Which of the following is NOT a strategy for differentiating instruction?

Differentiating instruction involves tailoring teaching practices to accommodate the diverse needs, learning styles, and readiness levels of students. The aim is to enhance student engagement and understanding, ensuring that all learners can access and achieve the curriculum.

Conducting assessments only after instruction does not align with differentiation principles. Effective differentiation requires continual assessment and feedback throughout the learning process, allowing educators to adjust their instruction based on real-time insights into student understanding and progress. By using formative assessments before, during, and after instruction, teachers can make informed decisions that cater to individual learning needs, refine their teaching strategies, and provide targeted interventions when necessary. This approach promotes a responsive and flexible learning environment, essential for meeting diverse student needs.

In contrast, using a variety of teaching methods, incorporating one-on-one learning sessions, and teaching in both whole and small groups are all strategies that facilitate differentiation by addressing different learning styles and preferences, making them integral to effective instruction.