Synchronous Differentiated Instruction (SDI) refers to providing different learning materials or scenarios to groups or individual students based on real-time learning data in a one-to-many classroom environment (TEAM Model, 1999). To implement differentiated instruction in a 1-to-1 learning environment (one tablet per student), the vital first step is to design differentiated teaching materials.
Teachers design differentiated learning activities based on students' learning abilities, attitudes, and learning stages. Since different teachers design activities for different classes, variations naturally exist, showcasing teacher professionalism. There are countless ways to design differentiated instruction, with every teacher having their own unique approach. To facilitate the classification and sharing of experiences, differentiated instruction can be broadly categorized into four main types: Content, Material, Pedagogy, and Assessment (Figure 1), explained as follows:
Figure 1: Types of Differentiated InstructionIn learning activities, when variations in learning progress occur (e.g., some students or groups have mastered the content while others have not), teachers use various differentiated methods and strategies to help lagging individuals or groups catch up. When a teacher devotes time and resources to weaker groups, they may temporarily overlook faster-moving groups or rotate activities; this is known as a time-sharing differentiation strategy.
However, implementing Synchronous Differentiated Instruction (SDI) involves conducting differentiation strategies simultaneously across audiences, materials, pedagogy, and technology. For instance, teachers prepare differentiated materials with varying difficulty, content, and quantity to conduct synchronous teaching for the whole class, specific groups, or individuals, helping every student learn better.
Figure 2: Differentiated Materials and Target AudiencesFrom a professional perspective, designing differentiated materials based on student needs, interests, and abilities allows for SDI activities to thrive in a tech-supported environment.
Figure 3: Differentiated Material Design and Learning MotivationFrom the student's perspective (a student-centric strategy), creating learning scenarios that offer choices, appropriate challenges, and a sense of achievement allows teachers to conduct effective SDI using rich, targeted materials.
Figure 4: Differentiated Material Design and Student-centric StrategyDifferentiated materials can be categorized into three main types: Varying Difficulty, Distinct Materials, and Varying Quantity. Each is illustrated below.
Teachers design differentiated materials with varying difficulty levels based on learning situations. A wider variety of prepared materials better meets the diverse learning needs of individual students. Common strategies involve designing materials with identical goals but varying levels of scaffolding, or creating tasks aligned with Bloom's Taxonomy (Knowledge, Comprehension, Application, Analysis, Evaluation, and Synthesis). In language courses, tasks can be differentiated by levels of reading comprehension, such as Information Retrieval, Inference, Interpretation/Integration, and Critical Evaluation.
Below is an example of varying difficulty. To facilitate Smart Differentiated Pushing in a smart classroom, three difficulty levels are marked with different colors (e.g., Red, Yellow, and Green representing High, Medium, and Low difficulty respectively).
Figure 5: Different Difficulties (Taking the Water Cycle as an Example) 
Figure 6: Water Cycle (Low Difficulty) 
Figure 7: Water Cycle (Medium Difficulty) 
Figure 8: Water Cycle (High Difficulty)Example 1: Probability in Life. Different contextual materials are pushed based on student selections, as shown in Figures 9 through 12.
Figure 9: Different Questions (Taking Probability in Life as an Example) 
Figure 10: Probability in Life (Material A) 
Figure 11: Probability in Life (Material B) 
Figure 12: Probability in Life (Material C)Example 2: Psychological Quiz. Specific explanatory materials are pushed based on the choices made by students, as shown in Figures 13 through 17.
Figure 13: Psychological Quiz - Differentiated Push based on Selection 
Figure 14: Psychological Quiz (Material A) 
Figure 15: Psychological Quiz (Material B) 
Figure 16: Psychological Quiz (Material C) 
Figure 17: Psychological Quiz (Material D)Using an Elementary School Mathematics Example (Preliminary Understanding of Fractions): Tasks with varying volumes are distributed based on students' completion speeds. For example, Category A (Basic Competencies - Compulsory), Category B (Broadening Competencies - Optional), and Category C (Deepening Competencies - Challenge).
Figure 18: Elementary School Mathematics Example: Preliminary Understanding of FractionsIn traditional classrooms, implementing differentiation was a tedious and time-consuming process, acting as an almost insurmountable barrier. Today, through the SDI technology of the HiTeach Smart Teaching System, teachers can quickly and easily utilize instructional decision-making and material-pushing functions, bringing infinite possibilities to classroom teaching.
Figure 19: Solutions to traditional difficulties in differentiated instruction 
Figure 20: HiTeach provides the best solution for SDI in the classroom