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Chapter Six
Differentiation
What is differentiation?
How often do we reflect on what this word “differentiation” really means? What does it mean in
terms of our values as teachers and how we put those values into action?
The dictionary defines the word “differentiate” as:
• To identify differences between two or more things or people.
• To make or become different in the process of growth or development.
The second definition will have more resonance with teachers as essentially, modifying a lesson
or parts of it for one, some, or all of the learners is differentiation.
Why does differentiation matter?
Differentiation matters because children and their learning matter.
• For the Teacher:
Smooth-running lessons that cater to a wide range of individual needs require planning; the kind of
creative, student-focused planning that reminds you why you became a teacher in the first place.
Just as motivated, inspired students complete work more quickly and to a higher standard,
teachers who liberate themselves to plan creatively experience the buzz that only teaching can
bring. Differentiating instruction builds more professional teachers.
• For the Student:
Students are more responsive and successful learners if instruction is provided at their readiness
level and takes their interest into consideration. When students’ interests are built into instruction,
they are more eager and engaged learners. When given more choices in the curriculum, they take
more ownership of their education and become more interested and involved learners. This all
leads to greater student successes and success builds confidence and leads to more success.
• For the Classroom:
A learner who is lost or overwhelmed in the classroom becomes frustrated and not engaged in
learning. Bored and frustrated learners typically act out, disrupting learning for those students who
were engaged in the instruction. Differentiated instruction leads to better classroom management
and discipline and cuts down on distractions and interruptions to teaching.
How to differentiate for ability, not by ability
To differentiate by ability misses the point of learning.
To deliver quality learning, differentiate for ability.
Differentiation for ability involves provision for all students to develop their ability to the next level
and beyond.