (ability, knowledge, skills, learning ability, training, level of creative abilities, memory) differentiation of training will be carried out. In our research, we relied on the abilities obtained from earlier knowledge and skills. The next stage was the selection of educational materials (tests, assignments) that allowed students to be divided into groups. Then, the students were diagnosed: those who had difficulties completing tasks were transferred to a weaker group.

In the experiment, students worked on tasks of the same complexity (text) but under different conditions, focusing on the reading skills of 3rd-grade students. The primary goal was to monitor reading skill development and text comprehension, requiring students to complete related tasks [ 25]

Similarly, Y.V. Valtseva explored a differentiated approach to foreign language teaching. Despite its use in various subjects, it still needs to be utilized in foreign language education due to the subject's practical focus and students' perception of it as secondary. Teachers, therefore, seek ways to enhance classroom learning effectiveness.

Given that students' abilities, learning pace, interests, and needs vary, teachers often cater to the average student, neglecting both the "strong" and the "weak." Differentiated learning addresses individual abilities and needs by specifying goals, content, and teaching methods and necessitates diverse learning strategies. Physiologists believe integrating differentiation can reduce teaching load and positively impact students' health.

Effective differentiation can:

1) prevent gaps in the knowledge, skills, and abilities of students; equalize the level of preparation of the entire class;

2) develop the abilities and interests of students;

3) improve the quality of knowledge;

4) make more efficient use of everyone's study time;

5) involve all students in active, intense mental activity;

6) eliminate the gap between frontal teaching methods and the individual nature of knowledge [ 26].

Differentiation within the classroom-lesson system can lead to a more personalized educational process. Individualized educational work can take three forms: frontal, group, and independent. In frontal work, teachers present texts of varying complexity, simplify and complicate material, and encourage students to engage beyond the curriculum. Group work activates students by allowing them to express opinions and solve problems according to their interests and abilities, with groups formed based on performance levels. Independent work requires mental effort and self-directed learning, with students overcoming feasible but challenging tasks.

Differentiated learning also involves varying the conditions for task completion, such as teacher assistance, time allocation, thought processes, and monitoring forms [ 27].

Method

In this review, we searched two concepts of differentiation approach in education. They are differentiated learning and differentiation approach, and their comparisons in the primary class.

Result

Jirkova's research highlighted the importance and effectiveness of differentiated approaches in foreign language learning, particularly in developing reading skills and comprehension among young learners.

The research emphasizes the significance of differentiated learning, which involves understanding student traits, grouping them accordingly, and providing tasks suited to their abilities to enhance cognitive and moral growth.

Her findings and results show that by assessing students' abilities, knowledge, skills, learning capacity, training, creative abilities, and memory, Jirkova established clear criteria for differentiation. This initial step ensured students were grouped effectively based on their specific needs and capabilities. Educational materials such as tests and assignments were carefully selected to facilitate grouping. Students who struggled with tasks were placed in weaker groups, ensuring they received appropriate support and instruction tailored to their level. The experiment involved 3rd-grade students working on tasks of the same complexity (a text) but under different conditions. This approach aimed to monitor the development of reading skills and comprehension. The primary goal of the experiment was to observe the progression of reading skills and the ability to understand the text's central idea. The tasks designed for this purpose required students to demonstrate their comprehension through various related activities ( Table 1).

Table 1.

Area

Details

Research Focus

Differentiated approaches in developing reading skills and comprehension in young learners

Purpose of Differentiation

Enhance cognitive and moral growth by tailoring instruction to individual student abilities

Differentiation Criteria

Students assessed based on abilities, knowledge, skills, learning capacity, creative abilities, and memory

Instructional Materials

Carefully selected tests and assignments to facilitate effective grouping

Task Complexity & Conditions

Tasks of uniform complexity but varied learning conditions to match individual student needs

Reading Skill Improvement

Noticeable improvement in reading skills and comprehension, demonstrating the effectiveness of differentiation

Student Engagement

Differentiated tasks-maintained interest and motivation by aligning with students' abilities and needs

Similar to this, Valtseva's research demonstrated that differentiated learning can significantly improve the effectiveness of foreign language teaching, making it a valuable approach for addressing students' diverse needs.

The research findings highlight the effectiveness of varied instructional methods, including frontal presentations and group work, which accommodate individual differences and encourage active student engagement through differentiated tasks and conditions.

Differentiated learning is less commonly used in foreign language education despite its effectiveness in other subjects. This is due to the subject's practical focus and students' perception of it as less important. Teachers often target the average student, which leads to neglecting both high-performing ("strong") and low-performing ("weak") students. This creates a need for differentiated learning to address all students' varying abilities, learning paces, interests, and needs ( Table 2).

Table 2.

Area

Details

Research Focus

Effectiveness of differentiated learning in foreign language education

Purpose of Differentiation

Address diverse student needs, learning paces, and abilities to improve overall learning outcomes

Key Instructional Methods

- Frontal presentations
- Group work
- Varied instructional methods to accommodate individual differences

Differentiated Tasks

Tailored tasks and conditions to encourage active engagement

Task Complexity & Conditions

Tasks of uniform complexity but varied learning conditions to match individual student needs

Common Teaching Issue

Standardized teaching targets the average student, neglecting high ("strong") and low-performing ("weak") students

Need for Differentiation

Address the needs of all students with varied abilities and interests to prevent any group from being overlooked

Discussion

It is not necessary for the teacher to be directly involved in independent work. It takes mental effort to finish the assignment. If students don't acquire effective procedures for differentiated work, the teacher won't get good results.

Through the use of organizational structures, differentiated learning allows each student to work at their own pace, completing tasks that are achievable but still sufficiently difficult. Not only should the tasks be different in difficulty under the differentiated approach, but the methods of tracking task completion should also be modified, as should the circumstances under which they are completed (e.g., different amounts of teacher support for strong and weaker students, different time allotments for task completion and response reflection).

From Fig. 1, we can see the similarities and differences between Jirkova's and Valtseva's work. Jirkova used differentiation approach in the class, where the different task is based on the multiple intelligence of the students and also focused on the diverse needs of students, whereas Valtseva's findings is based on differentiated learning, which all students worked on the same task (a text) under varied conditions. In addition, the teacher standardized teaching targets the average student, neglecting high ("strong") and low-performing ("weak") students.

Fig. 1.

Similarities and differences between Jirkova's and Valtseva's experiment.

By considering the characteristics and circumstances of each student, differentiated learning methods can be used to address heterogeneity in the classroom. Repetition, specialized exercise routines, and complimentary or modified content are examples of diversified instruction strategies [ 28]. These approaches encourage the development of competence at various levels of success. Additionally, students increase the efficacy of differentiated education. However, differentiated instruction enhances learning outcomes, student performance, and their ability to critically reflect on their own work, it is as beneficial when implemented in junior high school classrooms [ 29].

Finally, for teaching and learning to be successful, the learning environment must be changed. Teachers are specifically expected to modify the classroom setting in order to successfully include every student in the learning activities. This also includes the capacity to employ culturally responsive teaching pedagogy, encourage student collaboration, guarantee resource availability, and employ appropriate communication tones with students [ 30].

Conclusion

K.A. Jirkova and Y.V. Valtseva's studies highlight the effectiveness of differentiated approaches in foreign language education. Jirkova's research focused on developing criteria for differentiation and grouping students based on their abilities, which enhanced reading skills and text comprehension among 3rd-grade students. Valtseva's exploration of differentiated learning emphasized its potential to address individual student needs, improve engagement, and enhance overall learning outcomes. Both studies demonstrated that differentiated teaching strategies can prevent knowledge gaps, develop student abilities and interests, and promote a more personalized and effective educational process. Integrating differentiated approaches in foreign language teaching can reduce teaching load, positively impact student health, and better cater to the diverse needs of learners.

Ethics statements

In the research process, it can be seen that the differentiation approach was used among students in 2013 and 2014, but this approach was not used in schools experimentally or in the teaching process, as instead of debating whether or not to differentiate instruction, educators should concentrate on how to do it and differentiated learning supports the claim that teacher preparation is lacking since it shows that teachers are not consistently implementing in their classrooms [ 31]. Differentiating instruction is more challenging in practice than it appears, as highlighted by Wan (2016). Teachers were unable to accommodate the diversity of learners with the same ease because they lacked sufficient experience with differentiation tactics. Teachers struggle to understand how differentiated instruction should be applied in their classrooms, despite the fact that the concept is widely recognized [ 32]. By the 2020s, a differentiated approach has proven to be beneficial for students with diverse abilities. Differentiated learning, which is more successful than standard classroom approaches at boosting student enthusiasm and comprehension in science classes, is taught in elementary school classrooms with an emphasis on student learning styles [ 33].

CRediT authorship contribution statement

Nigora Goyibova: Conceptualization, Methodology, Investigation, Validation, Software. Narzulla Muslimov: Resources, Writing - review & editing, Methodology. Gulnoza Sabirova: Visualization. Nargiza Kadirova: Writing - original draft. Barnoxon Samatova: Supervision, Software.

Acknowledgments

We would like to extend my sincere gratitude to everyone who contributed to the successful completion of this study on differentiation in education. We are deeply grateful to the educators and students who participated in the study. Their willingness to share their experiences and insights has provided a rich foundation for this research. Special thanks to K.A. Jirkova and Y.V. Valtseva for their pioneering studies, which have significantly informed and inspired this work.Lastly, we would like to recognize the contributions of theorists and educators like Vygotsky, Howard Gardner, and Russell Jay Hendel, whose foundational theories and innovative approaches have profoundly influenced this study. Their work continues to inspire educational practices that cater to diverse learner needs.

Declaration of competing interest

The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.

Contributor Information

Nigora Goyibova, Email: n.goyibova@tiiame.uz.

Narzulla Muslimov, Email: muslimov.narzulla@mail.ru.

References

10. Naj A. (2015). The effect of differentiated learning method on students' achievement in writing skills in learning Arabic as a foreign language.

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Differentiation approach in education: Tailoring instruction for diverse learner needs

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By adapting instruction, content, and assessment to meet the needs of various learners, differentiation in education improves student engagement and accomplishment. Differentiation addresses students' varied learning styles and strengths by ...