6 Subtle & Effective Differentiated Instruction Strategies for High School Math Teachers

Figuring out differentiation and what it actually looks like in a classroom setting is not something that just comes naturally. Differentiated instruction strategies are rarely taught or modeled effectively in educator prep programs.

During my student teaching experience, I was given the suggestion of filling in some blanks on students’ papers to get them started with the assignment. This seemed like a good idea in theory.

When it came time to implement this strategy, all my students were sitting on the carpet and could see each others’ papers. This quickly became a game of “Why is my paper different from their paper?”.

Let’s just say… this lesson crashed and burned before my eyes.

I’ve done a lot of learning and reflecting since then. That whole scenario (among many other failed lessons) made me realize that differentiated instruction strategies need to have two main qualities.

They need to be simple and subtle.

For example, instead of having pre-filled worksheets, I will now check in with students individually and highlight questions or problems I want them to focus on.

This strategy allows the students who take longer to complete their work to feel less overwhelmed by the amount of work that is in front of them. It takes me all of 30 seconds to make this accommodation and the rest of the class is none the wiser.

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Want to know more about differentiation? Check out these blog posts ↓

Keep reading for some additional differentiated instruction strategies that you can try in your high school math classroom.

1. Experiment with different ways to group students

I love using randomized groups to get my students talking and getting support from different people.

2. Try pre-teaching or reviewing in small groups

Pulling small groups to meet students where they are is one of my favorite ways to make sure all of my students are getting the support they need.

You have the opportunity to walk them through processes and give them feedback in real time that you don’t typically have the time to do during regular instruction.

3. Provide students with choices

You can give your students the option of how they want to practice a skill. Some students may want to sit at their desk and crank out a worksheet, while others may want to sit on the floor with a clipboard and complete a task card activity.

4. Give alternative assessments

Math class is challenging for many students and huge tests are intimidating. Try giving your students a project based assessment or real world application. These tasks are a bit more challenging, but they have the comfort of using their notes to work through the problems.

5. Provide differentiated activities

Most of my resources have a differentiated option for students who need more prompting questions and support. I would suggest using these resources on a class by class basis.

If you have one class that is struggling with a specific topic, don’t be afraid to give them an assignment that is a bit more scaffolded. Check out some of my go-to differentiated resources for Algebra 1 ↓

6. Model using different problem solving strategies and skills

Before any math teacher is able to differentiate instruction in their classroom successfully, they need to have a very solid understanding of the material that they are teaching. Teachers need to be able to teach a concept in multiple ways in order to get through to all of their students.

In a high school math classroom, it can be difficult to differentiate instruction so that all students are getting the support they need. However, it is important to remember that all students learn differently, and what works for one student may not work for another.

By differentiating instruction, teachers can ensure that all students have the opportunity to succeed.