Differentiation
Objectives
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Define the term differentiation.
Explore the differences found in
students.
List ways of differentiating in the
classroom.
Design differentiated reading tasks.
Design differentiated writing tasks.
Definition
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“Differentiation is coping with difference,
to ensure learning for all”. (Geoff Petty,
2005)
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“Differentiation involves adapting the way
work is set and assessed in order to
meet the needs of a range of abilities
within the same class”. (Kyriacou,1998)
Matching
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Examples of matching to ability:
In Maths
43% well-matched
26% too easy
28% too difficult
In Language 40% well-matched
26% too easy
29% too difficult
(Cohen et.al., 2004)
What sort of differences do students
have?
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Ability
Prior learning
Learning speed
Missed attendance
Social & cultural background
Maturity
Motivation
Learning style
Other individual needs
Ways of differentiating
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Time allowances & pacing
The amount, type and quality of teacher
attention, prompting, support, demand &
challenge
The type of language that the teacher uses &
the level & order of questioning
The style of teaching
The social arrangements, groupings & working
arrangements in the class
The activity, task type (extension,
application, practice), demands,
cognitive challenge and expected
outcomes, covering similar content at
different levels
 Responsiveness to students’ optimum &
preferred styles of learning
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(Cohen et.al., 2004)
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Differentiation by:
 Task (same content, different levels)
 Outcome (same general task but pupils work at their
own level)
 Learning activity (same task at the same level but in a
different way)
 Pace (same content, same level but different rate)
 Dialogue (teacher discusses work with individual
students to tailor the work to their needs)
(Kyriacou, 1998)