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Differentiated Instruction

Whakataukī | Proverb

"He tangata, he tangata, he tangata"

It is people, it is people, it is people

Differentiated Instruction recognizes that every student is unique. It honors individual strengths, needs, and ways of learning, aligning with Māori holistic view of students as whole people with diverse talents.

Definition

Teaching approach that adapts instruction to meet individual student needs, interests, and learning styles. Provides multiple pathways to learning the same content, ensuring all students can access and demonstrate understanding.

Key Theorist

This concept was developed by:

  • Carol Ann Tomlinson - Differentiated Instruction framework

Four Dimensions of Differentiation

1. Content
What students learn. Different students may explore different aspects of the same topic, or access content at different levels of complexity.
2. Process
How students learn. Different activities, strategies, and approaches to help students make sense of content.
3. Product
How students demonstrate learning. Multiple ways to show understanding: written, oral, visual, performance, etc.
4. Learning Environment
The classroom setting and atmosphere. Flexible spaces, varied groupings, supportive climate that honors all learners.

What We Differentiate By

  • Readiness - Current skill level and understanding
  • Interest - What students are curious about
  • Learning Profile - How students learn best (visual, auditory, kinesthetic, etc.)
  • Cultural Background - Honoring diverse ways of knowing

Cultural Connections

Differentiated Instruction recognizes diverse learners, aligned with Māori holistic view:

  • Recognizing Individual Strengths - Every student has unique talents
  • Multiple Ways of Knowing - Honoring diverse ways of understanding
  • Holistic View - Seeing students as whole people, not just academic ability
  • Cultural Responsiveness - Adapting to students' cultural backgrounds

How We Apply This in Te Kete Ako

Every resource in Te Kete Ako provides differentiation options:

  • Multiple entry points for different readiness levels
  • Tiered activities (basic, intermediate, advanced)
  • Choice boards allowing student choice
  • Flexible grouping strategies
  • Multiple ways to demonstrate understanding
  • Extension activities for advanced learners
  • Scaffolded support for struggling learners

Our resources ensure all students can access learning through their strengths while being appropriately challenged, honoring the unique needs and talents of each learner.

Application Examples

  • Tiered assignments with different complexity levels
  • Learning centers with varied activities
  • Flexible grouping (by readiness, interest, or learning style)
  • Choice boards with multiple activity options
  • Multiple assessment formats (written, oral, visual, performance)
  • Scaffolded worksheets with support levels

Cultural Connections — Mātauranga Māori

Differentiated instruction resonates strongly with mātauranga Māori values. Hauora (wellbeing) is central — learners can only thrive when their individual needs are genuinely met. Tikanga recognises that each person carries a unique whakapapa and set of gifts; the teacher's role is to create conditions where those gifts can flourish. Kaitiakitanga, as guardianship, extends to being a careful steward of each learner's potential.

  • Hauora — Holistic wellbeing requires meeting each learner where they are
  • Tikanga — Respect for individual identity and learning pathway
  • Kaitiakitanga — Teachers as guardians of each student's potential

Puna Kōrero — Sources

Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners (2nd ed.). Alexandria, VA: ASCD.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.

Ministry of Education New Zealand. (2010). The Literacy Learning Progressions. Wellington: Ministry of Education.