Differentiated instruction is the basic skill of teaching students in accordance with their aptitude and the basic competencies of professional teachers. Teachers design differentiated learning activities according to learning ability, learning attitude, and learning stage of the class. It is natural for different teachers to design different teaching activities for different classes, which is also a great demonstration of their professionalism.

Differentiated instructional design can be said to have multiple methods, and each teacher has his/her own set of methods. In order to facilitate classification and to share the experience and wisdom of differentiated instruction, it can be divided into four categories: content, teaching material, teaching method, and assessment.

1. Differentiated materials design and different implementation targets
In learning activities, when there is a difference in learning progress (for example, some people have learned, some have not learned, some groups have learned, some groups have not learned). In order to help individuals or groups that have not yet learned to keep up with the learning progress, teachers will use many differentiated different methods and strategies to help these students (groups). When teachers invest extra time and resources into these students, they can only temporarily ignore students with faster learning progress, or take turns to carry out learning activities. This is a time-differentiated teaching strategy.

Synchronous differentiated instruction means that the teacher synchronizes differentiated strategies in a one(teacher)-to-many(students) classroom, implementing differentiation in terms of students number/group, teaching materials, teaching methods, and technology. For example, teachers prepare differentiated content with different difficulties, different materials, or different amounts of learning content, and then carry out differentiated teaching for the whole class, group, or each student to help different students to learn better.

Differentiated materials design and different implementation targets

2. Differentiated materials design and teaching in accordance with student's aptitude
From the teacher's professional perspective, teachers design different teaching contents with different difficulties, different materials, or different amounts of learning content according to students' needs, interests, or abilities (experience). Then, in the teaching environment supported by smarter technology, synchronous differentiated teaching activities can be carried out for the whole class, group, or individual, and the students can be taught according to their aptitude.

3. Differentiated materials design and student-oriented strategies
From the student perspective (the student-oriented strategy), you can create a learning environment that is selective, challenging, and easy to achieve for students in the classroom. Teachers can prepare a variety of differentiated teaching materials to carry out synchronous differentiated teaching.

Differentiated materials design and student-oriented strategies

Through the TEAM Model Smarter Classroom support system, there will be a variety of possibilities for synchronous differentiated instruction. In the implementation of synchronous differentiated teaching, TEAM Model assists three main parts, including the differentiated teaching materials design, data decision-making, and smart push (differentiated push). These new technologies have made it possible to do synchronous differentiated teaching, breaking through the cumbersome and almost impossible obstacles in traditional classroom operations.

Synchronous differentiated instruction is the modern "teaching students according to their aptitude"!