A summarised version of this topic can be found here: NEN Summary: Differentiated Learning.
As differentiation is a broad pedagogical and philosophical approach, it can be applied in many different concepts, contexts and for a wide range of reasons as well as through micro and macro addition and adaptions. Due to this, it is essential to understand and explore some of the different elements that can form differentiated learning and teaching. As Carol Ann Tomlinson (2000) stated, some key elements are content, process, product and learning environment.
Content
Differentiated content focuses on what the student needs to learn or how the student will get access to the information. This element of differentiation will adapt the content or teaching material by modifying the depth and breadth of the information offered to an individual. This is done to support the individual in assimilating the new information and adapting their current understanding, thus building their knowledge, skills and behaviours. This type of differentiation can be carried out in various ways, such as employing dual-coding practices, selected questioning that builds on the knowledge action (identity, define, describe and then explain) and breaking down the topic into a smaller and more manageable section for the individual.
With differentiated content, there is currently a norm within education to structure, plan and implement sessions around learners’ learning needs and abilities that can be considered in the middle skills-wise. However, this is generally done due to restrictions on timing and resources available rather than providing a curriculum, scheme or learning, or session focus capable of meeting the individual needs of all learners. This is often due to differentiation being labelled as a supportive approach for less-able learners, which provides limited challenges to the abilities of more-able learners.
Process
Differentiated Process focuses on activities in which students engage to make sense of or master the content. This element of differentiation will adapt the practical activities on offer to an individual during the learning processes in a way that enables them to gain the knowledge, skills and behaviours on offer. A differentiated process can be practically viewed as dividing up an activity into which different abilities can complete it while still reviewing the required and appropriate support, challenge, or complexity that enables them to gain the knowledge, skills and behaviours on offer. This type of practical differentiated practice can be linked to the work of Bloom’s Taxonomy and the gradual development of a depth of understanding around knowledge, skills and behaviours on offer.
This element is often thought about when someone is thinking about differentiated practice. As Culatta (2016) suggests, differentiation refers to learning processes in which the approaches or methods of learning are adjusted to meet the needs of individual students. An example of this can be challenging individuals through the questions asked, building confidence by asking questions they’re equipped to answer, and posing different questions to individuals of varying ability levels, giving them an equal chance of progressing through the material.
Product
Differentiated Products focuses on rehearsing, applying, and extending the knowledge, skills and understanding learnt. This element of differentiation is primarily aimed at what has been learnt and how this can be demonstrated and developed. This can be done by selecting and using formative and summative assessment methods that highlight learnt knowledge, skills and behaviours and, more importantly, how these have been developed within this section of differentiation. Exploring the cognitive pathways and mental mechanisms required, developed and used to gain these knowledge, skills and behaviours. With this understanding, the educator is then able to reinforce and develop the individual’s knowledge, skills and behaviours.
Learning Environment
A differentiated Learning environment focuses on how the learning environment is structured, planned and implemented. This can be linked to the physicality of the space to the emotive impact of it on individuals. This element of differentiation also considers the other elements and factors in the structure and implementation of the environment as conducive to enabling a learner to develop to their full potential.
Theory behind differentiation
Vygotsky
One of the fundamental traditional theories around differentiation can be linked to Vygotsky’s thinking on the role of a ‘more knowledge other’ in the learning process and, more broadly, that of the Zone of Proximal Development theory. This theory focuses on the implication, influence and involvement of social international on an individual’s learning and the role another person plays in supporting the development of an individual through guidance and instruction. As such, the individualism in the learning that theory promotes links to the thinking behind that of differentiated learning. This traditional thinking on differentiation, even before it was called differentiation, is further supported by more modern educational thinking as Petty (2004) would also state that differentiation should be for the individualisation of the content on offer, the resources being provided, the assessment of the knowledge, skills and behaviours and the environment in which the learning is occurring.
Blooms Taxonomy
As mentioned earlier, the thinking and work of Bloom link to that of differentiation as it provides a framework for educational practitioners to use when adapting their content, resources and assessment methods. One of the reasons for this this due to Bloom’s Taxonomy structures learning into levels of thinking, processing, and questioning and, as such, enables the categorisation of content resources and assessment.
The aim of Bloom’s Taxonomy and that of differentiation is support. Support enables individuals to move from simplistic tasks to ones of more complexity rather than more complicated tasks. The reasoning for this, as shown in the work of Bloom, is because complex tasks require thinking skills at a higher level, whereas complex tasks require more time and only draw upon lower-level thinking skills. The quality of learning is strengthened when an individual develops the cognitive processes and abilities to understand the knowledge, skills and behaviours they have gained rather than simply acquiring a large quality but limited understanding of knowledge, skills and behaviours.
Tomlinson
Not every educationalist views differentiation the same. Carol Tomlinson suggests that differentiation should be viewed as a way of thinking about teaching, learning and assessment. Tomlinson sides with the understanding that differentiation is the philosophical understanding rather than a pedagogical approach to adapting content, resources and environments. One of the reasons given by Tomlinson for this interpretation of differentiation partly focused on their view that individuals respond more effectively to the learning opportunity presented to them when these opportunities move into their, as Vygotsky would posit, Zone of Proximal Development. This is because Tomlinson believes that individuals require the time, resources and support to explore a subject in terms of what they require and want to get out of it, enabling meaning to be applied to the content on offer.
However, as part of Tomlinson’s philosophical view of differentiation, they also suggest that for individuals to reach their own desired learning outcomes and full potential, a range of aspects must be met. These range from learning being planned around individuals’ interests, providing options on the path to the knowledge, skills and behaviours on offer and ensuring that the learning environment promotes active participation rather than that passive involvement.
Benefits of Differentiation
When exploring differentiation, it is evident through its near universal application that there are numerous benefits of its implementation in relation to the quality and accessibility of educational instruction, delivery and practice, as well as through the individualised approach it allows for when supporting the needs of pupils. One of the reasons that have been touched upon before around why this is the case is due to differentiation encompassing a broad range of areas, concepts and ideas.
When it comes to exploring specific benefits of differentiation, one that is often highlighted is that differentiated teaching enables a proactive rather than a reactive response to the needs of individuals during the learning process. Within the philosophical and pedagogical application of the idea, educators using differentiation identify, adapt and apply differentiated content, process and products to meet the specific needs of individuals before the needs become a barrier to their achievement and attainments of them. This is because, with differentiation, educators can plan for a range of learning needs before the content is delivered. This can be through planned variations of questioning techniques, adapted worksheets or activities and overall learning intentions. This proactive approach enables the individuals undertaking the content the scaffolded support needed to eventually develop a mastery of the knowledge, skills and behaviours on offer like their peers.
Another benefit of differentiation is how it can be implemented within education. The pedagogical application can be completed through micro and macro adaptions to the content, process and products offered to an individual or group of individuals. The micro changes to the content, processes and products on offer enable a more equitable engagement with the knowledge, skills and behaviours provided through the scaffolded approaches they can access. These micro-changes can come in the form of a variation of the learning outcomes, adapted worksheets or tasks that meet the needs of the individual while still providing them with the opportunity to access the knowledge, skill and behaviours that their peers are. Some macro changes can come in the form of the physical learning environment, which is the space for them to move and interact freely and without restriction., This aspect focuses mainly on the varied approach that educators can take to implement differentiation and how using differentiation enables individuals, despite their specific learning needs, the opportunity to access the same knowledge, skills and behaviours as their peers just through a more stepped approach.
One of the other benefits of differentiation, when implemented effectively, is that differentiation has been associated with an increase in an individual’s motivational level and engagement with knowledge, skills and behaviours on offer. As a result of the effective implementation of differentiation can then result in higher academic achievement than without a differentiated approach. What this suggests is that when differentiation is used effectively to support and meet, the individual learning needs while simultaneously challenging their understanding, an individual is more capable of engaging with the content, processes and products and, as such, will be more confident, capable and willing to engage with the knowledge, skills and behaviours on offer.
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