Reflecting on Differentiated Instruction: Engaging All Learners


Over the past several months in my field experiences, I have built a deeper understanding of how differentiated instruction positively impacts student engagement and learning outcomes. As part of my clinical assignment, I designed a lesson on the causes of World War I where my goal was to create a standards-based, measurable lesson that addresses students’ readiness levels, interests, and learning styles, while incorporating technology effectively.


1. Selection of Instructional Strategies

From my classroom observations and prior field reflections, I noticed that students struggled with abstract analysis and historical vocabulary, especially when lessons lacked visual supports or interactive scaffolds. To address these gaps, I selected instructional strategies rooted in research and best practices.

  • Inquiry and collaboration: I employed a gallery walk of WWI era political cartoons and a Four Corners debate to activate background knowledge and support guided discussion. These strategies promote higher-order thinking and are effective in social studies instruction (DeWitt & Siraj-Blatchford, 2018).

  • Scaffolded text interaction: Using Nearpod’s annotation tools allowed me to model analytical thinking aloud, and then guide students through gradual release. This approach aligns with Bransford et al.’s (2019) recommendation of providing intentional supports during reading.

  • Visual representation: For the cooperative poster project, I incorporated Canva to let students create visual summaries of the four main causes of WWI. Prior coursework highlighted that spatial and graphic organizers strongly support comprehension among visual learners (Tomlinson & Imbeau, 2018).

By blending these strategies, I aimed to engage students with multiple cognitive entry points. The lesson was organized to build progressively—from concrete (cartoons) to abstract (poster slices and synthesis)—which helps students scaffold new knowledge onto existing schemas.


2. Differentiating Instruction for Diverse Needs

The lesson included targeted differentiation to support readiness levels, learning styles, and interest:

  • English Language Learners (ELL): I included a visual-vocabulary glossary, bilingual key terms, and peer language support during group activities. Sentence frames such as “This cartoon shows…” and “I think the message is…” offered natural support for language development.

  • Students with IEPs / Special Needs: They received graphic organizers with labeled prompts and one-on-one teacher conferencing during poster planning. Reading materials were chunked, and color-coded notes were provided.

  • Gifted Learners: To deepen their understanding, I encouraged these students to research lesser-known triggers of WWI and incorporate them into their posters. An extension prompt: “How might European alliances have changed the course of the conflict?” allowed for advanced thinking.

  • Early Finishers: Upon completing their posters, they created a persuasive segment—either verbal or written—on which cause they considered most significant, fostering deeper analysis and peer teaching.

These strategies ensure that every student can access the content at a level that matches their skill and interest, while challenging them appropriately. This design directly reflects Universal Design for Learning principles and past planning around student readiness and choice.


3. Differentiated Assessment

For assessment, I incorporated three distinct formats to allow students to demonstrate mastery in different ways:

  • Formative Assessment: Nearpod quizzes embedded in instruction and the gallery walk rubric provided immediate feedback. This allowed me to monitor understanding in real time and make pacing decisions based on data.

  • Summative Assessment: The Canva poster combined research, synthesis, and visual communication to demonstrate comprehensive understanding of WWI causes. Rubrics included clear criteria for content accuracy, creativity, and collaboration.

  • Authentic Assessment: Exit tickets asked students to explain which cause of WWI resonated most with them and why, providing insight into their ability to apply critical thinking beyond the poster.

Importantly, differentiation applied in assessment as well. ELL students could respond orally or using bilingual responses, special needs students could use scribe support, gifted students produced argumentative posters or essays, and early finishers reflected using more advanced sentence structures.


4. Thoughtful Technology Integration

The lesson utilized multiple technology tools selected for their instructional alignment and accessibility:

  • Nearpod provided real-time data, interactive annotations, and whole-class student engagement.

  • Canva enhanced student visual expression and creativity, while remaining accessible through free educator accounts.

  • Schoology served as the assignment hub, ensuring equitable access and centralized feedback.

  • Quizlet supported ongoing vocabulary practice outside of lesson time.

  • YouTube channels like Crash Course and Oversimplified offered supplemental content via short, engaging video clips.

Before selecting these tools, I considered each student’s access to devices, digital fluency, and engagement patterns. Prior field reflections showed that students responded positively to visual and interactive tools, and disliked overly text-heavy assignments. To honor this, I chose platforms that emphasized visual and collaborative learning.


5. Alignment with Standards and Professional Growth

The lesson is grounded in NJSLS-SS standards on analyzing historical causality and aligns with ISTE’s Creative Communicator standards by emphasizing thoughtful digital creation. My mentor teacher and I chose this topic based on field observations where students struggled to connect events across time, and where analysis needed strengthening.

This lesson ties directly back to previous assignments:

  • From Clinical Field Experience A, I used VARK inventory data to integrate varied modalities.

  • From Field Experience B, I carried forward the design of primary source analysis.

  • This lesson extends that scaffolding by focusing on explicit, societal-level cause-effect reasoning.

6. Next Steps and Ongoing Reflection

Moving forward, I intend to refine the rubrics to include more open-ended student language, and to plan optional scaffolding packets for individual students earlier. I foresee using this lesson structure as a model for future units—delivering foundational knowledge alongside scaffolded support and student agency.






References

Bransford, J., Darlington, V., & Hansen, M. (2019). Cognitive strategies in historical thinking. Learning Research Foundation. https://learningresearch.org/resources/cognitive-strategies-historical-thinking

DeWitt, P., & Siraj-Blatchford, I. (2018). Understanding history: Evaluating the effectiveness of inquiry instruction. Journal of Social Studies, 42(3), 201–223. https://doi.org/10.1080/...

Rothstein, D., & Santana, L. (2020). Teaching students to read across the curriculum (2nd ed.). ASCD. https://www.ascd.org/books/teaching-students-to-read-across-the-curriculum

Tomlinson, C. A., & Imbeau, M. B. (2018). Leading and managing a differentiated classroom (2nd ed.). ASCD. https://www.ascd.org/books/leading-and-managing-a-differentiated-classroom

CAST. (2018). Universal Design for Learning guidelines version 2.2. http://udlguidelines.cast.org

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