During previous decades of school reform, differentiated instruction was widely adopted as an approach to individualizing instruction for various learner profiles. No matter the student’s learning style, strengths, needs and abilities—educators began adapting classroom curricula and activities to meet these differences. In recent years, educators began utilizing new technologies and tools to empower teachers to personalize learning for every student.

Differentiated learning as a way to improve learning outcomes for all kinds of students, and according to mr. Cope, it is vital in any kind of learning environment.

Some researchers believe it is impossible and will not benefit students on either side of the spectrum. According to James R. Delisle, in his article, Differentiation Doesn’t Work: ‘Differentiation is a failure, a farce, and the ultimate educational joke played on countless educators and students.

The sad truth is this: By having dismantled many of the provisions we used to offer to kids on the edges of learning (classes for gifted kids, classes for kids who struggle to learn, and classes for those whose behaviors are disruptive to the learning process of others), we have sacrificed the learning of virtually every student.

In the same Fordham Institute report cited earlier, 71 percent of teachers reported that they would like to see our nation rely more heavily on homogeneous grouping of advanced students, while a resounding 77 percent of teachers said that, when advanced students are paired with lower-achieving students for group assignments, it's the smart kids who do the bulk of the work.” http://www.edweek.org/ew/articles/2015/01/07/differentiation-doesnt-work.html

There are, of course researchers with a different opinion. They promote differentiated learning as a difficult, but effective way to improve learning outcomes in a heterogeneous setting. Their research shows a different outcome:

“In the two decades since those studies, I've observed and studied schools in which the entire faculty focused on providing a third condition: differentiation in mixed-ability classrooms where regular planning for a full spectrum of learners—including advanced learners—was a given.

Teachers in those schools typically "teach up," planning first for advanced learners, then scaffolding instruction to enable less advanced students to access those rich learning experiences. Further, they extend the initial learning opportunities when they are not sufficiently challenging for highly advanced learners. In those schools, achievement for the full spectrum of learners—including advanced learners—rose markedly when compared to peer schools where this approach was not pervasive.” http://www.edweek.org/ew/articles/2015/01/28/differentiation-does-in-fact-work.html

One thing both sides agree upon, is the fact that differentiated learning is very hard to achieve in traditional classrooms. That is where digital programs come in…

Digital programs connect education to real-world experiences and also promote equity, access and opportunity for all students. Not only that, but students develop more responsibility for and control of their learning, with more choices around the pace, time, and location of online instruction.

Deep personalized learning that meets a range of achievement levels, driven by online and blended learning courses, is now possible. Differentiation is empowered by digital platforms, resources, and entire curriculum programs. We can match and modify instruction and assignments to align the student’s readiness, developmental level and skills with targeted learning objectives.

Digital programs connect education to real-world experiences and also promote equity, access and opportunity for all students. Not only that, but students develop more responsibility for and control of their learning, with more choices around the pace, time, and location of online instruction. http://blog.mheonline.com/digitally-4-ways-technology-based-differentiated-instruction-propels-learning/

Howard Garner, multiple intelligences theorist at Harvard University, wrote several years ago that “Human beings differ from one another and there is absolutely no reason to teach and assess all individuals in the identical way. Rather, in the future, good practice should particularize the modes of presentation as well as the manner of assessment as much as feasible; and that individuation should be based on our understanding of the intellectual profiles of individual learners.” https://www.gse.harvard.edu/faculty/howard-gardner

I firmly believe that differentiated instruction and learning are two principles that are important and necessary in contemporary classrooms. In order to make these concepts work, digital programs that enhance differentiation in content, process, products and learning environment, are key contributors to a successful implementation. Without digital technology, mr. Delisle might be right: differentiation doesn’t work.