Differentiated learning

What can differentiation look like in the classroom?

©ilmicrofono.oggiono¹ CC BY 2.0²

The aim of differentiation is to maximise the potential of every learner and to ensure incremental growth and a sense of achievement. Teachers select and sequence appropriate teaching and learning to engage and support all students.

This section looks at the practical application of differentiation in the classroom.

Teachers effectively differentiate by:

• ensuring teaching, learning and assessment is planned around the syllabus with clear, shared learning intentions and success criteria

• using the appropriate data and information available to inform planning

• using flexible learning environments and grouping which is responsive to student needs

• altering the pace and manner of delivery in response to immediate and reflective student feedback

• selecting and modifying resources in response to student needs and learning goals

• setting appropriate learning goals according to student needs and readiness

• focusing on high intellectual quality and significance

• making high expectations explicit for all student learning (Teaching AC English website).

Quality Teaching model

The NSW Quality Teaching model is a research-based framework. It underpins the policies, programs, syllabuses, guidelines and continuums provided by NSW Department of Education and Communities educators to support quality education.

This model of pedagogy addresses three core dimensions:

• Intellectual quality

• Quality learning environment

• Significance.

The elements within each dimension show teaching opportunities available to incorporate differentiation strategies for all students.

Further information is available at Quality Teaching resources³. In particular, Quality teaching in NSW public schools – A classroom practice guide⁴ includes elements that are important for differentiation. The Quality teaching in NSW public schools - Coding scale overview⁵ provides a tool for teacher self-assessment and reflection.

There are many correlations between the Quality Teaching model and Tomlinson’s elements. Explore these connections in the next tab, Four elements.

Elements to differentiate

Tomlinson (2004) encourages teachers to focus on four elements of differentiation:

Content

Process

Product

Learning environment

Instructions for online collaboration tools

Practical ideas and support for differentiation

There is considerable support material for teachers to access as they differentiate content, process, product and learning environment.

The Differentiation toolbox presentation⁶ explores some practical strategies that teachers use to cater for student diversity when planning for differentiation.

Additional materials

• 8ways⁷ – Aboriginal ways of learning

• Intercultural Communication Kit⁸

• EAL/D Teacher Resource⁹ Australian Curriculum

• Literacy and Numeracy continuums support¹⁰

• Differentiation strategies for language learners (.docx 41kB)

• SCAMPER model¹¹ – Powerhouse Museum

• PLASST – Personalised Learning and Support Signposting Tool¹²

Differentiated teaching ideas developed by NSW Public Schools

The following sample teaching strategies K-10 were produced by NSW Public Schools as part of the 2013 Differentiated Curriculum Learning Project. Within these samples you will see explicit inclusion of differentiation for content, process, product and learning environment.