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A group of learners at City Lit usually has people with varied backgrounds and experience in the subject. One of the challenges of a teacher of adults is enabling all the learners in the group to stretch and challenge themselves and learn. We have to differentiate.
It is not normally appropriate to 'stream' adult learners, so differentiation needs to be integrated into activities for the whole group without it being obvious that you are doing so.
Some basic techniques are below
Regular revision and checks of basic learning
Regular revision and checks of fundamental concepts and facts (eg quizzes) are usualy useful for the whole group and build confidence for less experienced learners.
Extension exercises
These are additional tasks for students who can manage basic tasks easily. They should be on the same topic but take learners to a higher level of learning. They need to be planned beforehand. They can be on the same worksheet - 'if you have time try these....' or an additional higher level question for groups who finish early. Teaching and Learning Issues no 17 gives some examples
Back up resources/materials
You can support those new to the subject by creating materials which enable them to refer to or revisit basics of the subject. eg a glossary of terms, basic 'how to' guides. You can put these on Google Classroom.
Individual projects or research
Individual projecs and research are a good way of differentiating as students can choose a topic they can tackle at a comfortable level for them. Your advice here may be very important.
If this relevant, students can be directed to further individual research and reading between class times.
Directed questioning
If you now your students well, you can tailor questions to challenge individual students.
Chilli peppers
If your students have exercises or tasks in class, you could try chilli peppers. Label tasks in their degree of difficulty - mild, spicy and hot.
Learners choose the level where they would like to begin.
Selecting small groups
When you are using small groups/break out rooms - decide how you will mix the groups. For some exercises you may choose to put students at roughly the same level together. For others you may choose a mix. Be careful to vary this - confident students may not always like to be put with less confident ones, or less confident ones always to find themselves with each other when being with stronger learners may stretch them.
Support with English and Maths
if your students have some difficulty with oral English, keep your language plain and make sure you put information on a powerpoint or handout so they can check here alongside listening to you. It may help to send powerpoints before the lesson.
For all students, write new terminology on the whiteboard or a powerpoint as well as using hte term. Suggest they add this to their own glossary.
If your subject demands knowledge of maths or grammar, introduce support materials for those that need it eg simple worksheets.
Students with some issues writing may find a model example helps, and a 'frame' (eg questions and a space to write underneath) useful.
For suppot with dyslexic learners, see the Access and Inclusion Hub
Individual one-to-ones or tutorials
Thse are not available on all courses, but are an ideal opportunity to support and offer constructive feedback to students whatever their level.
For more ideas on stretch and challenge, see Teaching and Learning Issues No 17
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