Based on Carol Ann Tomlinson’s work on differentiation.
Differentiating instruction in mixed-ability
classrooms.
Helen Panayiodou Team Solutions August 2013
Based on Carol Ann Tomlinson’s work on differentiation.
Based on Carol Ann Tomlinson’s work on differentiation.
The complex situation of equity and excellence in our classrooms
Students in our classrooms are diverse,
 they come from different cultural backgrounds
 have different learning styles
 arrive at school with differing levels of emotional and social maturity
 their interests differ (both in topic and intensity)
 have differing levels of academic readiness
Discussion – Why do we teach students all in the same way then? Why do we have the same expectations/goals for every
student? Management would be an important reason but how can we offer equity and excellence more effectively?
Metaphor – clothing/learning
One size doesn’t fit all. Students can choose from a variety of clothing to fit their differing sizes, styles and preferences. This
makes clothes more comfortable and gives expression to students’ developing personalities. As anyone who has bought a
‘one size fits all’ outfit, it will inevitably sag – if too big or pinch, even tear – if too small.
Activity - discuss this and perhaps show images
“At its most basic level, differentiating instruction means ‘shaking up’ what goes on in the classroom so that students have
multiple options for taking information (acquiring content) making sense of ideas (processing ideas) and expressing what
they have learnt (developing products)” Carol Ann Tomlinson 2004
What differentiated instruction is NOT
The ‘individualised’ instruction of the 1970s. Individual
programs exhausted teachers and hindered a cooperative
approach to learning.
What differentiated instruction IS
Proactive. Teachers assume/know that different learners
have different needs, so teachers can proactively plan to
address the range of learning needs.
Chaotic. Teachers have a fear of losing control. The lack of
classroom management has been an issue in the past with
this approach. The reality is that if done well teachers can
exert more leadership than less. Purposeful student
behaviour/learning is the goal.
More qualitative than quantitative. More/less work is not the
answer. The quality of work is the key as it focuses on the
students’ needs.
Based on Carol Ann Tomlinson’s work on differentiation.
Just another way to provide homogeneous groupings.
Flexible grouping is the key, not only for academic purposes
but also emotional and social. Tomlinson used the expression
‘fluid grouping’.
Is rooted in assessment. (Diagnostic, formative and
summative). Assessing developing readiness levels, interests
and modes of learning. Teachers know the needs of the
students and design programs to meet these needs.
Just ‘tailoring’ the same suit of clothes. Extra questions/tasks
is not enough. As is taking questions out for weaker
students. Tomlinson refers this as ‘micro-differentiation’. This
stigmatizes the student and can switch them off. Metaphor
– stretching a garment that is too small or tucking and
gathering a garment that is too big is not as good as getting
a right fit.
Provides multiple approaches to content- input, what
students learn; process- how students go about making
sense of ideas and information; and product, - output, how
students demonstrate what they have learnt.
Student-centered. Learning and teaching is for the students
and about the students. Learning experiences are more
effective when they are engaging, relevant and interesting.
Students also take more responsibility for and pride in their
own learning.
A blend of whole-class, group and individual instruction.
Organic. Students and teachers are learners together (AKO).
The Inquiry Approach is very relevant here. Teachers
continually monitor the match between the learner and
learning.
A teacher in a differentiated classroom does not see differentiation as a strategy, she does not seek a recipe for
differentiation but rather ‘combines what she can learn about differentiation from a range of sources to her own professional
instincts and knowledge base to do what ever it takes to reach out to each learner.’ C A Tomlinson 2004