Differentiation policy

Differentiation means matching tasks and activities to students learning needs. It is important that we use differentiation in our planning as ultimately it will lead to an improvement in learning.

There are many ways that we should use differentiation. We can differentiate by:

Outcome, as long as the language is clear, the objectives are clear and the task is open.
Task, by using core tasks with extension work or using stepped tasks.
Teacher support, which is making activities relevant to abilities.
Classroom organization, by working individually, in pairs or as a class; by using common activities, different activities or a carousel of activities; by rearranging your room, by working in different rooms or even by working outside.
Resources, which means varying the language, text, layout, balance and variety of resources such as using books, maps, atlases, graphs, photographs, satellite maps, videos, newspapers, worksheets, internet, acetate sheets and so on.

Differentiation is not just for the least able students, but for all students including the gifted and talented.

There are many ways that we can differentiate our planning of lessons that will enable us to cater for most of the different learning styles that we find in our classes. Two very useful methods are:

To VAK our lessons.
To apply Gregorc’s “cognitive predilections” research principles.

To VAK our lessons we need to have visual, auditory and kinaesthetic exercises as research in the USA in the late 1970’s suggested that each student has a dominant sense, a preferred learning style. We should, therefore, cater for each of these learning styles either in every lesson or over a series of lessons.

Anthony Gregorc’s “cognitive predilections” is a more penetrating approach at differentiating lessons. Over 30 years of researching students minds led him to the conclusion that there are two ways in which students grasp or perceive information, and two ways in which they store or order that data. They perceive data in a concrete or an abstract way. They either prefer the physical reality or they like theories. They order data either in a sequential manner [step by step] or in a random manner [make intuitive connections]. As a consequence our lessons will have four types of learners. These are:

Concrete sequential learners who like detailed instructions.
Abstract sequential learners who like concepts and theories.
Concrete random learners who like to learn through trial and error.
Abstract random learners who like to be creative.

We need to attempt to differentiate for these learners as Paul Ginnis believes that if we do this correctly this approach to lessons can reach all students. For the four different groups of learners there are different approaches that should be included in your lessons:

Concrete sequential students learn best through structured practical activities. They like hands on learning with step by step instructions.
Abstract sequential students learn best through structured academic research and prefer to work alone.
Abstract random students learn best through unstructured group work. They love to talk, brainstorm, reflect and to imagine.
Concrete random students thrive on open ended practical work. They tend to resist prescription, deadlines and guidelines.

As teachers we should be using this information in two ways:

Incorporate this in to our lesson plans. Make sure that over a series of lessons all four styles have been accommodated and/or offer students a menu of options.
Take this in to account in our interventions with other students. If an abstract sequential student is off task then you should remind them why it is important. If a concrete sequential student is off task then break the activity down for them. If an abstract random student is off task then you can put them together with other abstract random learners. If a concrete random student is off task then you could let them find their own way of achieving the end objective.