Podcast: One Task, Many Doors: A More Effective Way to Differentiate

It’s a mistake to assume that good differentiation always means splitting students up into small groups, says Michael McDowell, an author, coach, and former teacher. 

A more effective approach, he says, is to design rigorous learning routines that unite the whole class—from fast finishers to kids who need extra support—with shared strategies, structures, and thinking moves. 

Think: Same surface, different deep problems, much more time in the “we do” space, and a big emphasis on high-quality classroom discussion.

In this episode of School of Practice, McDowell breaks down three low-prep differentiation strategies, explains how and when small groups fit into the picture, and makes the case for basketball over ping-pong question protocols. 

Related resources:

• How to Differentiate Without Splitting Students Up Advice for teachers who want to make sure everyone in their classroom works and learns in tandem.
• Teaching a Class With Big Ability Differences Techniques for meeting the needs of students with diverse abilities and interests.
• AI Tool Demo: Differentiating Class Materials With Diffit (video) Assistant editor Daniel Leonard shares how teachers are turning to Diffit to automatically adapt texts to different reading levels.
• A Starter Kit for Differentiated Instruction Cult of Pedagogy’s curated collection of resources for learning how to differentiate instruction.
• 4 Research-Backed Ways to Differentiate Instruction Practical tips for differentiating within a unit, based on the NWEA’s interviews with highly effective teachers.
• Actionable Assessment: A Step-by-Step Guide to Responsive Teaching and Student Growth Michael McDowell’s book on real-time formative assessment, co-authored with Starr Sackstein.