Differentiation

We cannot assume that just because a teacher teaches a learner learns what was intended. The process is far more complex than one of received input and intended outcomes. This is because teachers, when engaging with learners, are not involved in programming machines: the learning process involves humans who are diverse in their needs, development, attitudes, values and beliefs. (O’Brien and Guiney, 2001, P2)

Takes account of a range of factors that might affect individuals' learning. Depending on levels of confidence, previous experience, knowledge, and skill, pupils in a class might be set different tasks; they might receive different levels of support; or the teacher might have different expectations of their work.

Points Arising from Research

• Research consistently fails to provide secure evidence in support of the contention that some form of setting, streaming, grouping by ability or the use of multi-levelled learning schemes will inevitably improve learning outcomes.
• Successful differentiation is not about planning to troubleshoot for some students, but must be a practice that is applied to all.

Two current models of differentiation:

• Mix and Match model where pupils are summatively assessed and their learning characteristics are defined sufficiently for the teacher to determine the next task. It matches the beliefs of many within education and parents but is associated with social and motivational disadvantages for many learners
• Pick and Mix model where differentiated materials and support should be responsive to a range of different needs. Assessment should take place as and when appropriate for individuals or groups. In applying the pick and mix model active professional intervention is needed to make that curriculum accessible. This model directly addresses differences within the classroom but at the cost of a very high level of demand on the teacher. 
• The role of assessment in differentiation is to inform the teaching and learning processes not as an instrument to sort pupils
• There is a need to develop the strategies, practices and concepts or relationships, which will allow pupils’ needs as learners to be readily recognised and responded to
• Teachers in Scottish studies of differentiation identify the requirement for a continuous flow of assessment information as a necessary component for the improvement of the management of differentiation

Key Elements of Differentiation

Implications for teachers

• Redefine assessment as a process designed to serve the teaching and learning interaction
• Changes in teachers’ concepts of the limiting factors to pupils’ attainment
• Recognise that all pupils can learn more effectively given the appropriate context, knowledge and support
• There must be a clear articulation of and sharing of learning goals
• Change from pupils being passive recipients of educational instruction, to being proactive in selecting appropriate learning strategies
• The need for balance of questioning techniques, use of open-ended questions and enquiries

Needs identified by pupils

• Know what they should be learning and why they need to learn it
• Reassurance that they are progressing in their development of skills and knowledge (particularly important if they are slow learners)
• Self-referenced system of tracking their attainment
• Constructive feedback on their attempts at learning, which will point the way to learning
• Weaknesses identified and being given practical advice on how to deal with them, are as important as praise
• Flexibility in the pace of the requirements and the ability to engage with different learning styles appropriate to them and the task in hand
• Areas where they feel it is appropriate and possible to have control
• A teacher who adopts the role of helpful monitor and mentor beside them
  Simpson (2002)

Pupil’s learning needs

• Connect new learning with the learners’ prior experience and personal aspirations
• Find out about individuals’ specific learning needs, talking with learners about their learning
• Positive marking which points to improvement
• Observe children closely and analyse their strengths and priorities for development
• Use auditory, visual and kinaesthetic input to access all learners.
• Set achievable learning objectives

Planning and Presentation of Activities

There are some basic elements which have to be taken into account when planning and presenting material to pupils

• Think differentiation by TEXT, TASK or OUTCOME
• Reading age of material
• List key words, technical terms, common instructions and display these
• Give more structure in tasks for less confident pupils, then graduate level of instruction for the more able pupil
• Use pictures, diagrams, objects to stimulate pupils with visual learning style
• Have clear learning objectives
• Check pupils’ understanding. Encourage pupils to ask question as an alternative to telling or brainstorming.
• Have extension activities for pupils who can be encouraged to develop their knowledge  (not more of the same)
• Review learning; refer back to targets to facilitate more effective retention and recall. 
• Be aware of the culture of the peer group, school, parents and others.  Recognise its influence on pupils and find ways to encourage pupils towards higher achievement and growing self-esteem.

Reflection and Discussion

How can differentiated tasks be designed to cater for differing learning styles?
To what extent are you confident that your pupils clearly understand what they are trying to achieve and why?

Some Activities Relating To the Issue of Differentiation

Selected References 

Further reading

Sutton. R. (1995) Assessment for Learning. ISDN 09523871 1 5
This contains a very straightforward guide to Planning and Presentation of materials in a classroom situation.