Differentiation in teaching involves accommodating differences between learners so they all have the best chance of learning. There are various levels of differentiation from no differentiation where all students do the same work, to macro differentiation where teaching and learning are varied in all aspects. Differentiation methods include adjusting questions, encouraging students to take assignments further, and flexible student groupings. Differentiation is beneficial for both teachers and students as it allows teachers to understand student levels and tailor instruction, while students can improve skills at their own pace. While some debate its use, differentiation generally shifts the focus from teaching subjects to teaching individual students.

1. Understanding
Differentiation
Teaching and Learning
Materials
VP-8
Assessment
 Studentsshouldcomplete apage of theirteachingreportbasedonthe topic that includes
references.
 DifferentiatedActivityPlanningTemplate.
 Differentiated Teachingmaterials
 Classroomdiscussion/debate ondifferentiationatTTC
 Reflectiononmicro- lesson
 Completedclass/Padletwork

2. OVERVIEW
ARANGE 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
studentsneedthe
same
teaching/learning
MICRO DIFFERNIATION
o Adjustingquestions
in discussions
o Encouraging
individualsto take
assignmentsfurther
o Studentspick their
own work groups
o Extra activitiesfor
studentswho finish
early
MACRO DIFFERENTAION
o Expressedteacher
attitude towards
differences
o Variable pacing
o Plannedvariation in
all aspects of
teachingand
learning
o Consistentuse of
flexible groups
o

3. MethodsofDifferentiation inthe
Classroom
Differentiation is defined by the Training and DevelopmentAgency for Schools as ‘the
process by which differences between learners are accommodated so that all students
in a group have the bestpossible chance oflearning’.
One of the core methods ofdifferentiation, differentiation by task, involves setting differenttasks for
students of different abilities. One way to achieve this may be to produce differentsets ofworksheets or
exercises depending on students’ abilities.
Collaborative learning has many well-documented benefits such as enabling shy students to participate
more confidently in class, butit’s also a useful differentiation method. Small, mixed-ability groups allow
lower achievers to take advantage ofpeer supportwhilsthigher achievers gain the opportunity to organize
and voice their thoughts for the benefitof the whole group. Grouping also allows roles to be allocated within
the team which cater for each member’s abilities and learning needs.
Isthisgood forthe teacher/student?
Yes,foreach of the teacherandthe student, because the teacherwillgetinformationaboutthe
level of educationof the students.Also,the studentswill be able todetermine whatisthe skills
improvingaftersolve the tasks.
.
Is thisgoodfor the teacher/student?
Yes bothstudentsandteacher,selectedbythe teacher,asthe distributionof studentsingroupsin
that ineach groupthere are a numberof studentsfromvariouseducational level have combines
withthe highlevel of the student,asthe studentputsahighlevel withastudentisweakinthe
same group inorderto benefitthe weakstudent andimprovesthe level of student.

4. In this method it’s important to recognize thatsome 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 ofworking
with more advanced vocabulary and complex ideas.
In the traditional classroom, activities are completed atthe 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 ofthe less able ones, and atthe other end ofthe scale, some may simply find itimpossible to keep
up. When differentiation is used in lesson planning, the available time is used flexibly in order to meetall
students’ needs. Students who quickly grasp core activities need notbe held back because their
classmates need to spend more time on the fundamentals ofa topic. They can instead be allocated more
challenging tasks in order to develop a deeper understanding ofthe subjectmatter or even to progress
through the setcourse more quickly.
Is thisgoodfor the teacher/student?
Yes because diversificationinthe teachingmethodsare veryimportantforthe achievementof the
objectivesof the teacher.Assome of the studentsdonotunderstandone way,withthe
diversificationinthe Lessonbe understandingstudentfasterandthenverifiedstudentsunderstand
the lesson.
Is thisgoodfor the teacher/student?
Whenthe teacherusesthe differentiationlessonplanning,the teacherseeneachstudent
individually. Inthisway,teachinganddifferentteachingmethodsincrease the efficiencyof bad
studentsorstudentswhodonot understandthe lessonfasterthanothers,andthismechanismof
educationincreasesefficiencyinthe classroom.

5. Differentiation by outcome is a technique whereby all students undertake the same task buta variety of
results is expected and acceptable. For example,the teacher sets a task but instead ofworking towards a
single ‘right’ answer, the students arrive at a personalized outcome depending on their level ofability.
In the differentiated classroom, rather than assessmenttaking place atthe end oflearning, students are
assessed on an on-going basis so thatteaching, and indeed the other methods ofdifferentiation, can be
continuously adjusted according to the learners’ needs.
Differentiation in the classroom is all aboutunderstanding that we are dealing with a group ofdiverse
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 notonly profiles students initially butalso recognizes progress and areas
for improvementand adjusts accordingly to ensure learning needs continue to be met. In short, it shifts the
focus from teaching a subjectto teaching the students.
Is thisgoodfor the teacher/student?
Thistechnique tasksof the differentiationinlessonplanningmaybe doesn'thelpmuchadvance
students,butitisaimedat the benefitof all studentsinthe class.Thistechniquehelpsstudents
whoare not able toachieve theirabilities.The teachercandistinguishbetweenstudentsanddeal
withstudentsaccordingtotheirabilityandfocusesontheirstrengthsandweaknesses.
Is thisgoodfor the teacher/student?
Studentsare assessedonanon-goingbasissothat teaching,andindeedthe othermethodsof
differentiation,canbe continuouslyadjustedaccordingtothe learners’needs.Onthe otherhand,if
there isonlya final assessment,the student'ssometimesdoesn'tsolve verywell.The assessedon
an on-goingbasisassessmenthelpsstudentstoknow the strengthandweaknesspointswhere
each weekthe teachertellsthe studentabouthisevaluation.

6. TASK
Discussthe benefitsandlimitationsof usingdifferentiationinclass.Considerthe followingpoints:
 Shouldall teachersatthe TTC use it? Yes
 Wouldyouuse differentiationwhenyouare teaching?Why? Yes
Because it'sveryeasyto understandandshear informationtogether
 Whichtype of differentiationworksbestinyouropinion?
Work group
 Your workshouldinclude aminimumof 2 references.
Hymes, D. (1972). On communicative
competence. sociolinguistics, 269293, 269-293.
Joyce, B. R., Weil, M., & Calhoun, E. (1986). Models of teaching (Vol.
499). Englewood Cliffs, NJ: Prentice-Hall.

7. Differentiated Activity Planning
Template
WholeGroupIntroActivity
Whatwillallstudentsdo? TIER 1
TIER 2
TIER 3
KEYCONCEPT
Pre-Assessment Task