Differentiation

8 Strategies to aid differentiation (along with some pros and cons)!

Differentiation by Outcome or Response

What is it?

The same material or stimulus is used for all students or, alternatively, the same tasks are set for everybody in the group. Differentiation is achieved by individuals answering at their own levels of ability so that very different outcomes result from the same task or piece of work.

Pros

This method works best where the tasks are open‑ended, so that students have the chance to make something of their personal responses. A major advantage of this form of differentiation is that students do not have to be grouped first.

Cons

It can be hard to demonstrate that differentiation has been planned for. There can be less challenge for the more able students.

Differentiation by Resources or Text

What is it?

The same material or stimulus is used for all students or, alternatively, the same tasks are set for everybody in the group. Differentiation is achieved by individuals answering at their own levels of ability so that very different outcomes result from the same task or piece of work.

Pros

This method works best where the tasks are open‑ended, so that students have the chance to make something of their personal responses. A major advantage of this form of differentiation is that students do not have to be grouped first.

Cons

It can be hard to demonstrate that differentiation has been planned for. There can be less challenge for the more able students.

Differentiation by Task

What is it?

A variety of tasks are provided that cover the main content area and provide for the range of individual students in the group. One particular consideration is the starting point. More able students could start ‘further along the road’. Another important factor is the number of steps to be followed. The less able the smaller the incremental steps need to be. One technique is to have different cards, worksheets or exercises for different students. This can include differentiation by gradation or use of writing frames to support extended answers. Students work through activities that become progressively more difficult. 

Pros

Students complete activities at their own rate and own speed. The early tasks are much easier, although that is as far as some students get. The later tasks are much more difficult and are only tackled by able students who have raced through the earlier questions.

Cons

Some teachers worry about the social implications of handing different paper out to different students. It is perhaps worth reflecting that much more harm can be done by giving students material that is beyond them, or by frustrating or boring the more able by not giving them sufficient challenge. Need to ensure students use the correct resources.

Differentiation by Dialogue

What is it?

Differentiation by dialogue places emphasis on the role of the teacher and the talking that takes place between teacher and students. There are various aspects of differentiation by dialogue. The vocabulary and complexity of language used should vary for different students. The less able student may well require a detailed explanation in simple language. The more able pupil requires a verbal dialogue at a more sophisticated level. All students need appropriate feedback within the dialogue. The teacher may also use targeted questioning to produce a range of responses and to challenge the more able students. Verbal support and encouragement also plays a crucial part in this technique.

Pros

No written resources are required. Use Blooms taxonomy to structure questions. Teachers can plan to question specific students or groups of students over a period of study, topic or lesson.

Cons

Questions and language used should be planned for to evidence that this is a different form of differentiation to that of by outcome.

Differentiation by Support

What is it?

This approach is linked to differentiation by dialogue, and is based upon the notion that some students need more help than others to complete the work set. The amount and degree of help provided can be differentiated to meet the needs of individual students.

This support can be provided by the teacher or by other adults. An obvious example would be the help given by a classroom assistant to a student with learning difficulties. The support could come from other students or indeed from hardware and information technology.

Pros

Students feel valued and supported by one to one conversations

Cons

In some classes there can be high demand on the teacher which is hard to plan for. Availability of TA.

Differentiation by Pace

What is it?

Some students need to move forward very gradually or they become confused. Many able students are able to sustain a much quicker programme and they become frustrated if the pace is not strong enough. Even simple tasks become more difficult if they have to be achieved within a limited time. Lesson planning can then be differentiated in terms of how many and how quickly tasks are to be completed. Urgency and greater pace are key ingredients to satisfy the needs of able students. Differentiation by pace can be interpreted in two different ways. In subjects such as mathematics and modern foreign languages, it could involve more able students going through a set course much more quickly, getting progressively further ahead. This is often referred to as acceleration or fast‑tracking. In other subjects, such as the humanities, this would be inappropriate. Here differentiation by pace would involve more able students working more quickly, but into enrichment or extension tasks rather than progressing onto the next unit.

Pros

All students make appropriate progress.

Cons

The suitability of extension tasks should be carefully considered to ensure they have value.

Differentiation by Group work

What is it?

Differentiation by paired task is a way of helping pupils to self-assess, peer assess, target set and practise skills to reach targets. Small, mixed-ability groups allow lower achievers to take advantage of peer support whilst higher achievers gain the opportunity to organise and voice their thoughts for the benefit of the whole group (known as peer modelling). Grouping also allows roles to be allocated within the team which cater for each member’s skill set and learning needs.

Pros

Collaborative learning has many well-documented benefits such as enabling shy students to participate more confidently in class, but it’s also a useful differentiation method.

Cons

Student ability to work in groups. Group work training may be required.

Student led Differentiation

What is it?

Students interact with each other in a different way to teacher / student interaction. They share a social code and their ideas can be easier to access. This allows manipulation of ideas, confidence building and all to be challenged. Use student answers as model examples, assign classroom experts, put a student in charge of a ‘help station’. Use tactics such as ‘phone a friend’ and encourage students to re-explain your instructions in ‘pupil speak’.

Pros

Increased student confidence.

Cons

Students need to be trained up to being an expert and clear classroom rules need to be established.

Other ideas shared by staff!

Don't forget to record your differentiation techniques and bring them ready for the October INSET!