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Using Differentiated Instruction in Physical Education

Kathleen Ellis, Lauren Lieberman, and Dani LeRoux

Originally appeared in Palaestra, Volume 24, Number 4, 2009

This article is reproduced with permission. Any further use requires permission from the copyright holder.

With the No Child Left Behind law, teachers are required to be highly qualified in the core area in which they teach. However, is being an expert enough; or better yet, the foundation responsible for a child’s education? A great deal of hype has surrounded the use of differentiated instruction as an effective and successful strategy for educating diverse students within the same setting. Expertise in the content being taught is only a fraction of the overall differentiated instruction picture, as in theory, teachers can be experts in their fields, but may not be experts in how to take into account the diversities of learners. An exemplary teacher not only is an expert in his/her core academic area, but has a strong foundation and use of differentiated instructional principles. Differentiated instruction has the focus of diversity, common outcomes, and is student-centered. It is designed to instigate multiple strategies impacting individual students while focusing on a common goal. In other words, the students are all learning identical content, but the strategy for successfully achieving the common outcome/goal is dependent on individual student learning styles and developmental levels (Lieberman & Houston-Wilson, 2009).

Creating An Effective Learning Climate

Differentiating instruction is not a new concept. It has been incorporated as a successful instructional strategy with gifted and talented students for decades. Over the past several years, the advantage of using differentiated instruction in the inclusive learning environment has gained intense focus. Differentiated instruction in and of itself uses instructional strategies based on individual student learning styles and needs. While its success as an all-inclusive instructional strategy is conclusive when effectively incorporated in various learning environments, it was only recently that the value of differentiated instruction was introduced to the physical education setting (Gregory & Chapman, 2007).

Differentiating instruction in physical education is adapted physical education for all learners in an inclusive classroom environment. While adapted physical education has the focus of adapting or modifying the curriculum, activities, or environment to meet the needs of students with disabilities, differentiated instruction has the focus of modifying the content, learning activities, outcomes, and environment to meet the needs of all diverse learners.

When one walks into a typical physical education class, the first thing that comes to mind is diversity—various sizes, shapes, abilities, desires, motivation levels. However, no matter how diverse, teachers must make the physical education environment one that is conducive to learning. Meeting the needs of diverse learners in an inclusive setting involves taking into account what each child needs from this climate in order to feel comfortable, motivated, and successful (see Table 1).

Table 1 Differentiated Instruction Inclusive Strategies

• Background knowledge and experience
• Learning style(s)
• Multiple intelligences
• Important relationships
• Does the learner have any unique goals?
• Are there particular concerns about this learner?
• Content demands—How is content made available to the learners?
• What processes do teachers use to facilitate student learning?
• How do students demonstrate what they have learned?
• How are they graded?

(Thousand, Villa & Nevin, 2007)

To create an effective learning climate which incorporates instructional strategies promoting inclusion, one may use strategies which are individualized for a given student.

Bethany has low vision and is in a physical education class participating in track and field events. In this case, tactile instruction can be used to teach Bethany the correct form and movement for the shot put, so she can be completely included in the activities with her peers. By focusing on her specific learning style, Bethany can participate in track and field activities.

Knowing the Learner

It is a fairly common understanding among professionals that students differ in their learning styles. In other words, no two students are likely to learn in the exact same way. Some global learning styles involve those who learn best by auditory means, those who learn best visually, and those who learn best by hands on or tactile means. Others may learn best while working with peers, or in small or large groups, or in a more isolated situation (Gregory, & Chapman, 2007). In many cases, students may require more than one learning style to fully grasp concepts being taught. Therefore, understanding individual learning styles and incorporating these into instructional strategies is a requirement, not an option, for differentiated instruction. Knowing your students may be the most important part of differentiated instruction…if you don’t know the important aspects of their learning needs and abilities, then determining effective instructional strategies is nearly impossible. Teachers should take into account characteristics of their students when determining strategies to use, such a various learning styles; ways in which students process information; and use of multiple intelligence theory (Gardner, 1983).

Knowing your learners is critically important in successful lesson planning and arrangement of the learning environment, including grouping strategies.

Samantha loves to play soccer, but because she is totally blind she relies a great deal on her auditory ability. Ms. Judge, the physical education teacher, took this into account when planning the lessons and made sure that all equipment used had some auditory device and that small, cohesive groups were incorporated in order to allow more time on task and peer tutoring. In addition, she looked at her learning style as an auditory and tactile learner and made sure her paraeducator worked with her and helped her become familiar with the learning environment and equipment in use. For example, when learning soccer, Ms. Judge had Samantha use a soccer ball with a bell inside, as well as cones which contained beepers so she knew where to dribble the ball. Ms. Judge physically helped Samantha understand how to dribble and gave her verbal and tactile feedback when she was practicing.

Assessing the Learner

Some of us may remember back during our undergraduate years when we took a course on measurement and evaluation (AKA, tests and measurement). Regardless of when or if such a course was completed, one of the take-home messages was that without assessment no programs or instruction can be effectively incorporated with the expectation of success. The first and foremost step for any program or class is to determine a needs assessment. Completing a needs assessment determines students’ prior knowledge and skills for upcoming lessons or programs; what areas of interest or overall feelings regarding lessons or programs the students demonstrate; what is needed for students to become more proficient or master skills being incorporated; and to determine skill and understanding levels to format learning groups.

One big thing to remember is that assessment is a continuous, ongoing process. It is completed almost daily, sometimes unconsciously, in order to provide immediate, critical feedback, and make changes in the lessons/programs to ensure learning. Parents are often a good place to gain useful information regarding current performance and unique learning information. As a teacher, there is never a time when assessment is not taking place.

Completion of the needs assessment at the beginning assists in implementing the instructional content and strategies used, informal assessment during the teaching and learning processes assists in ensuring the best learning environment for all students; summative assessment at the conclusion of a learning outcome assists in strengthening future learning outcomes for involved students; and regular self-assessments by the teacher may lead to modifications or changes designed to improve strategies used.

It is important to ensure that students are aware of ongoing assessment and defined success.

During a basketball unit, Janessa was included in the formative rubric assessment. The rubric gave a gold medal to any student who could put three or more basketball-related skills together, such as dribbling, passing, and shooting. They could get a silver for two or more skills, bronze for one or more skills, and honorable mention for participation only. Janessa knew the criteria for grading and worked hard with her partner and friend, Sammy, to get a gold medal. She and Sammy even demonstrated their skills for the class at the end of the unit, allowing the class to see a glimpse of wheelchair basketball!

Grouping Students for Learning

Students can be grouped based on readiness to learn certain content or skills. Table 2 discusses the various ways students can be grouped in order to incorporate differentiated strategies.

Table 2 Grouping Strategies within Differentiated Instruction

• Grouping students with a good knowledge of the subject with peers who have lesser understanding allows for those with better understanding to assist in learning of subject
• Grouping students based on knowledge of subject allows for greater attention to specific group based on need
• Mixed ability groups to encourage peer teaching and cooperation
• Focus additional skill building activities with groups showing greater need
• Refinement activities for those with higher skills
• Small mixed ability groups work together toward a common goal
• All group members must be equally involved in activity
• Reduces competition because outcome is not individualistic
• Each member brings something to the group that others do not, hence groups must incorporate each others strengths in order to be successful
• Allows students to choose area of interest and focus on improving skills for lifelong participation
• Higher skilled student of same age or older works with peer on specific skills
• Less intimidating and likely more comfortable than working with teacher
• Benefits both sides in different ways, where one is learning and one is sharing prior knowledge and experience
• Teaching children of same age and ability levels in the same classroom environment
• Allows children to progress at their own rate
• Uses authentic and/or performance based assessment allowing progress to be evaluated based on natural growth and development of skills/performance
• This approach recognizes and honors individual differences as it is more "child-centered"
• Encourages interacting with various ability levels and learning at own rate
• Emphasizes child’s developmental needs and how best to turn them to strengths
• Focuses on the whole child, not just physical development, but also psychologically and socially

(Gregory, & Chapman, 2007)

Ms. Michaels, the physical education teacher, knew the students who had short attention spans, those who could focus for long periods of time, and those who needed some motivation to get moving. She made small cooperative learning groups and combined these learning styles in each group, so the students could motivate each other. Matthew was put into a group as a student who had task persistence and a long attention span, needing only some assistance in activities requiring high balance skills. He, along with his similar peers, Jessica and Michael, helped their group stay focused in Project Adventure to get their group across a moat full of alligators (AKA the balance beam).

Instructional Strategies

As mentioned earlier, differentiated instruction has the focus of diversity. It takes into account not only the content being taught and requires the teacher to be an expert in this area, but also to have a strong foundation of understanding of his/her students, the cognitive learning theory, and strategies for incorporating differentiated instruction. Successful integration of differentiated instruction requires an all-or-none principle. Teachers must be proficient in all four areas or else differentiated instruction strategies are likely not to be effective. Steps for implementing differentiated instruction into the physical education setting include—consistency; planning the program; use of focus activities at start of class; not wasting time; using graphic organizers; using cooperative group learning; using metaphorical and analogous thinking to make meaningful connections; and, awareness of student level of readiness and thinking complexity.

The importance of modifying curriculum and/or equipment to include ALL students is a critical step for any physical educator.

Mr. Estes teaches elementary physical education and his first grade class is one of diverse, mixed abilities. Two of his students, Jonathan and Ryan, have cerebral palsy and use motorized wheelchairs. For the lesson of catching and throwing, he modified the learning environment so that Jonathan and Ryan could catch and throw small and medium beach balls hanging from a line directly in front of them. This allowed them to work at their own pace and level without losing valuable time retrieving equipment. Both Jonathan and Ryan were able to work on their hand-eye coordination and movement of their arms during this activity, which increased their overall upper body movement and range of motion!

Curricular Approaches

Organizing curriculum to meet the various needs of diverse learners is no easy task. Differentiated instruction takes into consideration several strategies related to curriculum approach and organization—learning stations; incorporating projects into your classroom; use choice boards to give students empowerment over learning; use problem-based learning approaches; and incorporate student learning contracts in your classroom.

Bryn’s class was working on bicycling and there were a few modifications to this activity based on student ability level. Ms. Rush knew the students’ level of readiness, and she introduced several options of bikes ranging from two wheelers, three wheelers, two seaters, to tandem bikes. This allowed her students, regardless of ability or disability, to move up in equipment use as their riding ability progressed. Since Bryn had low vision and had never ridden a bike before, she was able to comfortably start with a tandem bike, allowing her to be successful in this unit.

Effective teachers take all of the skills and abilities of their learners into account. By differentiating instruction, students are set up for success and are taught to their strengths. Differentiated instruction does take time, energy, attention, and patience; yet, the outcome is well worth the energy. By assessing each student and then setting up effective instruction, grouping, and curricular approaches, every child will be successful. Table 3 provides an example of considerations for programming to ensure that differentiated instruction is appropriately implemented and successful.

Table 3 Example of Considerations for Programming to Ensure Differentiated Instruction

• When the class is running around cones set on the perimeter of the gym, set a group of 4 cones in a smaller circle inside the gymnasium
• Run/walk for time and not distance
• Have some students play just offense or just defense in games
• Set up fitness stations with several levels to accommodate all learners
• Set up kicking, throwing, or balance beam next to wall
• Allow some children to throw or kick from sitting
• Work on throwing and balancing in the pool
• Have paraeducators work in small groups to help with attention
• Have all students work in stations at their own pace so the student can move along when they complete a skill or station work
• Utilize bright and textured balls and equipment to hold attention of all
• Set students up for a challenge such as number of times they hit the target, number of jumps with a jump rope ,or performing a skill at a specific level to keep them focused
• Infuse more stretching throughout the classes
• Kick a larger ball
• Jump using a wall or on an inclined surface
• Tumble on an incline mat
• Use balloons or beach balls for catching
• Set up stations incorporating a ball on a string
• Have students catch a ball rolling down a ramp or chute
• Use a bounce pass and say the student’s name first

Selected References

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences . New York: Basic Books.

Gregory, G. H., & Chapman, C. (2007). Differential instructional strategies . Thousand Oaks, CA: Corwin Press.

Lieberman, L. J., & Houston-Wilson, C. (2009). Strategies for inclusion; A handbook for physical educators . Champaign, IL: Human Kinetics.

Thousand, S. J., Villa, R. A., & Nevin, A.I. (2007). Differentiating instruction . Thousand Oaks, CA: Corwin Press.

Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Kathleen Ellis is Associate Professor of Adapted Physical Education in the Department of Kinesiology at West Chester University, PA, and serves PALAESTRA as Department Editor for the Calendar section.

Lauren Lieberman is Professor of Adapted Physical Education at SUNY-Brockport, NY. Danielle LeRoux, is Adapted Physical Education Teacher, Cecil County Public Schools, Elkton, MD.

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As Physical Education teachers, it is our responsibility to make sure our lessons are barrier-free and meet the diverse needs of our students – this is most commonly known as differentiation [ 1 , 2 ]. It has best been described as ‘the matching of work to the differing capabilities of individuals or groups of pupils in order to extend their learning’ [ 3 ]. By planning for differentiation and integrating all pupils we ensure every student’s fundamental right to access our wonderful subject, whilst also modelling a socially inclusive society which is based upon mutual understanding and respect for individual diversity [1]. Thus, it is essential that we acknowledge students as individuals that learn in different ways and that we need to plan for differentiation by setting suitable learning challenges for all [ 4 , 5 ].

To begin planning for differentiation, teachers should have an open mind, positive attitude and willingness to modify and adapt learning, teaching and assessment strategies and practices [ 1 , 6 ]. Secondly, it is helpful for teachers to know the common principles of differentiation which in the PE community is known as the STTEP principle (see diagram below) [ 5 , 7 ].

The STTEP principle is not the be-all and end-all of differentiation, but it useful when you need to make changes for a lesson [ 5 ]. Nevertheless, within the STTEP principle, we can find all other differentiation strategies fall under. For example, if we look in detail at ‘Task’ from the STTEP principle, we can find numerous approaches such as:

All students participate in the same activities with the teacher expecting a range of different results from students. Essentially, every activity can be considered differentiation by outcome as it doesn’t require any additional planning. Therefore, it is obvious why it has received criticism as the teacher will tend to teach to the mid-level, thus potentially neglecting two-thirds of class as the content would be either too difficult or too easy for most students [2, 5].

At its most simplest is planning different tasks (or versions of the same task) for individuals or groups within the class. This could also be considered as Differentiation by Level as students can work on tasks with varying levels of challenge [2, 5].

Is essentially assigning different positions or responsibilities to students depending upon their abilities. These could include designating leadership responsibilities (i.e., captain, coach, and referee) or even positions within a sport (i.e. Point Guard in basketball would go to the team’s best ballhandler and passer)[2].

Is utilizing different teaching approaches that best suit the student’s ability or the activity. For more independent learners, a student-centered approach would be more appropriate, whilst another group may need a more teacher-centered approach. Also, for activities where safety is paramount (e.g. javelin) a teacher-centered approach is best [2].

Is planning different activities particularly with regards to assessment. Students should be able to demonstrate their understanding in a variety of ways, such as speaking or writing, physically demonstrating a skill whether on their own or part of a group [2].

Is selecting tasks with different focuses such as competitive, co-operative or individual in accordance with student’s maturational and emotional needs. Competitive games can be high-stress situations for young people and a student with Emotional Behavioral Difficulties (EBD) may find them overwhelming if they have built enough confidence in the required skills [2].

For sake of ease, below is a table with all the varying components of the STTEP Principle and how they align with the three different strategy categories: Organization, Presentation, Content [ 2 , 4 , 7 ].

Most of the strategies for differentiation are self-explanatory. One important principle to consider is how students are grouped as in Differentiation by Grouping. Generally students are grouped based on their ability, with the most able students working together and the least experienced students doing the same. However, as Physical Educators we have to be careful not to judge ability based on our perceptions of student’s physical development and skill. Rather, we need to view pupil’s competencies more holistically as they may well possess advanced analytical and evaluative skills or even leadership qualities beyond their years [ 5 ]. As a result, when planning for differentiation by grouping we should utilize a range of grouping strategies such as mixed ability groups, for example, as they may have a greater potential for student progression as students can learn from each other and develop skills, attributes and values that are both inside and outside of the physical domain [ 2 ]. In order to become more competent as teaching practitioners, it is important that we invest time in both planning and trialing a wide array of differentiation strategies with our students and take note of what does and doesn’t work with certain groups and individuals. Furthermore, if you still feel inexperienced in this area, there is a wealth of literature available on this subject matter and most schools have a learning support team that would be encouraged by a visit from a PE teacher.

• Vickerman, P., Walsh, B. & Money, J. (2015) “Planning for an inclusive approach to learning and teaching” In, Capel, S., & Whitehead, M. (2015) Learning to Teach Physical Education in the Secondary School: A companion to school experience. Routledge: Oxon. Pp.156-170
• Bailey, R. (2001) Teaching Physical Education: A handbook for Primary and Secondary School Teachers. London: Kogan Page
• Capel, S. (1997) Learning to Teach Physical Education in the Secondary School: A Companion to School Experience. London: Routledge.
• Medcalf, R. (2012) Towards a more inclusive provision. In Griggs, G. (2012) An Introduction to Primary Physical Education. Oxon: Routledge.
• Grout, H. & Long, G. (2009) Improving Teaching & Learning in Physical Education. Berkshire: Open University Press
• Morley, D., Bailey, R., Tan., J. and Cooke B. (2005) ‘Inclusive Physical Education: teachers’ views of teaching children with special educational needs and disabilities in Physical Education’, European Physical Education Review, 11, 1: 84-87
• YST (Youth Sport Trust) (2008) High Quality Physical Education for Pupils with Autism, Loughborough: Youth Sport Trust.

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Differentiation in PE: Being Responsive to Our Students’ Needs

“How can we organize and design activities to support students of various backgrounds, readiness and skill levels and interests in Health and Physical Education? ” This is a question I receive often from my student teachers as they begin to explore and discover the complexities of teaching health and physical education during a time in our society that finds us teaching in schools and communities that are more diverse than ever before.

Our Students are coming with various prior learning experiences in HPE related to their cultural, gender, ability, interests, and opportunities. Teachers need to prepare and plan a quality and inclusive learning environment, one that allows all students to develop the motivation and confidence to engage in physical activity whether they are beginning their physical literacy journey in the elementary grades or making progress through their middle school and high school experience. A one size fits all approach does not support all students in HPE.  We need to be responsive to all students’ needs in HPE as their health and well-being depends on it! Differentiated Instruction (DI) is an effective approach.

“ Differentiation is simply a teacher attending to the learning needs of a particular student or small group of students, rather than teaching a class as though all individuals in it were basically alike .” (Carol Ann Tomlinson)

The four components of Differentiated Instruction include:

• Content – what is to be learned
• Process –  how students acquire information
• Product – how students demonstrate their learning
• Learning Environment – where and with whom students learn

Let’s explore each of these components of Differentiated Instruction in relation to teaching HPE:

• Content – Help students identify areas of deficiency in movement skills and physical fitness while modifying the learning process to meet students’ needs; build on their strengths and provide multiple opportunities for formative assessment. LEARN, PRACTICE, DEMONSTRATE, More PRACTICE
• To develop balance and landing skills – Power Jumps or Speed Skater Leaps

• Develop upper body muscular strength –  Wall pushup, Modified pushup on knees, pushup from feet, Spiderman pushup as seen in the image below

• To develop manipulative (carrying skills) – dribble a basketball while stationary, in a forward straight-line motion, weaving through cones, in pairs mirror your partner’s movement while both dribbling
• Cubing involves selecting several activities to develop movement skills and/or fitness skills and a dice. For example, a cubing Yoga Circuit can include 6 different stations, #1–6 with various postures. In pairs, students roll the dice and move to the designated station number to try a posture and hold for a designated length of time. Repeat.
• Individual activities: establish a breathing rhythm when swimming, use a video showing tricks and moves with a skipping rope to learn how to break down a new move into simpler steps
• Target activities: choose a larger target for optimal success
• Net/wall activities: assume a ready position that will allow them to be ready to move in a variety of directions to defend a space
• Striking/fielding activities: throw or kick the ball away from fielders
• Territory activities: help their team keep possession of the ball by making short passes to teammates in a keep-away game or by changing directions quickly when dribbling a basketball) [IS, CT]

• Active Living: monitor progress to- wards fitness goals, noting improvements or lack of improvement and making changes as needed; note how physical activity makes them feel, particularly when they are experiencing stress
• Movement Competence: describe how knowing their strengths and areas for improvement can help when they are learning new skills
• Healthy Living: describe some of the factors or situations that cause them to experience stress Product – Employ several assessment strategies such as conversations, observations, or products for students to demonstrate what they know in a variety of ways. Included below are several assessment tasks to triangulate data of student achievement of learning expectations from the Ontario Elementary 2015 HPE Curriculum .
• Listed are several assessment strategies for HPE adapted from OPHEA’s Inquiry Based Learning in Health and Physical Education Resource .
• Get to know your students’ interests, previous experiences, and goals related to HPE.
• Co-construct success criteria with your students to ensure the learning targets are clear and transparent to them.
• Understand the context in which you are teaching so that you can be culturally relevant and responsive to your students’ needs

Pause and Reflect:

How do you organize and design activities to support students of various backgrounds, readiness and skill levels in Physical Education?

One Response

Carolyn, I would enjoy a chance to speak with you. i am a member of the Iowa Physical Education Leadership Standards Committee and want to help teachers in our profession help ALL students. We have just installed our standards this year. I am looking to have an informal chat with one who shares our same thoughts. Sincerely, Craig Johnston Central Springs High School Manly, IA 50456 Cell-563 380 1110 [email protected]

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Differentiating instruction in physical education: personalization of learning.

Gavin T. Colquitt , Georgia Southern University, Jiann-Ping Hsu College of Public Health Follow Tony A. Pritchard , Georgia Southern University Follow Christine Johnson , University of West Georgia Follow Starla McCollum , Georgia Southern University Follow

Document Type

Publication date, publication title.

Journal of Physical Education, Recreation, and Dance

10.1080/07303084.2017.1340205

Differentiated instruction (DI) is a complex conceptual model and philosophy that is implemented in many traditional classroom settings. The primary focus of DI is to personalize the learning process by taking into account individual differences among students' varied levels of readiness, interest and learning profile. Varied assessments are used to gain a deeper understanding of student readiness, while certain teaching strategies are used to capitalize on student interest. Student learning profiles are developed as teachers gain an understanding of individual learning styles, intelligence preferences, gender and culture. Each of these individual differences can have a profound effect on the way students learn and are important considerations for teachers. To date, the application of DI in physical education has been limited and has primarily been considered in its application to adapted physical education. The purpose of this article is to provide physical education teachers with an overview of DI and practical methods to incorporate traditional best teaching practices to differentiate instruction for diverse learners.

Recommended Citation

Colquitt, Gavin T., Tony A. Pritchard, Christine Johnson, Starla McCollum. 2017. "Differentiating Instruction in Physical Education: Personalization of Learning." Journal of Physical Education, Recreation, and Dance , 88 (7): 44-50. doi: 10.1080/07303084.2017.1340205 https://digitalcommons.georgiasouthern.edu/commhealth-facpubs/187

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Differentiated Instruction

Differentiated instruction involves teaching in a way that meets the different needs and interests of students using varied course content, activities, and assessments.

Teaching differently to different students

Differentiated Instruction (DI) is fundamentally the attempt to teach differently to different students, rather than maintain a one-size-fits-all approach to instruction. Other frameworks, such as Universal Design for Learning , enjoin instructors to give students broad choice and agency to meet their diverse needs and interests. DI distinctively emphasizes instructional methods to promote learning for students entering a course with different readiness for, interest in, and ways of engaging with course learning based on their prior learning experiences ( Dosch and Zidon 2014). 

Successful implementation of DI requires ongoing training, assessment, and monitoring (van Geel et al. 2019) and has been shown to be effective in meeting students’ different needs, readiness levels, and interests (Turner et al. 2017). Below, you can find six categories of DI instructional practices that span course design and live teaching.

While some of the strategies are best used together, not all of them are meant to be used at once, as the flexibility inherent to these approaches means that some of them are diverging when used in combination (e.g., constructing homogenous student groups necessitates giving different types of activities and assessments; constructing heterogeneous student groups may pair well with peer tutoring) (Pozas et al. 2020). The learning environment the instructor creates with students has also been shown to be an important part of successful DI implementation (Shareefa et al. 2019). 

Differentiated Assessment

Differentiated assessment is an aspect of Differentiated Instruction that focuses on tailoring the ways in which students can demonstrate their progress to their varied strengths and ways of learning. Instead of testing recall of low-level information, instructors should focus on the use of knowledge and complex reasoning. Differentiation should inform not only the design of instructors’ assessments, but also how they interpret the results and use them to inform their DI practices. 

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Steps to consider

There are generally considered to be six categories of useful differentiated instruction and assessment practices (Pozas & Schneider 2019):

• Making assignments that have tasks and materials that are qualitatively and/or quantitatively varied (according to “challenge level, complexity, outcome, process, product, and/or resources”) (IP Module 2: Integrating Peer-to-Peer Learning) It’s helpful to assess student readiness and interest by collecting data at the beginning of the course, as well as to conduct periodic check-ins throughout the course (Moallemi 2023 & Pham 2011)
• Making student working groups that are intentionally chosen (that are either homogeneous or heterogeneous based on “performance, readiness, interests, etc.”) (IP Module 2: Integrating Peer-to-Peer Learning) Examples of how to make different student groups provided by Stanford CTL  (Google Doc)
• Making tutoring systems within the working group where students teach each other (IP Module 2: Integrating Peer-to-Peer Learning) For examples of how to support peer instruction, and the benefits of doing so, see for example Tullis & Goldstone 2020 and Peer Instruction for Active Learning (LSA Technology Services, University of Michigan)
• Making non-verbal learning aids that are staggered to provide support to students in helping them get to the next step in the learning process (only the minimal amount of information that is needed to help them get there is provided, and this step is repeated each time it’s needed) (IP Module 4: Making Success Accessible) Non-verbal cue cards support students’ self-regulation, as they can monitor and control their progress as they work (Pozas & Schneider 2019)
• Making instructional practices that ensure all students meet at least the minimum standards and that more advanced students meet higher standards , which involves monitoring students’ learning process carefully (IP Module 4: Making Success Accessible; IP Module 5: Giving Inclusive Assessments) This type of approach to student assessment can be related to specifications grading, where students determine the grade they want and complete the modules that correspond to that grade, offering additional motivation to and reduced stress for students and additional flexibility and time-saving practices to instructors (Hall 2018)
• Making options that support student autonomy in being responsible for their learning process and choosing material to work on (e.g., students can choose tasks, project-based learning, portfolios, and/or station work, etc.) (IP Module 4: Making Success Accessible) This option, as well as the others, fits within a general Universal Design Learning framework , which is designed to improve learning for everyone using scientific insights about human learning

Hall, M (2018). “ What is Specifications Grading and Why Should You Consider Using It? ” The Innovator Instructor blog, John Hopkins University Center for Teaching Excellence and Innovation.

Moallemi, R. (2023). “ The Relationship between Differentiated Instruction and Learner Levels of Engagement at University .” Journal of Research in Integrated Teaching and Learning (ahead of print).

Pham, H. (2011). “ Differentiated Instruction and the Need to Integrate Teaching and Practice .” Journal of College Teaching and Learning , 9(1), 13-20.

Pozas, M. & Schneider, C. (2019). " Shedding light into the convoluted terrain of differentiated instruction (DI): Proposal of a taxonomy of differentiated instruction in the heterogeneous classroom ." Open Education Studies , 1, 73–90.

Pozas, M., Letzel, V. and Schneider, C. (2020). " Teachers and differentiated instruction: exploring differentiation practices to address student diversity ." Journal of Research in Special Educational Needs , 20: 217-230.

Shareefa, M. et al. (2019). “ Differentiated Instruction: Definition and Challenging Factors Perceived by Teachers .” Proceedings of the 3rd International Conference on Special Education (ICSE 2019). 

Tullis, J.G. & Goldstone, R.L. (2020). “ Why does peer instruction benefit student learning? ”, Cognitive Research 5 .

Turner, W.D., Solis, O.J., and Kincade, D.H. (2017). “ Differentiating Instruction for Large Classes in Higher Education ”, International Journal of Teaching and Learning in Higher Education , 29(3), 490-500.

van Geel, M., Keuning, T., Frèrejean, J., Dolmans, D., van Merriënboer, J., & Visscher A.J. (2019). “Capturing the complexity of differentiated instruction”, School Effectiveness and School Improvement , 30:1, 51-67, DOI: 10.1080/09243453.2018.1539013

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Just as everyone has a unique fingerprint, every student has an individual learning style. Chances are, not all of your students grasp a subject in the same way or share the same level of ability. So how can you better deliver your lessons to reach everyone in class? Consider differentiated instruction—a method you may have heard about but haven’t explored, which is why you’re here. In this article, learn exactly what it means, how it works, and the pros and cons.

Definition of differentiated instruction

Carol Ann Tomlinson is a leader in the area of differentiated learning and professor of educational leadership, foundations, and policy at the University of Virginia. Tomlinson describes differentiated instruction as factoring students’ individual learning styles and levels of readiness first before designing a lesson plan. Research on the effectiveness of differentiation shows this method benefits a wide range of students, from those with learning disabilities to those who are considered high ability.

Differentiating instruction may mean teaching the same material to all students using a variety of instructional strategies, or it may require the teacher to deliver lessons at varying levels of difficulty based on the ability of each student.

Teachers who practice differentiation in the classroom may:

• Design lessons based on students’ learning styles.
• Group students by shared interest, topic, or ability for assignments.
• Assess students’ learning using formative assessment.
• Manage the classroom to create a safe and supportive environment.
• Continually assess and adjust lesson content to meet students’ needs.

History of differentiated instruction

The roots of differentiated instruction go all the way back to the days of the one-room schoolhouse, where one teacher had students of all ages in one classroom. As the educational system transitioned to grading schools, it was assumed that children of the same age learned similarly. However in 1912, achievement tests were introduced, and the scores revealed the gaps in student’s abilities within grade levels.

In 1975, Congress passed the Individuals with Disabilities Education Act (IDEA), ensuring that children with disabilities had equal access to public education. To reach this student population, many educators used differentiated instruction strategies. Then came the passage of No Child Left Behind in 2000, which further encouraged differentiated and skill-based instruction—and that’s because it works. Research by educator Leslie Owen Wilson supports differentiating instruction within the classroom, finding that lecture is the least effective instructional strategy, with only 5 to 10 percent retention after 24 hours. Engaging in a discussion, practicing after exposure to content, and teaching others are much more effective ways to ensure learning retention.

Four ways to differentiate instruction

According to Tomlinson, teachers can differentiate instruction through four ways: 1) content, 2) process, 3) product, and 4) learning environment.

As you already know, fundamental lesson content should cover the standards of learning set by the school district or state educational standards. But some students in your class may be completely unfamiliar with the concepts in a lesson, some students may have partial mastery, and some students may already be familiar with the content before the lesson begins.

What you could do is differentiate the content by designing activities for groups of students that cover various levels of  Bloom’s Taxonomy (a classification of levels of intellectual behavior going from lower-order thinking skills to higher-order thinking skills). The six levels are: remembering, understanding, applying, analyzing, evaluating, and creating.

Students who are unfamiliar with a lesson could be required to complete tasks on the lower levels: remembering and understanding. Students with some mastery could be asked to apply and analyze the content, and students who have high levels of mastery could be asked to complete tasks in the areas of evaluating and creating.

Examples of differentiating activities:

• Match vocabulary words to definitions.
• Read a passage of text and answer related questions.
• Think of a situation that happened to a character in the story and a different outcome.
• Differentiate fact from opinion in the story.
• Identify an author’s position and provide evidence to support this viewpoint.
• Create a PowerPoint presentation summarizing the lesson.

Each student has a preferred learning style, and successful differentiation includes delivering the material to each style: visual, auditory and kinesthetic, and through words. This process-related method also addresses the fact that not all students require the same amount of support from the teacher, and students could choose to work in pairs, small groups, or individually. And while some students may benefit from one-on-one interaction with you or the classroom aide, others may be able to progress by themselves. Teachers can enhance student learning by offering support based on individual needs.

Examples of differentiating the process:

• Provide textbooks for visual and word learners.
• Allow auditory learners to listen to audio books.
• Give kinesthetic learners the opportunity to complete an interactive assignment online.

The product is what the student creates at the end of the lesson to demonstrate the mastery of the content. This can be in the form of tests, projects, reports, or other activities. You could assign students to complete activities that show mastery of an educational concept in a way the student prefers, based on learning style.

Examples of differentiating the end product:

• Read and write learners write a book report.
• Visual learners create a graphic organizer of the story.
• Auditory learners give an oral report.
• Kinesthetic learners build a diorama illustrating the story.

4. Learning environment

The conditions for optimal learning include both physical and psychological elements. A flexible classroom layout is key, incorporating various types of furniture and arrangements to support both individual and group work. Psychologically speaking, teachers should use classroom management techniques that support a safe and supportive learning environment.

Examples of differentiating the environment:

• Break some students into reading groups to discuss the assignment.
• Allow students to read individually if preferred.
• Create quiet spaces where there are no distractions.

Pros and cons of differentiated instruction

The benefits of differentiation in the classroom are often accompanied by the drawback of an ever-increasing workload. Here are a few factors to keep in mind:

• Research shows differentiated instruction is effective for high-ability students as well as students with mild to severe disabilities.
• When students are given more options on how they can learn material, they take on more responsibility for their own learning.
• Students appear to be more engaged in learning, and there are reportedly fewer discipline problems in classrooms where teachers provide differentiated lessons.
• Differentiated instruction requires more work during lesson planning, and many teachers struggle to find the extra time in their schedule.
• The learning curve can be steep and some schools lack professional development resources.
• Critics argue there isn’t enough research to support the benefits of differentiated instruction outweighing the added prep time.

Differentiated instruction strategies

What differentiated instructional strategies can you use in your classroom? There are a set of methods that can be tailored and used across the different subjects. According to Kathy Perez (2019) and the Access Center those strategies are tiered assignments, choice boards, compacting, interest centers/groups, flexible grouping, and learning contracts. Tiered assignments are designed to teach the same skill but have the students create a different product to display their knowledge based on their comprehension skills. Choice boards allow students to choose what activity they would like to work on for a skill that the teacher chooses. On the board are usually options for the different learning styles; kinesthetic, visual, auditory, and tactile. Compacting allows the teacher to help students reach the next level in their learning when they have already mastered what is being taught to the class. To compact the teacher assesses the student’s level of knowledge, creates a plan for what they need to learn, excuses them from studying what they already know, and creates free time for them to practice an accelerated skill.

Interest centers or groups are a way to provide autonomy in student learning. Flexible grouping allows the groups to be more fluid based on the activity or topic.  Finally, learning contracts are made between a student and teacher, laying out the teacher’s expectations for the necessary skills to be demonstrated and the assignments required components with the student putting down the methods they would like to use to complete the assignment. These contracts can allow students to use their preferred learning style, work at an ideal pace and encourages independence and planning skills. The following are strategies for some of the core subject based on these methods.

Differentiated instruction strategies for math

• Provide students with a choice board. They could have the options to learn about probability by playing a game with a peer, watching a video, reading the textbook, or working out problems on a worksheet.
• Teach mini lessons to individuals or groups of students who didn’t grasp the concept you were teaching during the large group lesson. This also lends time for compacting activities for those who have mastered the subject.
• Use manipulatives, especially with students that have more difficulty grasping a concept.
• Have students that have already mastered the subject matter create notes for students that are still learning.
• For students that have mastered the lesson being taught, require them to give in-depth, step-by-step explanation of their solution process, while not being rigid about the process with students who are still learning the basics of a concept if they arrive at the correct answer.

Differentiated instruction strategies for science

• Emma McCrea (2019) suggests setting up “Help Stations,” where peers assist each other. Those that have more knowledge of the subject will be able to teach those that are struggling as an extension activity and those that are struggling will receive.
• Set up a “question and answer” session during which learners can ask the teacher or their peers questions, in order to fill in knowledge gaps before attempting the experiment.
• Create a visual word wall. Use pictures and corresponding labels to help students remember terms.
• Set up interest centers. When learning about dinosaurs you might have an “excavation” center, a reading center, a dinosaur art project that focuses on their anatomy, and a video center.
• Provide content learning in various formats such as showing a video about dinosaurs, handing out a worksheet with pictures of dinosaurs and labels, and providing a fill-in-the-blank work sheet with interesting dinosaur facts.

Differentiated instruction strategies for ELL

• ASCD (2012) writes that all teachers need to become language teachers so that the content they are teaching the classroom can be conveyed to the students whose first language is not English.
• Start by providing the information in the language that the student speaks then pairing it with a limited amount of the corresponding vocabulary in English.
•  Although ELL need a limited amount of new vocabulary to memorize, they need to be exposed to as much of the English language as possible. This means that when teaching, the teacher needs to focus on verbs and adjectives related to the topic as well.
• Group work is important. This way they are exposed to more of the language. They should, however, be grouped with other ELL if possible as well as given tasks within the group that are within their reach such as drawing or researching.

Differentiated instruction strategies for reading

• Tiered assignments can be used in reading to allow the students to show what they have learned at a level that suites them. One student might create a visual story board while another student might write a book report. 
• Reading groups can pick a book based on interest or be assigned based on reading level
• Erin Lynch (2020) suggest that teachers scaffold instruction by giving clear explicit explanations with visuals. Verbally and visually explain the topic. Use anchor charts, drawings, diagrams, and reference guides to foster a clearer understanding. If applicable, provide a video clip for students to watch.
• Utilize flexible grouping. Students might be in one group for phonics based on their assessed level but choose to be in another group for reading because they are more interested in that book.

Differentiated instruction strategies for writing

• Hold writing conferences with your students either individually or in small groups. Talk with them throughout the writing process starting with their topic and moving through grammar, composition, and editing.
• Allow students to choose their writing topics. When the topic is of interest, they will likely put more effort into the assignment and therefore learn more.
• Keep track of and assess student’s writing progress continually throughout the year. You can do this using a journal or a checklist. This will allow you to give individualized instruction.
• Hand out graphic organizers to help students outline their writing. Try fill-in-the-blank notes that guide the students through each step of the writing process for those who need additional assistance.
• For primary grades give out lined paper instead of a journal. You can also give out differing amounts of lines based on ability level. For those who are excelling at writing give them more lines or pages to encourage them to write more. For those that are still in the beginning stages of writing, give them less lines so that they do not feel overwhelmed.

Differentiated instruction strategies for special education

• Use a multi-sensory approach. Get all five senses involved in your lessons, including taste and smell!
• Use flexible grouping to create partnerships and teach students how to work collaboratively on tasks. Create partnerships where the students are of equal ability, partnerships where once the student will be challenged by their partner and another time they will be pushing and challenging their partner.
• Assistive technology is often an important component of differential instruction in special education. Provide the students that need them with screen readers, personal tablets for communication, and voice recognition software.
• The article Differentiation & LR Information for SAS Teachers suggests teachers be flexible when giving assessments “Posters, models, performances, and drawings can show what they have learned in a way that reflects their personal strengths”. You can test for knowledge using rubrics instead of multiple-choice questions, or even build a portfolio of student work. You could also have them answer questions orally.
• Utilize explicit modeling. Whether its notetaking, problem solving in math, or making a sandwich in home living, special needs students often require a step-by-step guide to make connections.

References and resources

• https://www.thoughtco.com/differentiation-instruction-in-special-education-3111026
• https://sites.google.com/site/lrtsas/differentiation/differentiation-techniques-for-special-education
• https://www.solutiontree.com/blog/differentiated-reading-instruction/
• https://www.readingrockets.org/article/differentiated-instruction-reading
• https://www.sadlier.com/school/ela-blog/13-ideas-for-differentiated-reading-instruction-in-the-elementary-classroom
• https://inservice.ascd.org/seven-strategies-for-differentiating-instruction-for-english-learners/
• https://www.cambridge.org/us/education/blog/2019/11/13/three-approaches-differentiation-primary-science/
• https://www.brevardschools.org/site/handlers/filedownload.ashx?moduleinstanceid=6174&dataid=8255&FileName=Differentiated_Instruction_in_Secondary_Mathematics.pdf

Books & Videos about differentiated instruction by Carol Ann Tomlinson and others

• The Differentiated Classroom: Responding to the Needs of All Learners, 2nd Edition
• Leading and Managing a Differentiated Classroom – Carol Ann Tomlinson and Marcia B. Imbeau
• The Differentiated School: Making Revolutionary Changes in Teaching and Learning – Carol Ann Tomlinson, Kay Brimijoin, and Lane Narvaez
• Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids – Carol Ann Tomlinson and Jay McTighe
• Differentiation in Practice Grades K-5: A Resource Guide for Differentiating Curriculum – Carol Ann Tomlinson and Caroline Cunningham Eidson
• Differentiation in Practice Grades 5–9: A Resource Guide for Differentiating Curriculum – Carol Ann Tomlinson and Caroline Cunningham Eidson
• Differentiation in Practice Grades 9–12: A Resource Guide for Differentiating Curriculum – Carol Ann Tomlinson and Cindy A. Strickland
• Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching – Carol Ann Tomlinson
• Leadership for Differentiating Schools and Classrooms – Carol Ann Tomlinson and Susan Demirsky Allan
• How to Differentiate Instruction in Academically Diverse Classrooms, 3rd Edition by Carol Ann Tomlinson
• Assessment and Student Success in a Differentiated Classroom by Carol Ann Tomlinson and Tonya R. Moon
• How To Differentiate Instruction In Mixed Ability Classrooms 2nd Edition – Carol Ann Tomlinson
• How to Differentiate Instruction in Academically Diverse Classrooms 3rd Edition by Carol Ann Tomlinson 
• Assessment and Student Success in a Differentiated Classroom Paperback – Carol Ann Tomlinson, Tonya R. Moon
• Leading and Managing a Differentiated Classroom (Professional Development) 1st Edition – Carol Ann Tomlinson, Marcia B. Imbeau
• The Differentiated School: Making Revolutionary Changes in Teaching and Learning 1st Edition by Carol Ann Tomlinson, Kay Brimijoin, Lane Narvaez
• Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom  – David A. Sousa, Carol Ann Tomlinson
• Leading for Differentiation: Growing Teachers Who Grow Kids – Carol Ann Tomlinson, Michael Murphy
• An Educator’s Guide to Differentiating Instruction. 10th Edition – Carol Ann Tomlinson, James M. Cooper
• A Differentiated Approach to the Common Core: How do I help a broad range of learners succeed with a challenging curriculum? – Carol Ann Tomlinson, Marcia B. Imbeau
• Managing a Differentiated Classroom: A Practical Guide – Carol Tomlinson, Marcia Imbeau
• Differentiating Instruction for Mixed-Ability Classrooms: An ASCD Professional Inquiry Kit Pck Edition – Carol Ann Tomlinson
• Using Differentiated Classroom Assessment to Enhance Student Learning (Student Assessment for Educators) 1st Edition – Tonya R. Moon, Catherine M. Brighton, Carol A. Tomlinson
• The Differentiated Classroom: Responding to the Needs of All Learners 1st Edition – Carol Ann Tomlinson

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Differentiated Learning Strategies in Physical Education

• Doug Curtin
• June 5, 2023
• Professional Development

Differentiated learning strategies are becoming increasingly important in physical education. Differentiated learning strategies are those which allow for individualized instruction and learning that is tailored to the specific needs of each student. By using differentiated learning strategies, physical education teachers can create an environment more conducive to learning, allowing each student to reach their full potential. This article will discuss some of the different strategies teachers can utilize to differentiate instruction in physical education.

Download Now – 24 Free Follow Along Fitness Workouts for Physical Education [Free PDF] 

History of Differentiated Learning Strategies

Differentiated instruction in schools isn’t a new concept. In fact, the differentiated classroom started as early as the 1600s in America when one teacher was in charge of all the local students of varying ages and ability levels. Teachers had to provide differentiated instruction strategies because they had 5-year-olds and 15-year-olds all in the same one-room schoolhouse.

But as the modern education system evolved, and we started grouping students by grade level, we assumed that every student was basically at the same learning level and ability. In essence, we moved away from addressing individual student needs and assumed that every student should learn the same things at the same pace because of their grade level.

And while different forms of differentiated instruction existed throughout history,  Carol Ann Tomlinson  pioneered modern differentiated learning strategies. Through years in the classroom and as a professor, Carol Ann Tomlinson helped to define the four elements of differentiated instruction:

Content  – what the student needs to learn or how the student will get access to the information;

Process  – activities in which the student engages in order to make sense of or master the content;

Products  – culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit; and

Learning environment  – the way the classroom works and feels.

(Check out more on these four concepts from Carol Tomlinson here) 

Benefits of Differentiated Learning Strategies

The benefits of differentiated learning strategies lie  within it’s definition ,

“Differentiated instruction is a teaching approach that tailors instruction to all students’ learning needs. All the students have the same learning goal. But the instruction varies based on students’ interests, preferences, strengths, and struggles.”

As  Mark Cescon outlines , there are many benefits to differentiated instruction:

Allows students to learn in their own ways, at their own pace

Increases student engagement

Grants more flexibility and creativity for teachers

The benefits of differentiated learning strategies can be achieved within any classroom, including physical education. So let’s take a closer look!

The Need For Differentiated Learning in Physical Education

While differentiated learning strategies provide unique opportunities for every subject, a differentiated classroom for physical education can provide many benefits and advantages.

First, it is essential to highlight the importance of having a common goal within differentiated instruction strategies. For example, physical education aims to instill lifelong fitness skills in individual students. But fitness can look and feel very different depending on the student.

Next, physical education classes often have varying grade levels all in one class. For example, at the high school level, physical education is usually an elective that has 9th graders through 12th graders with very different levels of experience, all in the same class. This means regardless of the topic or unit, lesson plans need to address the varying levels of students.

Finally, let’s talk about the most common objection or critique of physical education. Many students do not want to participate in fitness and physical activity during the school day, especially when it feels forced or mandated. As a result, teachers need to enable student choice and autonomy so that different students can find a fitness option that they enjoy and like leading to higher participation and engagement. 

Now that we have identified the needs let’s explore what it looks like in physical education using the 4 pillars from Carol Ann Tomlinson. Remember, these examples below are rooted in serving the common goal of building lifelong fitness skills for students.

Content is the media and methods teachers use to instruct skills, ideas, and information.

Physical education teachers have often relied on demonstrating new concepts by themselves or sometimes using individual students as example demonstrators.

But with the increased use of technology in physical education , teachers can utilize various resources and teaching strategies to instruct.

For example, within PLT4M PE lesson plans , our instructors work to use a wide array of teaching methods. Each lesson component has an instructional video that gives visual and auditory cues. But because not all students are visual learners or auditory learners, we also provide written instruction that breaks down different concepts.

Below is an example of these components from one of our Intro to Fitness PE lesson plans. As an added layer of differentiated learning strategies, we also provide extra support for how to scale and modify the movement to address the different levels that students can try the skill of a push-up.

Coaching Point: Don’t sacrifice form for ego. Focus on maintaining ALL points of performance using whatever scale is needed for perfect reps.

Point 1: Hand Placement Begin by placing your hands, palms down and fingers forward, flat on the ground just outside of the shoulders.

Point 2: Elbow Path Shoulders should remain externally rotated, aka the upper arms should create and “Arrow”, not a “T” when looked at from above. No elbows flaring out the side!

Point 3: Stable Midline Core should remain engaged through the lift – like our plank, maintaining a neutral spine. Hips should not sag, or move independent of the torso – think the worm style push up.

Hips should never hit the ground and should move in time with the shoulders.

Point 4: Full ROM The chest must hit the ground/surface at the bottom of every rep, without the thighs doing so.

At the top, elbows should be locked out the full extension, without hips sagging.

The Push Up: Movement Scaling

Real, full range of motion push ups are HARD. We will not start immediately with the full version. Instead we will learn how to scale the press appropriately.

To do so, we will introduce elevated push ups to modify the difficulty as much or as little as needed for awesome reps.

Process addresses the activities in which the student engages in order to make sense of or master the content. Here is where physical education can tap into differentiated learning strategies via student choice.

To make sense of and master the skill of lifelong fitness, physical education teachers can offer a wide array of different lesson plans for students. But student choice doesn’t mean just letting students do whatever they want. Instead, student choice in physical education can allow students to pick from different fitness modalities that will still achieve the common goal of health and well-being.

For example, PLT4M provides various options like dance, yoga, boxing, pilates, boot camp, strength training, and more. In many physical education classrooms, teachers allow students to pick and choose what workout they want to do during a given class period.

Products are culminating projects that ask students to rehearse, apply, and extend what they have learned in a unit. 

For physical education, differentiated learning strategies can include:

Students create their own workout plans to demonstrate knowledge and understanding.

In small groups, students plan a workout or lesson to teach to the rest of the class.

Students can use assessment and data to highlight progress and growth within fitness as a final project.

Environment

Environment is the way the classroom works and feels.

For physical education, differentiated learning strategies can create a safe space for every student to explore fitness. Physical education can be intimidating for students, especially when working out amongst peers.

Historically, the physical education environment has felt like a place where athletic students succeed and not-so-athletic students suffer and struggle. But physical education teachers can create an environment that focuses on individual growth and progress so that every student feels confident and comfortable regardless of where they are.

For example, with PLT4M, any weighted exercise or movement is personalized to the student’s individual needs. This proves to be an effective way for every student workout and use weights but still address the varying levels within one classroom.

Differentiated Learning Strategies In Physical Education in Action

There are countless examples of differentiated learning strategies in physical education. Schools across the country are finding unique ways to provide differentiating instruction so that every student succeeds.

For example, at Old Rochester High School in Massachusetts, the school has implemented PLT4M to help with differentiated instruction. Allison Lima, a PE teacher at the school, explains what that looks like,

“The  PLT4M videos  are an invaluable resource for students. And because they focus on form and technique, students build confidence that will help them know they can eventually go workout independently.”  

The videos also prove to be a valuable resource for the paraprofessionals in the class working with the adaptive PE students. Allison says that PLT4M has helped to make lifetime fitness possible for every student, 

“We can modify and adjust workouts so every student can explore lifetime fitness. For example, the other day, we modified a deadlift to a different exercise for our adaptive students, and they still got to have a great workout and built new fitness skills.” 

Check Out The Full Story!

Key takeaways on differentiated learning in physical education.

Differentiation in physical education can be achieved in a variety of ways. As a result, we can improve student learning and continue to support our overarching goal of instilling lifelong fitness.

Differentiated learning strategies are also beneficial in physical education because they help to create a positive learning environment. By providing students with different activities that meet their individual needs and interests, teachers can foster a sense of ownership and pride in their learning.

Additionally, differentiated learning strategies can help to reduce any feelings of frustration or boredom that may arise from students feeling like they are not being challenged or engaged. By utilizing differentiated learning strategies, physical education teachers can ensure that all students are able to participate and learn in an environment that best suits their needs.

Don’t go at it alone when it comes to finding suitable differentiation strategies. At PLT4M, we provide a wide array of resources like content and technology for in-classroom, but also for professional development and planning purposes.

Ready to Learn More? 

Schedule a free 10 minute consultation to see how PLT4M can help save you time and empower student learning!

What Role Does Technology Play in Differentiated Instruction Strategies?

Technology in physical education makes new ways of incorporating differentiated learning strategies possible. From grouping students to using visual aids, technology can be used in different ways to enhance student learning. In addition, it can also make differentiation far more manageable for teachers.

Does PLT4M offer professional development for differentiated learning?

Yes, PLT4M has a wide array of professional development opportunities. Within our slate of professional development courses, teachers can find best practices and new teaching methods to help apply differentiated teaching strategies in the physical education classroom.

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Universal Design for Learning and Differentiated Instruction in Physical Education

Affiliations.

• 1 Federal University of São Carlos.
• 2 State University of New York.
• 3 University of New Hampshire.
• PMID: 31155914
• DOI: 10.1123/apaq.2018-0145

The aim of this case study was to describe the distinct approaches used by physical education (PE) teachers to accommodate students with disabilities in New York elementary school PE classes. The participants included 1 adapted PE specialist, 5 PE teachers, and 5 elementary school students with various impairments. Through thematic analysis, observations and interviews revealed 3 main approaches: (a) normalized instruction-traditional curriculum with no differentiation in the program; (b) differentiated instruction-adaptations tailored specifically to the needs of each student with disability; and (c) universally designed instruction based on the principles of Universal Design for Learning (UDL) and accessibility to all students. Differentiated instruction, entailing modifications in the program and pedagogical accommodations, was the most prevalent approach at the research site, but lessons based on UDL principles were also observed. In association, the 2 approaches (differentiated instruction and UDL) represented significant resources to accommodate students with disabilities in PE.

Keywords: curricular modifications; inclusion; instruction approaches; students with disabilities.

• Child, Preschool
• Interviews as Topic
• Observation
• Physical Education and Training*
• Universal Design*

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Differentiating Instruction for Students with Disabilities

Adaptations for specific activities, general adaptation suggestions.

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