Differentiating learning

Differentiation refers to the responses that teachers make to learners’ needs. Effective differentiation functions on the premise that every student can do remarkable things with the appropriate guidance and support.

Image:There are four types of classroom elements These include content process product and learning environment which can all be differentiated by teachers according to the readiness and interests and learning profile of students

Teachers are ‘differentiating’ when they:

provide several learning options or different paths to learning, to help students take in information and make sense of concepts and skills

provide appropriate levels of challenge for all students including those who are behind, those in the middle and those who are advanced.

Effective differentiation doesn't provide excuses or easy ways out, for example, teachers are not differentiating when they ‘water down’ the curriculum for students.

Teachers can differentiate through a range of instructional and management strategies. This includes classroom elements (content, process, product and learning environment) in relation to student needs (readiness, interest and learning profile).

Image:Teachers can differentiate content, process, product and the learning environment according to the student characteristics of readiness, interests and learning profile.

In its truest sense, teaching is not finished until learning occurs – for each learner. Teaching without learning is an oxymoron. Tomlinson, 2006

Key principles
There are a number of guiding principles that reflect effective practice in a differentiated classroom, including flexibility, respect and collaboration.
A flexible classroom
Flexibility is at the heart of differentiation and the teacher is continually looking for ways to modify classroom elements to make learning as effective as possible for the greatest number of students.
Assessment and instruction are inseperable
Student differences are expected, appreciated and studied as a basis for instructional planning.
All students participate in respectful work
The teacher's goal
Students and teachers are collaborators in learning
Students need guidance in becoming self-guided learners.
Flexible student grouping options
Various student groupings are possible, and sometimes students:
The teacher defines essentials
The teacher is clear about what matters in the subject matter, and:
The teacher modifies content
The teacher modifies content, process and products in response to student readiness, interest and learning profile.
References
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