DI (differentiated instruction) is, at its core, the willingness of an educator to meet students where they are rather than insist ad nauseam that their learning be in lock-step with that of their peers. Continuous high-quality assessment is key, as is building accurate learner profiles. DI has been shown to help students facing all manner of challenges and is largely grounded in the multiple intelligence work of Howard Gardner.

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          Though there are considerable criticisms of DI (mostly with respect to it being inappropriately implemented), I have put it into practice throughout my years teaching and have seen the engagement is fosters, the doors it opens, and the learning is facilitates, especially for students from groups who have traditionally been marginalized. From helping ELL students integrate more into their social groups to scaffolding learning through the use of multiple teaching methods geared toward multiple intelligences, DI is the best tool teachers have to ensure that no student gets left behind.

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          It should come as no surprise that addressing students' individual learning needs can lead to more positive outcomes, As any experienced educator will tell you, that part isn't controversial. The real challenge lies in providing programs and training to teachers that equip them with the skills, time, and resources necessary to properly implement DI. Resources like the Ontario MoE's Differentiated Instruction Educator's Guide (2016) are a great step in the right direction. Here's an excerpt from the guide.

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          Below you'll find resources aimed at helping educators like you and me understand the need for DI as well as how to implement it. Click the pictures to access the sites.

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