In this second article on Differentiation we will be looking at effective strategies that you can use and their implications for your planning and implementation.
However, let’s re-visit our initial definition of differentiation and just look again at what it means in practice.
“Differentiation is simply an attempt to match what is taught and how it is taught to pupils abilities and aptitudes.”
Quite a simple statement and for me, common sense. It does not say how this should be achieved but it is important to keep the aims of differentiation in mind in all that you do…preparation, planning, lesson delivery and assessment.
The following are some differentiated strategies that you may consider using, or may already be using in your classroom. These strategies can be used either individually in a whole class approach or in combination with other strategies that you consider necessary – selection again keeps the “aims of differentiation” firmly in our minds.
Strategy 1: – To provide challenge to all levels of ability across all classroom tasks, particularly in the core subjects.
Examples may be:
- Children will read and respond to a set text with different levels of sophistication; some pupils will answer in terms of literal comprehension, others at a more complex inferential level related to deeper meanings in the text while certain children will be able to answer in critical and appreciative terms. (A good example of this is in practice is Oxford Publishing – Comprehension Success series which operates 3 different levels on the same pieces of text)
- Dealing with a historical topic – from a simple factual understanding and presentation…perhaps by narrative, writing or in the form of a play. Higher level responses being logical arguments backed by evidence or even identification and explanation of cause and effect links.
In order for this approach to be a success:
- You will need to choose and present the subject material in such a way that it caters for all the children in your class
- At times it may be difficult to maintain the whole class on the same subject matter.
- It will probably lead to a general grouping by ability
Strategy 2: You as the teacher, base the level of work given to pupils on current performance ; more able pupils are given the opportunity to study at a more challenging level.
You may decide that in the light of current performance, for example in writing, that some children need extra guidance and supportive work in story structuring, writing for an audience or in using coherent sentences. Other children in the class at a higher level may be capable of writing and structuring lengthy narrative, or focus on content, style and use of vocabulary when drafting. Yet again you may have children in the same class who are using open ended computer software which provides graduated challenges from simple instructions to their use in control technology!
In order for this approach to be a success:
- It is very difficult to apply this approach to many subject areas.
- It requires a high level of resourcing, intensive assignment preparation and assessment.
- It can break up the class into a wide range of learning groups that are not be easy to provide for long term or to maintain.
Strategy 3: Children are organised into different ability groups.
The use of ability groups is a common feature in Primary Schools and appears mostly in the core subjects. Not only does this occur within a class but can also appear across year groups especially in maths.
In order for this approach to be a success:
- Ability groups, especially setting, can lead to a significantly higher results especially amongst more able pupils
- The use of ability groups needs detailed planning, good resource provision, a balance of teacher time between groups and the use of TA’s if available.
- The nature of the learning task for each group must be identified and emphasised
- Teachers must be aware and guard against pupils having a negative perception of their own abilities and as such restricting their own achievements and aspirations.
Strategy 4: The use of classroom support.
The use of classroom support in whatever format can be a very powerful strategy. It enables children to be consistently challenged with the support of an informed adult. This usually takes the form of T.A’s, special needs staff and focussed intervention staff. Parents or older pupils can be utilised at times.
Where this form of support is in place consistently both the pace of work and rate and level of achievement are raised considerably.
In order for this approach to be a success:
- Any support must be aware of curriculum implications and expectations
- Support should be aware and implement the classroom structures with regard to routine, priorities and expectations.
Strategy 5: The provision of extra time for pupils to complete work
The use of this strategy calls for careful organisation to avoid the class becoming seriously fragmented – resulting in less teaching time and allowing children to drift where achievement, standards and pace all suffer. There may be occasions when this is used, however it should be incorporated into the planning stage by the work selected and the outcomes expected from children.
Strategy 6: Differentiation by outcome
This approach centres around a fixed piece of work and looks at the level and quality of children’s response. If selected carefully the work will allow the freedom necessary for responses to be made at various levels to reflect each individual child’s understanding and application. Examples may be a piece of creative writing or perhaps a science experiment write up with an analysis of the results and a personal conclusion.
In order for this approach to be a success:
- The piece of work chosen should present an open ended challenge which allows and encourages response at a variety of levels
- Response requirements should contain a mixture of both “learned” and creative / reflective / innovative opportunities for each child.
- Assessment of work should be based on the teachers knowledge of children’s abilities and the levels expected for each child.
Strategy 7: Pupils are encouraged to follow areas of personal interest
Pupils with particular interests can be provided with challenging work designed to match their interest. This would be a facility utilised when and if they had finished their “general class work.”
In order for this approach to be a success:
- When well planned, organised and resourced this can contribute to effective differentiation.
- Planning is crucial and should be teacher led to ensure the “personal topic” is challenging, relates to current class work and does not isolate any child from the class.
- In a crowded curriculum this has to be well though out as a productive exercise for ALL children. It can have a very productive place in the classroom but its level of resourcing and support needs means that it is not a strategy that is much used today.
Differentiation – an overall viewpoint
Whilst we have considered various strategies in differentiating for our pupils it must also be realised that we are, in fact, differentiating in many unplanned and unstructured ways also.
These tend to be in our day to day pupil/teacher interactions and occur as a result of our knowledge of the children as individuals.
- Seating arrangements in class (apart from subject grouping) reflect our judgements on the “best positioning” for pupils. This may be structured to maximise learning opportunities, avoid distractions or arguments or to provide a supportive group around individuals.
- Our questioning whilst teaching differentiates both in the questions themselves, the phraseology used and in the expected level of answer.
- Classroom responsibilities and jobs are chosen for specific pupils and often with a specific aim in mind.
- Our general interaction with all pupils varies according to perceived needs and development. As teachers we will recognise a shy pupil or a pupil lacking confidence and respond and interact accordingly.
The strategies discussed in this article have significant implications for our classroom management. Organisation of groups, support staff, time, resources and also the control of the learning environment all need to be considered irrespective of whichever approach is chosen.
However in choosing to use a particular differentiated approach you should also be prepared to analyse how effective it is proving to be and how well it is contributing to the learning experience of the pupils.
- Can you show improved achievement?
- Is the chosen approach allowing a more personal interaction between you as the teacher and individual pupils or groups?
- What balance is being achieved between class, group and individual teaching?
- How much time is taken with management of a system and is this at the expense of teaching time?
- Does work set extend pupils learning or are there elements of “time filling”
- Through the chosen differentiated system has the pace of work dropped or pupil output fallen – is this due to unsupervised tasks or the pupils lack of independent learning skills?
- Are more able pupils being challenged sufficiently and also receiving the necessary support to provide this challenge?
Differentiation is relatively simple in its aims – that is to provide a taught curriculum that is matched to the abilities and aptitudes of all pupils. However the challenge for us as teachers is to interpret and accommodate this into our learning programme and environment for the children.
With careful planning and resourcing; and by utilising either an individual or combination of strategies it is indeed possible to provide the necessary challenge and stimulus that ensure all pupils achieve to their potential across the whole curriculum.