What is Practical Differentiation

Taking differences into account is rewarding

 

Students of the same class are not all the same. They differ in level, prior knowledge, interests, perseverance, fear of failure, and so on. Therefore, it is preferable not to treat pupils the same, and to adapt teaching to the pupils’ differences. Research has shown this is rewarding. When differences aretaken into account in the classroom, this results in increased motivation and achievements of all pupils.

But how do you do that in large classes, with a lot of compulsory subject matter and little time and facilities? We show how regular lessons can easily be made differentiated by reversing and omitting existing course components. We present a practical basic and in-depth toolkit with which you can continue to expand your teaching repertoire

 

Basic Toolkit

 

1.  Reversal: Whole task first

 

Many classes start with an explanation of the new subject matter, followed by relatively simple smaller assignments (partial tasks), and ending with more difficult assignments (whole tasks) which pupils generally consider to be more interesting and relevant. So now we suggest starting the class by introducing such a motivating whole task (reversal). This task will be the theme of the teaching.

 

 

 

Omission: Adaptive support

 

Subsequently, all that is normally offered in class, like explanation and partial tasks, may now be viewed as help for taking on the whole task. Some students need a lot of help, others do not. Students get the help they need (adaptive support) and all other help is omitted.

 

Checking

 

Now you have succeeded in reconstructing regular teaching into differentiated teaching by reversal and omission. To decide whether the newly-designed teachings or classes already given were construed effectively differentiated, we formulated some criteria as questions for you to go through after you finish designing your classes. Where necessary, you can adjust your design. You can also invite your pupils to answer these questions at the end of the class.

 

Deepening toolkit

 

4.     Ambition: Expanding your educational repertoire

 

Reconstruction of regular teaching by reversal and omission is a way of thinking about teaching you can vary with endlessly, and it enables you to continuously expand your own educational repertoire. In order to map out your own learning path as a teacher, you first have to be aware of what you are currently doing, and why. Based on this, you may then wish to expand your repertoire step by step, building on what you already know and are able to do, again and again. 

 

5.   Variation in form

 

Differentiated challenging teaching can be shaped in many ways. For instance, whole tasks first and/or adaptive support may relate to one, or more lessons; it can be decided upon by either the teacher or the pupil; a lot of options can be offered, or just a few, et cetera. A TETT rubric shows the most important dimensions, providing sheer endless possibilities for variation.

 

6. Variation in perspective

 

Every school subject has its own way of thinking and procedures. A biologist raises other questions than a historian or a mathematician. It is important for pupils to adopt these ways of thinking and procedures. In the TETT, these ways of thinking and procedures have taken shape in perspectives (views) that teachers as well as pupils can use for formulating questions and developing and testing replies. By using these perspectives you can deepen differentiated challenging teaching in your own school subject as well as develop interdisciplinary projects with your colleagues.