Differentiation is one of those words that sounds reasonable in theory and completely unhinged in practice.
Differentiate for reading levels.
Differentiate for learning styles.
Differentiate for IEPs, 504s, ELLs, early finishers, and students who are still figuring out which notebook is theirs.
Somehow, this gets translated into: “Just make five versions of everything.”
No thank you.
Differentiation in science does not mean teaching five different lessons at once. It means designing one strong lesson that works for more students.
Here’s how I differentiate science without burning myself out—or cloning myself.
Start With a Strong, Structured Lesson (Differentiation Happens Inside It)
The biggest differentiation mistake I see is trying to layer supports onto a weak lesson.
When the structure is clear, differentiation becomes easier—not harder.
A strong lesson structure:
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Has a clear learning goal
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Includes guided input
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Builds in processing time
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Ends with a check for understanding
This is why I rely on a consistent lesson flow for every topic. I break that down more fully in my go-to lesson structure for any science topic.
Structure creates the container. Differentiation happens within it.
Differentiate the Process, Not the Content
Most students don’t need different content—they need different ways to interact with it.
Instead of changing what students learn, I vary:
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How information is presented
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How students process ideas
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How understanding is demonstrated
Everyone is working toward the same goal. They’re just taking different paths to get there.
Use the Same Tool, Adjust the Support
This is one of the most effective (and sanity-saving) differentiation strategies.
For example:
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Everyone uses the same notes, but some students get sentence starters
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Everyone completes the same one-pager, but expectations vary
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Everyone answers the same question, but response length differs
Same task. Different levels of scaffolding.
No extra lesson plans required.
Build Choice Into the Output
Choice is differentiation disguised as autonomy—and it works beautifully in science.
Instead of assigning five different tasks, I might let students choose how they show understanding:
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A written explanation
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A labeled diagram
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A short claim-evidence response
Students still meet the same objective, but they can lean into their strengths.
And yes, this also reduces “Can I do this instead?” conversations. Win.
Lean on Visuals and Structure (They Help Everyone)
Visual supports aren’t just for certain learners—they’re good instruction.
Tools like:
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Guided notes
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Doodle notes
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Diagrams and models
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One-pagers
reduce cognitive overload and make abstract science concepts more accessible.
I talk more about why this works in the power of visual learning in science class.
When students can see the learning, fewer need separate explanations.
Differentiate the Pace—Quietly
Not everyone needs the same amount of time, and that’s okay.
I plan for:
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Early finishers who extend thinking
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Students who need more processing time
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Built-in checkpoints so no one gets lost
Differentiation doesn’t have to be loud or obvious. Often, the most effective support is subtle.
What Differentiation Is Not
Let’s clear this up.
Differentiation is not:
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Five versions of the same worksheet
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Rewriting an entire lesson multiple times
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Lowering expectations for some students
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Working harder than your students
If differentiation is exhausting you, something needs to change—and it’s not your effort level.
The Bottom Line
Differentiation doesn’t require more lessons.
It requires better design.
When lessons are structured, visual, and flexible, more students can access the learning without you doing more work.
And honestly? Anything that helps students and protects your energy is worth sticking with.
