Differntiation reading

1. Understanding
Differentiation
Teaching and Learning
Materials
VP-8
Assessment
• Students should complete a page of their teaching report based on the topic that includes
references.
• Differentiated Activity Planning Template.
• Differentiated Teaching materials
• Classroom discussion/ debate on differentiation at TTC
• Reflection on micro- lesson
• Completed class/Padlet work

2. OVERVIEW
A RANGE OF DIFFERENTIATED
INSTRUCTIONS
NO DIFFERENTIATION
o Class works as a
whole on most
project and
exercises
o Group pacing
o Group grading
standards
o Teacher believes
that all the
students need the
same
teaching/learning
MICRO DIFFERNIATION
o Adjusting questions
in discussions
o Encouraging
individuals to take
assignments further
o Students pick their
own work groups
o Extra activities for
students who finish
early
MACRO DIFFERENTAION
o Expressed teacher
attitude towards
differences
o Variable pacing
o Planned variation in
all aspects of
teaching and
learning
o Consistent use of
flexible groups
o

3. Methods of Differentiation in the
Classroom
Differentiation is defined by the Training and Development Agency for Schools as ‘the
process by which differences between learners are accommodated so that all students
in a group have the best possible chance of learning’.
One of the core methods of differentiation, differentiation by task, involves setting different tasks for
students of different abilities. One way to achieve this may be to produce different sets of worksheets or
exercises depending on students’ abilities.
Collaborative learning has many well-documented benefits such as enabling shy students to participate
more confidently in class, but it’s also a useful differentiation method. Small, mixed-ability groups allow
lower achievers to take advantage of peer support whilst higher achievers gain the opportunity to organize
and voice their thoughts for the benefit of the whole group. Grouping also allows roles to be allocated within
the team which cater for each member’s abilities and learning needs.
I think it is good for the teacher and the students, because by using task, teacher will
know the abilities of the students, and create a good plan to deliver the knowledge to all
students, wither some of them can understand by ways and others can understand by
other ways.
It Is good for the teacher and the student, because student who did understand the
lesson, will support the teacher, by helping his classmate in his group, who did not
understand the lesson, with this method, class time will be saved.

4. In this method it’s important to recognize that some students can work with more advanced materials than
others, and that it is possible to use multiple materials in order to approach a topic from different angles.
This means that while some may require quite basic texts with illustrations, others are capable of working
with more advanced vocabulary and complex ideas.
In the traditional classroom, activities are completed at the same time, without thinking about the level of
difficulty for some students. The result is that more advanced learners can be held back because of the
speed of the less able ones, and at the other end of the scale, some may simply find it impossible to keep
up. When differentiation is used in lesson planning, the available time is used flexibly in order to meet all
students’ needs. Students who quickly grasp core activities need not be held back because their
classmates need to spend more time on the fundamentals of a topic. They can instead be allocated more
challenging tasks in order to develop a deeper understanding of the subject matter or even to progress
through the set course more quickly.
It is good for the students, because not all of them at the same level of
understanding, so by using different materials in teaching, like giving explained work
sheet for academic words to the students.
It Is good for the students, because activities will make students put what they learn in
action, so the learning will be better for them.

5. Differentiation by outcome is a technique whereby all students undertake the same task but a variety of
results is expected and acceptable. For example, the teacher sets a task but instead of working towards a
single ‘right’ answer, the students arrive at a personalized outcome depending on their level of ability.
In the differentiated classroom, rather than assessment taking place at the end of learning, students are
assessed on an on-going basis so that teaching, and indeed the other methods of differentiation, can be
continuously adjusted according to the learners’ needs.
Differentiation in the classroom is all about understanding that we are dealing with a group of diverse
individuals and adapting our teaching to ensure that all of them have access to learn. It should be an on-
going and flexible process which not only profiles students initially but also recognizes progress and areas
for improvement and adjusts accordingly to ensure learning needs continue to be met. In short, it shifts the
focus from teaching a subject to teaching the students.
It Is good for students, because students understand the subject in different ways,
so their answers will have the same meaning, but different ways to answers.
It Is good for the teacher/ student?

6. TASK
Discuss the benefits and limitations of using differentiation in class. Consider the following points:
• Should all teachers at the TTC use it?
• Would you use differentiation when you are teaching? Why?
• Which type of differentiation works best in your opinion?
➢ Your work should include a minimum of 2 references.

7. All teachers at TTC should use differentiation in class because it will help them to deliver the knowledge
to the students in the beast way.
I will use differentiation in class because it is an effective way to teach the students.
In my opinion, activities work best for me, because activities will make students put what they learn in
action, so the learning will be better for them.
References:
Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. New
Jersey: Pearson Education.
Marzano, R. J., Norford, J. S., Paynter, D. E., Pickering, D. J., & Gaddy, B. B. (2001). A Handbook for Classroom
Instruction That Works. Association for Supervision and Curriculum Development, 1703 North Beauregard Street,
Alexandria, VA 22311-1714 (ASCD Product No. 101041: members, $26.95; nonmembers, $31.95).
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. Ascd.
Hall, T. (2002). Differentiated instruction. Wakefield, MA: National Center on.

8. Differentiated Activity Planning
Template
Whole Group Intro Activity
Give activities to students to
apply what they learn.
What will all students do? TIER 1
TIER 2
TIER 3
KEY CONCEPT
MYSQL
SELECT, WHERE, ORDER BY statements.
Pre- Assessment Task