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One Size Does Not Fit All: Differentiating Instruction for Success

By Kevin Wong posted 01-21-2025 12:00 AM

  

One Size Does Not Fit All: Differentiating Instruction for Success 

By Tabitha Smith, Grace Kibe, and Felicia McGowan

One Size Does Not Fit All

Customizing your teaching to suit each child makes eminent sense (Arnesen et al., 2019). No single instructional method can meet the diverse needs of all students. Differentiating instruction is essential for fostering student engagement and managing behavior. It is imperative that educators know and understand how to modify their instruction to meet the needs of all students. 

Differentiated instructional practices and a multi-tiered system of support (MTSS) are an asset for all students because they (1) accommodate students’ learning needs, (2) enable students to understand the same concepts as their peers, and (3) provide scholars an opportunity to achieve the best possible outcomes. This article seeks to guide novice teachers on how to use differentiated instruction along with MTSS to address students’ diverse needs. 

Differentiated Instruction and Multi-Tiered System of Support 

Differentiated instruction tailors teaching methods to address the diverse needs of students (Tomlinson, 2014). The intent of differentiating instruction is to modify (1) content (what is learned), (2) process (how the content is taught), (3) product (how learning is observed and evaluated), and (4) environment (how the features of the classroom influence student behavior) to maximize students’ academic abilities (NSW Government, 2022). 

MTSS is a proactive framework for support and instruction to help all students succeed (mtss4success.org). MTSS is particularly helpful to students with learning, social, emotional or behavioral challenges. Differentiated instruction combined with MTSS are powerful pedagogical tools for student success as they tailor instruction and construct productive learning environments to address students’ individual needs.  

MTSS is composed of three tiers (see Figure 1):

  • Tier 1 uses data to identify gaps in students' knowledge (American Institutes of Research, 2023). Students who do not do well in Tier 1, are transitioned to Tier 2. To differentiate instruction in Tier 1, we can use technology (e.g., YouTube, interactive whiteboards) and hands-on activities to ensure students’ diverse needs are met and they are engaged during whole group instruction.
  • In Tier 2, students receive small group instruction several times a week where they can receive differentiated and targeted instruction  (Hallahan et al., 2019). Learning centers can be used to differentiate instruction in Tier 2. Lastly, Tier 3 is when severe intervening takes place for those students that are still showing deficits in understanding the content. Small group instruction is advised. Students who are struggling are also evaluated for special education (Hallahan et al., 2019).
  • To differentiate instruction in Tier 3, incorporate students’ individualized education plans (IEP) if available or align activities to students’ zones of proximal development. 

What Is a Multi-Tiered System of Support (MTSS) in Education? | HMH Figure 1. The Multi-Tiered System of Support (MTSS) pyramid? (HMH, 2022) 

In the realm of education, it is crucial to understand the distinctions between accommodation, adaptation, and modification, especially as they relate to the MTSS framework. 

  • Accommodation does not change the curriculum (Blackwelder, 2018). Rather, it provides students with specific tools that allow them to have equal access to the same curriculum as other students. For example, wearing glasses is a critical accommodation for many students but not all students (Blackwelder, 2018).  

  • Modification is a crucial change to the curriculum itself (Blackwelder, 2018). For example, simplifying the language in a required textbook is a modification.  

  • Adaptation means knowing when and how to differentiate pedagogical practices so that students understand the content effectively (Bromley, 2021).  

Accommodation, modification, and adaptation contribute to the MTSS framework (Tier 1, Tier 2, and Tier 3) as they provide varying levels of support to meet the diverse needs of students (Friend & Bursuck, 2019). Differentiating instruction through accommodation, adaptation, and modification is key to ensuring all students can access the curriculum and achieve academic success. 

Benefits of Using Differentiated Instruction and Multi-Tiered System of Support 

Differentiated instruction and MTSS produce enhanced student engagement, social and academic inclusivity, and high self-efficacy beliefs for students and teachers. These approaches allow teachers to support each student while adhering to standards and curriculum guides (Sisson, 2022). Grouping students by learning style, interest, or ability fosters collaboration and a sense of community. This allows students to learn from each other and maintain a sense of belonging in the classroom (Tomlinson, 2014). As a result, students transition to being autonomous, agentic, and active participants in the learning process (Teacher Vision Staff, 2023). 

Conclusion 

Student diversity has highlighted the importance of differentiated instruction and MTSS. The individual differences amongst our students motivate educators to recognize that one size does not fit all. Understanding the differences between accommodation, adaptation, and modification is essential for effectively differentiating instruction. By appropriately applying these strategies across Tier 1, Tier 2, and Tier 3, educators can provide all students with equitable access to education. This not only helps in addressing diverse learning needs but also promotes an inclusive and supportive learning environment where every student has the opportunity to succeed. 

 

Teaching Tips 

  1. Pre-Assessments: Before starting a new topic, conduct a pre-assessment to examine students’ prior knowledge, areas of strength and areas of improvement. 

  1. Tiered Assignments: Design assignments at different levels of complexity based on the abilities of the students. Tiered assignments are parallel tasks provided to small groups of students based on their similar levels of readiness to complete them. 

  1. Incorporate Technology in Teaching: Technology can provide a variety of resources and activities that cater to different learning styles (Mahoney & Hall, 2017). 

  1. Evaluate Acquired Knowledge: Provide students with choices that allow them to reveal what they have learned. Choices can include (1) making videos, (2) podcasts, and (3) writing reports. 

References

American Institutes of Research. 2023. “Essential Feature of Tier 1.” MTSS4Success.org.

Arnesen, Karen T., Charles R. Graham, Cecil R. Short, and Douglas Archibald. 2019. "Experiences with personalized learning in a blended teaching course for preservice teachers." Journal of Online Learning Research 5, no. 3: 275-310.

Blackwelder, Aaron. 2018. “Accommodation, Modification, and Differentiation: Understanding Terms.” Spectrum Life Magazine.

Blanchett, Michelle. 2022. “5 Ways Administrators Can Support Teachers.” Edutopia. https://www.edutopia.org/article/5-ways-administrators-can-support-teachers/.

Bromley, Matt. 2021. “Adaptive Teaching Explained: What, Why, and How.” SecEd. https://www.seced.co.uk/content/best-practice/adaptive-teaching-explained-what-why-and-how.

Delisle, James R. 2015. “Differentiation Doesn’t Work.” Education Week. https://www.edweek.org/teaching-learning/opinion-differentiation-doesnt-work/2015/01

Friend, Marilyn., and William D. Bursuck. 2019. Including Students with Special Needs: A Practical Guide for Classroom Teachers. Pearson, Inc.

Hallahan, Daniel. P., James M. Kauffman, and Paige C. Pullen. 2019. Exceptional Learners: An Introduction to Special Education. 14th ed. Pearson.

Mahoney, Jamie, and Carol Hall. 2017. “Using Technology to Differentiate and Accommodate Students with Disabilities.” E-Learning and Digital Media 14, no. 5: 291–303.

NSW Government. 2022. “What to Differentiate.” NSW Department of Education. https://education.nsw.gov.au/teaching-and-learning/professional-learning/teacher-quality-and-accreditation/strong-start-great-teachers/refining-practice/differentiating-learning/what-to-differentiate.

Sisson, Charles. 2022. “The Benefits of Differentiation in the Classroom.” HMH Blog. https://www.hmhco.com/blog/benefits-of-differentiation-in-the-classroom.

Teacher Vision Staff. 2023. “Learning Centers.” Teacher Vision. https://www.teachervision.com/learning-centers/learningcenters#:~:text=Learning%20Centers-,A%20learning%20center%20is%20a%20self%2Dcontained%20section%20of%20the,an%20interesting%20and%20productive%20manner.

Tomlinson, Carol Ann. 2014. The Differentiated Classroom: Responding to the Needs of All Learners. 2nd ed. ASCD.

Tabitha Smith

Dr. Tabitha Smith is an Assistant Professor at Alcorn State University. She is also a Field Experience Coordinator. Her role involves close collaboration with students and educators in various K-12 settings.  She is an expert in curriculum instruction processes. 
Grace Kibe
 Dr. Grace Kibe is an educational psychologist and Assistant Professor of Psychology at Alcorn State University. She teaches and advises students in the psychology department. Her passions include culturally responsive practices, social justice, and teaching in community settings.  
Felicia McGowan
 Dr. Felicia McGowan is a Director of Adult Education at Alcorn State University. She is approaching her twenty-second year as an educator. With thirteen years as an elementary school teacher, she brings a plethora of experience to education settings. 
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