Differentiation is more than a strategy or series of strategies - it is a way of thinking about teaching and learning.'  (Tomlinson, 2000)

The term differentiation is one of those buzz edu-speak words doing the rounds in our schools at present.  You may hear teachers talking about ‘curriculum differentiation' or schools promoting ‘differentiated programming'.  Sounds impressive, but what's it all about?

Put simply, differentiation is a response to the belief that all children are different.   Differentiation is about going beyond the notion that a class of students are more or less the same.  Teachers that teach using differentiation as their underlying philosophy understand that children learn in different ways, at a different pace and need varying strategies and content to reach their full potential.   When a teacher  differentiates the curriculum effectively,  he or she will be providing learning experiences that enable every child to access the curriculum and meet their learning needs.  A teacher that embraces differentiation is one that ‘accepts a tolerance for ambiguity' (Scala, 2003).

In a differentiated classroom, learning experiences are altered for different children on the basis of ability, interest or learning preference (the way in which a child learns best).   The way in which a teacher does this will vary from school to school and the level of expertise of the teacher, but generally, instruction will be altered in the following ways:

• The content will vary in terms of complexity and level of abstraction
  
• The learning process will vary in terms of pace and the level of thinking required
  
• The types of end products children are asked create will vary - there will be choice and creativity involved and children may be asked to present their work to ‘experts' in a particular field
  
• The learning environment will be open and flexible as well as allowing for divergence and risk taking.  
  

Grounded in the educational theory of constructivism, differentiation as a way of thinking about teaching and learning embraces a commitment to plan for student difference in order to maximise student growth and promote individual student success.  In essence, it celebrates diversity (Maker & Nielson, 1982).

Diana Drummond
February 2004

Only registered users can write comments.
Please login or register.