Differentiated instruction tries to maximize learning by establishing connections between what students must learn and their interests and experiences. Students are more self-motivated to learn when course material is related to their interests. Since interests vary, teachers must create classrooms with a multitude of different activities. Teachers must be highly flexible and must adjust the curriculum to the students, rather than adjusting the students toward the curriculum.
Teachers give students choices in differentiated learning classrooms, with the theory that they will gravitate toward the material with which they are most engaged. Teachers do not create individual lesson plans for each student, since he still needs to run a single class. For example, the teacher may give students a variety of options when choosing a project, but all students have to work on a project.
All the students receive work that challenges them, but not too much. Students must be challenged, regardless of whether they are advanced or behind in their development. Teachers must know the level at which each student is operating. This necessitates standardized tests, some of which are designed outside the classroom and some of which the teacher designs. The teacher must also determine the students' learning styles so he can use a variety of techniques to reach them all.
Differentiated instruction is built around teaching students a series of broad concepts instead of teaching them a limited number of facts. Teachers can use graphic organizers to help them visualize how each teaching strategy will help them accomplish goals in the classroom. Using a graphic organizer, the teacher can draw lines showing how specific strategies connect to goals. The state often determines these goals, which usually include specific things the students are expected to learn. Teachers create objectives that slowly build students toward meeting state standards.