Diversity and inclusion requires that every teacher applies differentiation strategies in some capacity. This can be through instruction, content, process, product, programming, assessment and the learning environment. So, what is differentiation?
‘Differentiation is a targeted process that involves forward planning, programming and instruction. It involves the use of teaching, learning and assessment strategies that are fair and flexible, provide an appropriate level of challenge, and engage students in learning in meaningful ways. Differentiated programming recognises an interrelationship between teaching, learning and assessment that informs future teaching and learning.’
NSW Department of Education
The aim of differentiation is to provide opportunities for students to demonstrate what they know, understand and can do. Differentiation by;
Instruction- Response to Intervention (RTI) is one model of differentiation through instruction where Tier 1 (Core) can be differentiated through applying Rosenshine’s Principles of instruction.
- Differentiated teaching prioritises the adjustment of instructional variables such as types of examples, sequencing of steps and allocation of time for instruction.
- Presenting material in small increments is an appropriate way of managing limitations of working memory. (Rosenshine, 2012).
- Most effective differentiated teaching occurs through fully guided, systematic and explicit instruction. (Rosenshine, 2012).
Differentiated Teaching in Action
- Frequently Checking for Understanding.
- Teach in small, cumulative increments using multiple examples to differentiate instruction.
- Provide additional scaffolds.
- Adjusted worked examples.
- Provide supplementary teaching (Tier 2 and 3) (From the AIS Fact Sheet on Differentiated Teaching)
Product
- Entry points
- Expressive modes
- Accountability i.e., change the accountability factor e.g. use of a balance of assessment methods- traditional measures e.g. tests, quizzes, standardised tests, portfolios, authentic performances
Process
- Changes in model of direct instruction i.e. make changes in the lesson design
- Changes in cooperative interactions i.e. pairs, trios, small groups - with appropriate and explicit roles and responsibilities
- Changes in models of inquiry i.e. problem-based learning, case studies, projects, performance learning
Content
- Changes in complexity e.g., 3 tiers of learning.
- Concrete - using objects to learn i.e., using magnets in an experiment.
- Symbolic - content is represented by a picture or illustrations e.g., viewing a video on magnets and then draw diagrams to represent what was viewed.
- Abstract - words and ideas convey a learning experience e.g., reading from a textbook and an explanation from the teacher on magnets.
- Changes in resources i.e., some publishers take different approaches to learning e.g., science texts are heavily illustrated whereas others are denser in text.
Learning Environment
Changes in learning environment – this may entail the classroom, library, community i.e., working with a business partner, internet (online learning).
A differentiated classroom is flexible: teachers and students understand that there are many classroom elements that can be used to promote individual and whole-class success, such as:
- Time e.g., extra time to complete tasks/ assessments.
- Materials e.g., concrete
- Modes of teaching e.g., Explicit Direct Instruction, student centred, online
- Ways of grouping students e.g., homogeneous, ability, social
- Ways of expressing learning e.g., written, visual, oral
- Ways of assessing learning e.g., multimedia, video presentation rather than face to face
- Ways of setting up the physical environment i.e., furniture, sanctuary (tee pee), noise levels, aesthetics, learning centres/ station
Tips for Differentiation
- Start small - perhaps try differentiating a learning task by applying a few of Rosenshine’s principles e.g., Modelled (I Do), Guided (We Do) and Independent (You Do) practice. Check for Understanding at key points in the lesson and provide multiple examples at different levels. ‘Teaching Walk Thrus’ by Tom Sherrington and Oliver Caviglio (pages 20-23).
- Select a learning task i.e., a text with comprehension questions and apply differentiation by process, product or content. This could be pre teaching the vocabulary, providing multiple choice questions rather than sentence answers, accessing text to speech and/ or speech to text or a display of step-by-step actions students need to follow to provide sentence answers.
- Differentiate Programs - to start with apply a 3 Tier Level to differentiation e.g., working towards stage level, working at stage level and working beyond stage level. Colour code and provide access points in the program where students can select which level learning activities/ assessment tasks they want to access, or the teacher guides the students to the access point they want them to work on.
- Collaborate- buddy with a more experienced teacher who has refined the differentiation process. Think smarter, not harder!
"Differentiation relates more to addressing students' different phases of learning from novice to capable to proficient, rather than merely providing different activities to different (groups of) students." — John Hattie, Visible Learning for Teachers
Call-to-Action
In the educational landscape of diversity and inclusion differentiation is non-negotiable. Teachers need to develop a tool kit of differentiation skills to allow students to succeed in every classroom, every lesson.
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INSIGHT sessions at the St Philip's Teaching School are bespoke offerings that supplement regular lectures. Often delivered by members of the St Philip's Christian Education staff and our affiliate school community; these sessions address important topics and issues that teachers face today. INSIGHT sessions create a safe space for St Philip's Teaching School trainees to collaborate both online and in person.
