George Lucas Educational Foundation

Differentiated Instruction

Build lessons, develop teaching materials, and vary your approach so that all students, regardless of where they are starting from, can learn content effectively, according to their needs.

  • A Student-Centered Model of Blended Learning

    When educators at a Washington, DC, high school ditched their lectures and devised a self-paced blended learning model, their students thrived.
  • Blended Learning Built on Teacher Expertise

    An inside look at a teacher-designed instructional model that combines blended learning, student self-pacing, and mastery-based grading.
  • From Concrete to Abstract—The Montessori Math Approach

    At an elementary school in South Carolina, tactile materials, color coding, and vocabulary changes help students grasp high-level math concepts.
  • 6 Scaffolding Strategies to Use With Your Students

    Support every student by breaking learning up into chunks and providing a concrete structure for each.
  • Do’s & Don’ts for Teaching English-Language Learners

    In an excerpt from his book with fellow teacher Katie Hull Sypnieski, blogger Larry Ferlazzo looks at a few basic ways to reach students who are learning English as well as the subject at hand.
  • Station Rotation: Differentiating Instruction to Reach All Students

    Rotation stations allow students to learn in a range of modalities, while making differentiation manageable for one teacher.
  • 3 Ways to Plan for Diverse Learners: What Teachers Do

    Every teacher already has the tools to differentiate in powerful ways for all learners.
  • Making Failure Harder Work Than Passing

    A rigorous intervention pushes students who might be satisfied with a D to aim higher.
  • Dipsticks: Efficient Ways to Check for Understanding

    Through alternative formative assessment, teachers can check for student understanding without falling back on the tedious or intimidating pop quiz.
  • Differentiating by Offering Choices

    Elementary students have a better chance of showing what they’re learning when they have a choice about how to show it.
  • Teaching a Class With Big Ability Differences

    Techniques for meeting the needs of students with diverse abilities and interests.
  • Why Don’t We Differentiate Professional Development?

    PD could be more effective if we differentiated it by gauging teachers' readiness, utilizing their interests, involving them in the process, and providing continual assessment opportunities.
  • Creating a Dysgraphia-Friendly Classroom

    Six ways to support students with dysgraphia—a learning difference that affects a person’s ability to produce written work.
  • Differentiation in a Rigid Curriculum

    Four strategies for differentiating instruction to meet the needs of all students, within the constraints of a curriculum.
  • Extending the Silence

    Giving students several seconds to think after asking a question—and up to two minutes for some questions—improves their learning.