Balancing individual student needs with the curriculum: Struggling to find a solution?

I always try to balance individual student needs with the demands of the curriculum by tailoring lessons in ways that keep both in focus. Every student learns differently, so I look for ways to incorporate choice, flexibility, and differentiation into my teaching. Sometimes that means adjusting the pace, offering multiple ways to engage with the material, or creating tiered assignments that meet students where they are while still pushing them forward. I’ve found that small shifts, like using group work, hands-on activities, or technology, can make a big difference in keeping students engaged without losing sight of learning goals. It’s not always easy, but when I see students thrive, I know the extra effort is worth it.

Each student has their own way of learning, so a single teaching method may not work for everyone. To help all students, you need to use different teaching styles. You can use visual aids or hands-on activities to explain the same idea in different ways. By using different methods, more students are likely to understand the lesson. Some might learn better with images, while others may need to interact with the material or hear a story. This way, every student has a chance to connect with the lesson. Technology can also be helpful in personalizing lessons. Educational apps and digital tools allow students to learn at their own pace. Combining different methods and tools creates a more inclusive learning environment for all students.

Most curriculums have multiple lessons over the same concept to ensure retention. To incorporate different learning modalities without overwhelming yourself, adapt each lesson to 1 or 2 modalities so that you have covered at least 4 different modalities before the concept is considered complete. Extension activities can also be offered with a variety of learning methods in mind and could be a standing list such as; 1. Teach a friend what you learned today, 2. Pick one of our extra resources to read more about our topic, 3. Write a summary of what you learned, 4. Create a model showcasing a key finding from today. This list can be used with a number of units allowing you to provide adaptations while still maximizing your time.

From my perspective, balancing curriculum goals with individual student needs means shifting from uniformity to intentional flexibility. It’s not about lowering standards - it’s about opening multiple doors to reach them. When we tailor instruction, use flexible grouping, and offer timely feedback, we honor the whole learner. The curriculum should be a compass, not a cage. How are you designing learning pathways that meet students where they are?

Balancing curriculum demands with individual student needs isn’t about choosing one over the other—it’s about creating flexible systems that support both. At EdGenie, we’ve seen how timely, subject-specific scaffolding outside the classroom can make a real difference. It’s not about adding pressure; it’s about giving students what they need, when they need it—especially during critical revision periods. Personalised support doesn’t mean more work for teachers—it means smarter, more targeted help for students.

Different students have different strengths. Changing the grouping and individual responsibilities within the group based on the activity allows for those who may need support most often to shine as leaders in their strengths when paired with peers that need help.

From my perspective, flexible grouping transforms the classroom into a living, breathing learning lab. It gives students the chance to explore roles, stretch their thinking, and collaborate across strengths. When we shift group dynamics intentionally, we don’t just teach content - we build community, resilience, and empathy. How do you use group dynamics to deepen both learning and connection in your classroom?

To find a solution, you need to use continuous assessment. This is to help you know what are the needs of your students. You need to conduct regular assessments and tests. This is so that you would be able to gauge the level of understanding of your students. You need to also make sure that conduct monthly tests or at tests least after you've finished a certain part of the syllabus. This is so that you would know if they have been left behind in their lessons or not.

Remember that assessments don't have to be formal experiences. Informal assessments are valuable and easier to incorporate at more frequent intervals. When planning a unit, ensure you have regular touch points whether it be a daily exit slip, one on one conferences, quizzes, assessments, presentations or merely notes from observation. The combination will ensure students are on track OR that your plan has been altered to accommodate gaps in learning.

From my perspective, continuous assessment is not just about tracking progress - it’s about tuning in. It gives us the chance to notice when a student is quietly slipping or when a concept hasn’t landed, and respond with care and clarity. Frequent check-ins, reflections, and informal assessments become a dialogue, not just a data point. It’s how we build instruction that listens. How do you use ongoing assessment to meet your students where they are without losing sight of where they’re headed?

From my perspective, support systems are the silent scaffolding behind every student’s success. No one thrives in isolation. When we link arms with counselors, families, and specialists, we’re not just sharing responsibility - we’re multiplying possibilities. True learning happens when students know they are not alone in their challenges. How are you building networks of care around your students to support both their learning and their well-being?

Feedback needs to be specific, timely and productive. A student must know what was done that earned them a good job so they can repeat it the same as we tell them what not to do when we don't want them to repeat it. Good feedback can take time so to avoid a significant lapse between the work and the feedback, make sure the overall unit plan accommodates for the feedback loop before you are 3 assignments behind in grading. Not every assignment needs to be turned in for formal feedback allowing enough time for the feedback that is given to be as valuable as possible.