Differentiated Instruction – From the Experience of Motherhood to the Journey of Becoming an Educator

Differentiated instruction may still be a new concept for many teachers working in traditional educational settings. However, if you are teaching at an international school, have participated in international training programs, or work in a diverse student environment, you’ve likely heard of Differentiated Instruction—a teaching philosophy and strategy that focuses on individual differences in the classroom.

For me, the journey to understanding this concept didn’t begin with academic courses or books, but from a deeply personal experience—motherhood.

Personal Experience: When a "Beyond-Standard" Child is Placed in a One-Size-Fits-All System

Due to health issues and COVID-19-related social distancing, my child missed more kindergarten than peers. However, at home, I noticed his keen interest in letters and language, so I proactively introduced him to early reading. As a result, by the age of 4.5, he could read Vietnamese children’s books fluently and independently.

When he entered Grade 1, his reading ability was already on par with Grade 2 students. However, in class, the teacher followed a uniform curriculum for all students—regardless of their background or abilities. This made my child feel bored, unmotivated, and with little opportunity for further growth. That’s when I began to ask:

HOW CAN EVERY STUDENT HAVE THE OPPORTUNITY TO PROGRESS AND DEVELOP AT THEIR OWN PACE AND POTENTIAL?

The answer I found was: Differentiated Instruction. This was also what inspired me to pursue a Master's in Education—to continue seeking answers to the question: “What makes an excellent teacher?”

Differentiated Instruction – Not “Far-Fetched,” but Flexible and Practical

At first, differentiation or personalization in teaching may sound like something complex or advanced. But in reality, with proper preparation and collaboration with teaching assistants (if available), it can be effectively implemented in everyday classrooms.

1. Differentiation in Lesson Design:

- Plan lessons at multiple thinking levels (according to Bloom’s Taxonomy).

- Include challenge tasks for higher-level learners.

-Simplify language and content for students still building foundational skills.

-If there is a teaching assistant, share lesson plans in advance for feedback and preparation of support strategies for each student group.

2. Differentiation in Practice Activities – Multi-Level Exercises:

Design or select supporting materials at multiple levels: basic/ beginner – intermediate – advanced.

Teaching assistants can help find suitable resources, especially valuable as they are often second-language learners themselves and empathize with student difficulties.

Teachers and assistants should clearly define roles during practice time—who supports which group, and how.

3. Use of Cross-Grade Learning Materials:

Create a shared resource system (e.g., via Teams or Notebook) that allows students to access lessons and exercises from adjacent grades.

Example: A Grade 8 student can review Grade 7 content for reinforcement.

At the same time, they can explore Grade 9

materials for enrichment and advancement.

This flexible access empowers students and allows teachers to assign tasks based on actual competence, not just age.

4. Differentiation Through Technology – Tools for Personalized Learning:

Use platforms that offer level-based practice such as:

Sparx Math, Koobits (Math)

Raz Kids, etc. (English reading comprehension)

Quizlet, Blooket (Vocabulary/Review)

Allow students to choose difficulty levels, while teachers monitor progress and adjust personalized learning goals.

5. Continuous Assessment and Adjustment:

Use Exit Tickets or Reflections like:

What went well? Even better if? Next step?

This helps determine students' comprehension after each lesson.

Based on these results, teachers and assistants can adjust the next lesson plan to ensure continuity and appropriateness.

Conclusion: Differentiated Instruction – A Flexible, Human-Centered, and Promising Pedagogical Mindset

Differentiated instruction is not only a strategy to help students grow according to their individual capabilities, but also a method for teachers to enhance their effectiveness, spark learning interest, and build positive classroom relationships. What matters most is that teachers have time to prepare, reflect, and, especially, the companionship of teaching assistants—who can serve as excellent bridges between teacher and student.

I truly believe that when each student learns in the way that suits them best, the classroom becomes not a place to impose knowledge, but a space to nurture real potential.

If you have experiences or approaches in applying differentiated instruction, I would love to hear and learn from you so we can grow together professionally.