Jo Birchill, Teaching School Coordinator and Assistant Head of Professional Development at St Philip's Christian College - Newcastle, with many years of learning support experience, has masterfully introduced us to differentiation: crafting pedagogical and teaching practices to accommodate all students' learning needs.
More than content?
Jo explained that at the heart of differentiation is Christ’s call to “let all the little children come to me, and do not hinder them” (Matthew 19:14), establishing that its purpose is to provide an opportunity for all students to engage with the truth of God; enabling them to pursue their unique God-given gifts and purposes. Hence, while differentiation is often closely related to educational content, we can demonstrate God's truth in assessments and feedback, the classroom environment and even the relationships formed within a school. Therefore, as teachers, we must actively differentiate within all areas of schooling.
Jo has also noted that differentiation should be an act of equity, indicating that it must extend to students who struggle with regular tasks and to gifted and talented students who demonstrate excellence in the classroom. We need to be extending these students just as we support others.
Who are our students? The importance of language.
We must consider who our students are and how we use language towards them. Jo has emphasised the importance of language in relation to differentiation, stressing the significant impact that words can have on our students. She reminded us that all students are wonderfully and beautifully created in the image of God, each with their own strengths, challenges, and capabilities. But when we are not careful with our language, we can unintentionally impose limits, standards, and labels on our students rather than empower them to use the unique gifts and talents that God has intended for them. This practice is substantially counterproductive to the process of differentiation. Jo suggested that to uplift our students with our language, we ought to focus on ability rather than disability. Such as 'a student with a disability’ rather than 'a disabled person’ and 'inclusive education’ rather than ‘education support’.
So how do we do it?
How do we differentiate? Jo introduced us to two initial ways of approach: the NESA differentiation framework of process, content, and the learning environment, and Rosenshine’s principles for effective teaching. These include instructions, small steps, models, scaffolds, and asking questions, all of which can be easily adjusted to accommodate students' needs.
If we can focus on these teaching areas and prayerfully consider how to differentiate them, we can begin a movement towards a classroom that supports all students in their walk toward the truth of God.
What are St Philip's Teaching School INSIGHT Sessions?
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.
