Differentiation

Differentiation that keeps the same goal for every learner.

Get a differentiation plan. Enter lesson, learner range, and objectives.

Plan my differentiation

What you'll get

A differentiation plan for a lesson or unit

Differentiation Plan, scroll to preview

Inputs the user provides

[[Lesson or Unit Topic]]
[[Learner Range (readiness levels, ELL, IEP/504, GT, etc.)]]

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Deliverable

Differentiation Plan — [[Lesson or Unit Topic]]

Core Objective (held constant for all learners):
[[Clearly state the single measurable objective all students will work toward.]]

Audience / Class Profile: [[Learner Range description]]

Framework: Tomlinson's differentiation by Content, Process, Product, and Learning Environment + Universal Design for Learning (UDL) multiple means.

Tiered Tasks by Readiness

Tier 1 — Foundational / More Support

Content: Pre-loaded vocabulary cards + visual glossary; shorter text or audio version of key material.
Process: Highly scaffolded graphic organizer with sentence starters; partner or small guided group.
Product: Reduced volume or focus on essential elements only; multiple choice + short constructed response option.
Environment: Preferential seating, visual timer, frequent check-ins.

Tier 2 — On-Level / Grade-Level Expectation (Core)

Content: Grade-level text or resource with some vocabulary support.
Process: Standard graphic organizer or protocol; mix of independent and collaborative work.
Product: Full required output using the standard rubric.
Environment: Flexible seating and grouping; standard classroom routines.

Tier 3 — Advanced / Greater Complexity or Depth

Content: Above-grade or primary source extension text; additional perspectives or data.
Process: Open choice of strategy or tool; leadership role in group or independent investigation.
Product: Extended or more complex product (analysis, design, teaching others component) with advanced rubric criteria.
Environment: Quiet space for deep work when needed; access to additional resources or mentor.

Supports for Specific Learner Needs

English Language Learners (ELL / Multilingual)

Sentence frames and word banks for discussion and writing
Visuals and realia paired with key vocabulary
Native language support options (bilingual glossary, partner, or approved translation tool)
Extended processing time and reduced linguistic load on non-language objectives

Students with IEP or 504 Plans

[[List specific accommodations that apply to this lesson — e.g. "Read-aloud for non-reading constructs, chunked directions, scribe or speech-to-text for written output, movement breaks, reduced-distraction space."]]
Alignment with existing plan; no modification of the core objective

Gifted / Advanced Learners

Curriculum compacting option: pre-assessment to skip known content and move to extension
Depth and complexity prompts (Kaplan icons): ethics, patterns, multiple perspectives, unanswered questions
Independent study or passion project component tied to the unit theme
Leadership or teaching role within the class

UDL — Multiple Means of Engagement, Representation, and Action/Expression

Engagement: Choice of topic focus within the objective; real-world hook at start; collaborative options.
Representation: Information presented in text, video, visual, and hands-on formats.
Action & Expression: Students choose how to demonstrate learning (written, oral, visual, performance, digital).

Flexible Grouping Plan

Homogeneous readiness groups for targeted instruction (short periods)
Heterogeneous mixed groups for collaboration and peer teaching
Interest-based groups when the lesson allows
Individual work time protected for processing and creation

Lesson Flow with Differentiation Embedded

1. Opening hook / phenomenon (whole class, multiple representations)
2. Mini-lesson or direct instruction (tiered entry points)
3. Guided practice with scaffolds available
4. Independent or small-group application (tiered tasks released by readiness)
5. Sharing and reflection (multiple ways to participate)
6. Exit ticket or quick formative (differentiated versions)

Materials and Resources Prepared in Advance

Tiered task sheets or digital versions
Scaffolds printed or linked (frames, glossaries, organizers)
Extension task cards or challenge menu
Rubrics with clear descriptors for each tier/product option
Technology or alternate formats ready

Assessment Note

All students are assessed against the same core objective. Differentiation changes the path and supports, not the destination. Rubrics include "core" criteria plus "extension" criteria for advanced work.

Assumptions

Lesson topic and broad learner range from user input.
All specific supports reflect common, high-impact differentiation strategies that maintain grade-level rigor for all.

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This differentiation plan keeps the objective the same while giving every learner the right entry point, support, and challenge. Print or share digitally with all adults who support the lesson.

Template — customize the exact tiers, supports, and products to your students and objective.

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Illustrative preview, your actual result is generated from your inputs.

How it works.

Provide lesson, learner range and get a complete differentiation plan in minutes — including tiers, scaffolds, UDL. Free AI workflow, no signup required to preview.

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Plan my differentiation

Differentiation plan: by content/process/product/environment, tiers, supports (UDL/Tomlinson), assessment of objective mastery per tier.

Format & standard

What good looks like.

What it must include

Criteria

01Differentiation across Tomlinson's four dimensions (content, process, product, learning environment) — the plan does not default to 'tier the worksheet' or 'give more time'.
02Tiered tasks for different readiness levels while holding the core objective constant for all students — challenge and support without creating parallel curricula or lowering the bar.
03Specific supports for ELL, IEP/504, and GT students named with the exact scaffolds or extensions — the plan is not 'differentiate for everyone' in the abstract.
04Flexible grouping and choice/interest options that let students access the objective through different paths — voice and ownership are built in, not afterthoughts.
05Scaffolds and extensions that are concrete and usable tomorrow (sentence frames, graphic organizers, compacted contracts, menu choices) — not vague 'provide support as needed'.
06UDL principles applied so multiple means of engagement, representation, and action are available — the design is accessible by default rather than retrofitted.
07Alignment back to the same core objective for every tier or path — differentiation does not become dilution or busywork for some students.

Signals of expertise

Quality

✦Names Tomlinson's content/process/product/environment framework and UDL multiple means explicitly — the planner is using the actual research language, not buzzwords.
✦Tiers by readiness while protecting the objective for all — shows the writer refuses to lower the bar for some students under the guise of 'meeting them where they are'.
✦Writes specific, observable supports for named populations (ELL sentence frames by WIDA level, GT compacted projects) rather than 'extra help' — the plan can be executed by a sub or co-teacher.

Common mistakes

Pitfalls

×'More or less work' as the only differentiation move — fast finishers get busywork and struggling students get the same task with fewer problems, so no one gets what they need.
×Lowering the objective for some students instead of changing the path to the same objective — creates permanent gaps and tracks students early.
×Ignoring specific populations (ELL, IEP, GT) or writing one generic paragraph — the plan fails the students who need targeted moves the most.
×No UDL or choice options — every student is forced through the same representation and output mode regardless of strength or barrier.

Differentiation that keeps the same goal for every learner.

How it works.

Plan my differentiation

What good looks like.

What it must include

Signals of expertise

Common mistakes

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