What is differentiation?
The word "differentiation" is well-known for teachers, but it may be used so commonly that we lose track of its meaning. Carol Ann Tomlinson, author of "The Differentiated Classroom", defines it as, "factoring students’ individual learning styles and levels of readiness first before designing a lesson plan".
- Differentiation means adapting teaching to learners at different levels to provide challenges where learners can still find success.
- It is an essential practice in all classrooms, but there may be a greater need in multi-age classrooms.
- Differentiation is integrated into planning, and not added as an afterthought.
Approaches to Differentiation
In any classroom, there are 4 elements that can be differentiated to best meet the needs of all learners: content, process, product, and environment.
Content
Similar topics and concepts are often included at various levels across the curriculum as the designers have levelled content to give students multiple experiences with topics throughout their school career. This provides opportunities to deepen their understanding. We can do this on a smaller scale within a smaller range of grades. Using models of thinking, such as Blooms Taxonomy or Webb's Depth of Knowledge provides a framework for content differentiation.
Key take-aways for content differentiation:
Similar topics and concepts are often included at various levels across the curriculum as the designers have levelled content to give students multiple experiences with topics throughout their school career. This provides opportunities to deepen their understanding. We can do this on a smaller scale within a smaller range of grades. Using models of thinking, such as Blooms Taxonomy or Webb's Depth of Knowledge provides a framework for content differentiation.
Key take-aways for content differentiation:
- Teachers tailor what they are learning to the learner's level.
- Students begin at their level building towards higher levels of understanding.
Process
Differentiating the process of learning means that students are given opportunities to learn in a way that best suits them. This can include the way information is delivered to students: it may be oral, written, or through multimedia. It also includes how much support and interaction is part of the learning.
Key take-aways for process differentiation:
Product
Product differentiation allows students to show what they know in ways that fit their learning styles and needs. When teachers know their students well and have a clear focus on the outcomes, they can provide multiple options for demonstrating knowledge. This may mean allowing students to write, draw, or explain their understanding. There may also be variation in the expected length and complexity of the product.
Key take-aways for process differentiation:
Environment
Finally, differentiating the learning environment requires teachers to create a safe and accepting classroom for all students. Weselby (2021) highlights the importance of flexibility in both the physical environment and the psychological environment. Students need opportunities to work with others and independently. Some may require a quiet setting without distractions to focus, while others require social stimulation for their focus. This can be difficult to balance, so having different areas of the classroom set up for these diverse needs will help, as will having headphones or noise-cancelling ear protection.
Key take-aways for environment differentiation:
Differentiating the process of learning means that students are given opportunities to learn in a way that best suits them. This can include the way information is delivered to students: it may be oral, written, or through multimedia. It also includes how much support and interaction is part of the learning.
Key take-aways for process differentiation:
- Teachers tailor how students are learning to the learner's level.
- Students begin at their level building towards higher levels of independence.
Product
Product differentiation allows students to show what they know in ways that fit their learning styles and needs. When teachers know their students well and have a clear focus on the outcomes, they can provide multiple options for demonstrating knowledge. This may mean allowing students to write, draw, or explain their understanding. There may also be variation in the expected length and complexity of the product.
Key take-aways for process differentiation:
- Teachers tailor the outcome of student learning to the learner's level.
- Students begin at their level building towards higher levels of application.
Environment
Finally, differentiating the learning environment requires teachers to create a safe and accepting classroom for all students. Weselby (2021) highlights the importance of flexibility in both the physical environment and the psychological environment. Students need opportunities to work with others and independently. Some may require a quiet setting without distractions to focus, while others require social stimulation for their focus. This can be difficult to balance, so having different areas of the classroom set up for these diverse needs will help, as will having headphones or noise-cancelling ear protection.
Key take-aways for environment differentiation:
- Teachers tailor the setting in which learning occurs to the learner's level and needs.
- Students need to feel safe and included, and have limited distractions.
Deborah Dowling (2003) provides helpful examples of how content, process and product can be differentiated across all grades. One example she provides is from American science curriculum topics for light and optics. She demonstrates how the same content can be taught at 4 levels: early elementary, late elementary, middle school, and high school.