Differentiated learning, commonly referred to as Differentiated Instruction (DI), is an educational approach that involves proactively modifying content, process, products, and learning environments to address students’ diverse readiness levels, interests, and learning profiles (Tomlinson, 2014). Rather than delivering uniform instruction, differentiated learning emphasizes flexible teaching strategies that respond to learner variability while maintaining high academic expectations for all students.

Within inclusive education, differentiated learning is grounded in the principle that learner diversity is the norm rather than the exception. It aligns closely with equity-oriented pedagogies by providing multiple pathways for students to access curriculum goals and demonstrate understanding.

One of the examples is classroom with a mixed-ability, a teacher differentiates a reading comprehension lesson by process and product. All students engage with the same learning objective (analyzing the main idea of a text), but they access the material through varied formats and supports. Some students read a printed text independently, others use an audio version with visual scaffolds, and small-group instruction is provided for learners who require additional guidance.

To demonstrate understanding, students choose from multiple output options, such as writing a short paragraph, creating a concept map, or giving a brief oral explanation. This approach allows students with different strengths—linguistic, visual, or verbal—to meet the same learning goal through appropriate and supportive means.

References: 

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.

Hall, T., Meyer, A., & Rose, D. (2012). Universal Design for Learning in the classroom. Guilford Press.

OECD. (2019). Teachers as designers of learning environments. OECD Publishing.
https://www.oecd.org/education/innovation-education/