To make the transition into classroom differentiation easier, I have collated some teaching strategies with descriptions and examples. All of the examples given can be altered to suit any grade level, subject area, student interest and student ability. This page looks at a broad range of evidence-based teaching tools that you can use with your students, to ensure that you:

 

• Cater to interests and strengths

• Overcome weaknesses

• Allow students to work at own pace

• Let them investigate and present information in their own way

 

Examples have been provided for several subject areas. Click here to see examples that are specifically for history lessons (as that is my speciality).

 

 

The introduction page explained that deferential differentiation occurs when the curriculum is modified as per the requests of students. The study was based on a learning preference survey so that student opinions could be heard. Here is an example of a learning preference survey that you could give to your class (download the PDF):

 

 

 

 

Here is an online quiz that your students can complete to discover their learning style:

 

 

 

 

 

 

 

Once you have reviewed your students’ answers and determined their preferences, you are ready to start designing lessons! Have a read through these ideas and feel free to send me an email (on home page) if you have any questions. Also remember that when using these methods of differentiation, it is necessary to present the content in different ways. Use a combination of text, images, videos, music and models to appeal to the different learning styles of your students.  For example, when teaching Shakespeare, use a combination of the written play, movie adaptations and perhaps interactive websites so that students of different abilities can access the content. In a maths class, use worksheets, models, graphing paper and computer software to convey the message of your lesson.

 

Flexible Grouping

 

Traditional classes are often characterised by whole group instruction with the addition of some ability-grouping activities- that is, getting students to only work with people who have the same capabilities. In a differentiated classroom however, flexible grouping strategies are used. Flexible grouping involves varying the number and ability level of children in a group and these groups may even change within the one lesson [8]. Four categories exist- whole class, small groups, partners and individual. Mixing up the combination of groups in your class is helpful in keeping students interested and engaged, as well as exposing them to multiple situations or activities [9].  Whole class instruction is useful when introducing new content or skills. The teacher is able to demonstrate the information before they allow the students to form groups to practice that information. It is also a good time to identify prior knowledge through mind maps and discussions. Small group instruction is useful in working on the teacher’s example. Students are able to help each other complete a task. For example, small groups are effective in a science class when it comes to experiments. Partner instruction might involve pairing a struggling student with a more competent one who would act as the peer tutor. In a foreign language class, for example, partners are an effective way to practice having conversations with somebody and it eliminates the anxiety some students might have with speaking a new language in front of the whole class. However, peer tutoring cannot always happen, as the more competent student should not be expected to help others all the time. Finally, individual instruction is appropriate when you want your students to develop and refine their own thoughts or to reflect on their learning. In an English class, individual instruction would be appropriate for creative writing tasks where students are expected to have their own ideas.

 

TASC Problem-Solving Model

 

The Thinking Actively in a Social Context (TASC) problem-solving approach is an evidence-based strategy that is useful when trying to differentiate a mixed-ability classroom. Belle Wallace created the framework in response to increasing demands on teachers to provide their students with critical thinking and problem solving skills in “real world” situations [10]. Wallace acknowledges that syllabus documents often just describe the outcomes to be achieved without explaining the thinking processes that students should be involved in to meet these outcomes. The responsibility therefore lies in the teacher when designing their lessons, who will quite often give the same activities to everyone. The TASC model is designed to develop students’ independent thinking skills. It also emphasises the need for meaningful and contextual learning in classrooms, which is a factor of differentiation. The model supports students of different abilities because the teacher provides individualised scaffolding for problem-solving activities. Less able students are given the time and support to develop their thinking skills, whilst more able students have the opportunity to put their problem-solving skills into action. The name is based on these main points:

 

• Thinking- a complex process that can be undertaken by all students, regardless of their ability level

• Actively- Students cannot be passive learners, but must be active and responsible for their own learning

• Social- Wallace argues that as humans are innately social beings, we work best together in social settings where we can collaborate on ideas and work

• Context- students should be made aware of how their learning fits into a global or universal setting

 

How to use the TASC model in your classroom:

 

• Be explicit about your own thinking processes when you are explaining or demonstrating something

• Have an understanding of what your students already know about a subject

• Let students have plenty of time to practice skills that you are trying to teach

• Encourage and monitor group work tasks to enhance the social aspect of your classroom

• Link lessons to prior knowledge and a real world context

• Show the connections between your subject area and other subject areas

 

Wallace has spoken to teachers who have implemented her model and found that students are becoming motivated, independent and engaged which leads to increased success and self-esteem and consequently they were better behaved and more social.

 

Response to Intervention Approach

 

A differentiated curriculum can be used to help struggling students catch up before they fall too far behind their peers. The Response to Intervention (RTI) approach is used to support struggling students with literacy and numeracy. The approach is based on a three-tiered model where the instruction gets increasingly intensive as you go up the pyramid. The decision to provide a student with more intense instruction (i.e. Tier 2 and 3) is dependent on how they respond to evidence-based intervention practices [11]. This model is helpful in identifying learning disabilities in students so that they can be given additional support.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

• Tier 1 instruction (for all students):

  • Also known as the “core curriculum”

  • Teaching instruction must be centred around evidence-based practices with expert teachers so that poor teaching skills cannot be blamed for a child’s underperformance

  • When teaching reading, children should be taught phonemic awareness, phonics, fluency, vocabulary and text comprehension

  • Universal screening occurs about three times a year and assesses the skills from the above point. This is to determine if students are struggling and perhaps have a learning difficulty

  • An “at-risk” student is then closely monitored to see if they improve or if further intervention is necessary (i.e. Tier 2 instruction)

• Tier 2 instruction (for some students):

  • Student’s exposure to the core curriculum is increased and supplemented (eg. Extra time is spent on reading)

  • Usually in a small-group setting with other struggling students

  • Still part of the core curriculum, but these students will be monitored more closely for improvement

  • Students who do not respond well to tier 2 interventions will then be referred to tier 3

• Tier 3 instruction (for individual students):

  • Sometimes considered to be special education with one on one tutoring

  • Children are involved in research-based practices that are oftentimes not part of the core curriculum

  • Curriculum is individualised to meet the specific needs of a student

  • Intensive remedial interventions are required to increase this student’s skills [12]

 

This particular differentiation strategy is a more wholesome school experience that you cannot implement without the help of other teaching staff and, as with many classroom changes, parents should be involved so that they are aware of their child’s progress.

 

Flexible grouping, the TASC model and the RTI approach are all broad strategies of differentiation, but below are some more specific methods that you could use a combination of in each class. None of them are subject- or grade level-specific and can be adapted into any unit of work.

 

De Bono’s Thinking Hats

 

Differentiation involves getting students to think about information in different ways and De Bono’s Thinking Hats are a framework for looking at an issue through different perspectives [13]. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

This would be a great technique to use in a science class. The lesson may be focusing on global warming. You could break students into 6 groups with a different hat colour each and ask them these questions:

 

White: What trends or patterns in our climate suggest that climate change is occurring?

Red: How might future generations be affected by climate change?

Yellow: What value do climate change debates have?

Black: What are the problems with climate change?

Green: What are some alternatives to fossil fuels?

Blue: What can we do to prevent climate change?

 

Alternatively, allow your more capable students to formulate their own questions from their coloured hat as this will be far more challenging and requires creativity and higher order thinking.

 

 

William’s Model

 

The William’s Model is especially good for teaching gifted children as it can be quite challenging, but you are able to simplify the model to make it more accessible to all your students. It allows students to be creative, imaginative and stimulated by looking at a topic in 18 different ways. Use this template to design your own questions from your unit of work [14]: 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Mixed subject-area example:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Look at the history example on the next page for other ideas.

 

 

Choice Boards

 

As previously emphasised, choice is a powerful tool for both differentiation and student motivation. A choice board is set out in a table format with each square having a different activity around a particular theme. This teaching strategy can be used as an assessment task or as extra activities for students to engage with if they finish their class work early. The various activities will allow students to investigate a topic through different methods and will let them present their information in unique ways. You might ask students to choose one question, or they may be required to complete a few tasks. The activities should be of varying stages of difficulty so that students can work to their ability level. Involve students in the assessment design so that you can be ensured that they will have an interest in the task.

 

Using the theory of multiple intelligences, the activities should cater for various learning styles:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Examples of choice boards:

 

Visual Arts (art history)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

English (poetry)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

For a history example, click here.