Differentiation What and How?

A few decades ago the world of education was very exercised by the forerunner of differentiation which was called ‘mixed ability teaching’. Then people began to realise it was not just ability that could be “mixed’’ and that teachers had to cope with a plethora of differences: learning style, age, motivation, prior learning and experience, gender, specific learning difficulties such as dyslexia, and so on. Consequently the term ‘mixed ability’ began to be replaced by the less vivid term: ‘differentiation’. But what does differentiation mean exactly? For teachers read facilitators, presenters, deliverers etc

Differentiation is an approach to teaching that attempts to ensure that all students learn well, despite their many differences. Catch phrases which go some way to capturing this concept include: ‘Coping with differences’. ‘Learning for all’ or ‘Success for all’.

There are a number of common misconceptions about differentiation. Some believe that it is something ‘added on’ to normal teaching and that it just requires a few discrete extra activities in the lesson. In fact, differentiation permeates everything a good teacher does and it is often impossible to ‘point’ to a discrete event that achieves it. It is not what is done often, but the way it is done that achieves differentiation. However some teachers try to show their intentions to differentiate by setting objectives in the following format: All must…. Some may… A few might…

Differentiation is not new, good teachers have always done it. However, it does chime with a new conception of the teacher’s role. Once teachers taught courses, subjects and classes. But no more. Now teachers are teaching individuals. Once education was a sieve. The weaker students were ‘sieved out’ and they left the classroom for the world of work, while the able students were retained for the next level. ‘Drop outs’ were planned for, and seen not just as inevitable but as desirable. Put bluntly, the aim was to discover those who could not cope, and get rid of them.

Some definitions for ‘Differentiation’. ‘Differentiation is….. the process of identifying, with each learner, the most effective strategies for achieving agreed targets’. (Weston 1992) ‘Differentiation is the process whereby teachers meet the need for progress through he curriculum by selecting appropriate teaching methods to match the individual student’s learning strategies, within a group situation’. (Visser 1993)

Some definitions for ‘Differentiation’(cont.) ‘Differentiation should be seen as integral to learning, not an add-on for those situations when things do not go as well as planned and problems occur. Differentiation is not about troubleshooting. It is a concept that has to be seen in an inclusive way, applying to everyone.’

Obstacles to Differentiation Institutional Systems Operational

How do you cope with difference? To develop an understanding of differentiation To share common differentiation difficulties To share effective differentiation strategies

Which Teaching Methods Differentiate Best? The categorisation of the teaching method does depend on exactly how it is used so the following answers are only suggestions and assume the method is used in a conventional way. The objective of the task is not to get the ‘right answers’ so much as to explore which methods differentiate best, and how to differentiate better. It is particularly difficult to be firm about which methods should be in category ‘B’. Note that the categories use the word ‘can’. “Can differentiate well” is not the same as “does differentiate well” in every context and circumstance. Every method, if used badly, will not differentiate well!

A. Can differentiate well Assertive Questioning Buzz Group (Assertive style) Students create a leaflet or poster Individual writing task for students – depends on the task though! Worksheet

A. Can differentiate well (cont.) Formative Tests and Quizzes Experiment/practical ‘discovery style’ Students create a handout Formative Quizzes and tests Case Studies Visits or visitors

A. Can differentiate well (cont.) Explaining Tasks Student Presentation Guided Discovery

B. Can differentiate reasonably well Teacher questions with wait time Buzz Group Paired student practice Peer checking Teacher led whole class discussion Researching - does better if weak students, or those not working well, are discovered and given the help they need

C. Does not differentiate well Teacher talk/Lecture Teacher questions, students answer Teacher demonstrates Students watching a video or film Past Paper exam questions – though this could differentiate well if the questions were graduated well and of varied difficulty allowing all students to succeed and all to be stretched.

C. Does not differentiate well Tests and Quizzes Experiment/practical ‘recipe style’ Quizzes and tests Reading

If every learner achieves at their maximum rate this has huge consequences for their own lives, but also for society at large. Social inclusiveness, welfare to work, and the reduction of crime, drug abuse, and even ill health all require an educated citizenship and workforce. Many of the ills in our time have a remedy in the classroom. But differentiation has economic consequences beyond that of ensuring that citizens can provide for themselves through work.

Economists stress that the market is now global, and that an industrialised nation like ours cannot compete on the basis of low wages, only on the basis of the skill, knowledge, and adaptability of our workforce. Industrialists have long known that a better educated workforce is much more ‘trainable’, and so can adapt to the rapid change now facing most places of work. The Economist, a journal not noted for valuing the public services, once dedicated a whole issue to education, making the case that economies were highly dependent on skills and knowledge, and that the big global economies were now competing for their futures in their classrooms.

Differentiation has a lot to offer individuals, society and the economy, so it’s worth getting it right.