Differentiation

An approach where teachers make adjustments to build on student’s diverse learning needs. It allows all students to access a challenging but achievable curriculum increasing their likelihood of academic success. 

The four non-negotiable's of differentiation

1. A learning environment that provides high challenge and support

2. Quality curriculum where teachers and students recognise what is essential for students to know, understand and do

3. Formative assessment that allows teachers to know where students are relative to essential outcomes

4. Adapting instruction, using formative assessment data to ensure maximum success for every learner 

A teacher can differentiate content, process, product and learning environment according to readiness, interests and learning profile through a range of instructional and management strategies.

Content

Is what the teacher plans for students to learn and how they will gain access to the essential knowledge, understanding and skills.

All students are given access to the same at-level content and taught the same concepts unless the students is on an Individual Learning plan.

Differentiating the content involves adjusting the degree of complexity when explaining key knowledge, skills and subject specific language.

Examples: Providing visual clips, providing information sheets that vary in complexity- less information with more visuals through to more information with less visuals, provide a variety of questions ranging from low order thinking to high order thinking and vary the questions based on the level they are at, use simplified language or providing glossaries at the start of an activity to anticipate problem words.

Process

The learning activities, tasks or experiences that are designed to enable students to make sense of, understand and use the content. They are challenging, but achievable through appropriate levels of scaffolding. The teacher will vary the level of complexity and support given. 

Examples: You vary the level of support given to students- With low students you may provide a fact sheet, with your middle students you might provide them with some websites and with your top students you may get them to search for their own information. You might get them to work in pairs, small groups or individually. In Maths use manipulatives (counters, base 10 materials) or calculators. You could vary the time given to complete the task. 

Product

Refers to the piece of work a student can use to demonstrate their knowledge, understanding and skills. Students are able to present or apply their learning in various ways. A good product allows students to:

• Apply what they can do

• Extend their understanding and skill

• Become involved in critical and creative thinking

• Reflect on what they have learned

Examples: presentations, lab reports, essays, demonstrations, videos, models, annotated diagrams, interpretive dance, piece of artwork, websites etc to present or apply their learning. 

Environment

The teacher considers the students’ environmental preferences and organises the space to cater to student needs relating to their abilities, interests or pathways. 

Examples: some students need lots of work space, a quiet area, to be able to engage in discussions, to work alone, to use noise cancelling headphones etc. 

Apply the learning

Teacher provides targeted activities that link to the learning intent and success criteria with sufficient time to enable students to practice what they have learned. The teacher guides and monitors individual students or small groups towards independent practice through appropriate scaffolding as they apply their learning. The teacher allows opportunities for multiple exposures and provides help when it is needed. 

Check for understanding

It is important that you move around the room to check students progress and ask students questions to ensure they have understood the task and know how to apply the new concept or skill that has been taught. You may need to do further one on one, small group or whole class explicit teaching if students are finding the task difficult.