Differentiation Strategies

The focus of this topic:

• We will be able relate the theory behind differentiation strategies and activities in
classroom

What is it basically?

• Efforts by teachers to respond to variance among pupils in the classroom

• When a teacher tailors his/her teaching in order to meet the learning needs of
his/her pupils, then he/she is differentiating instruction

In Scheme of Work

• There are 7 strategies that are shown

• All of these strategies are closely related

• More than one strategy is usually applied during teaching and learning session.

• Teacher can choose to focus on certain particular aspects of the teaching rather
than applying it to the whole lesson.

Strategy 1 – By task

• Open-ended tasks such as brainstorming activities allow more proficient pupils to

contribute more; weaker pupils can learn albeit at a slower pace

• We can also set different task for weaker pupils such as using tiered activities
where the weaker pupils contribute at the beginning of the activity followed by the
more proficient pupils.

• When do you think is suitable for this strategy to be implemented?

Strategy 2 – by the type and amount of support

• Supports like:

• Teacher talks to jump start discussion / provide instruction / give clues

• With gestures

• With visual aids

• With written words

 • Amount of supports is influenced by your target group and be adjusted
accordingly (increased or decreased)

• When would you do this?

Strategy 3 – by the outcome expected

3.1 Compulsory Plus Optional

- In your group, write 3 sentences or more about this picture

• Which part is compulsory? Which part is optional?

• What do you expect from your pupils?

3.2 Remember and share

- Look at all the items on my desk. I am going to cover my desk in one minute. So
go into your group and share what do you remember and then tell me.

- What happened in the story we read yesterday? Talk to your partner and then
share with the class.

* Pupils can all contribute in one way or another in this activity. The less proficient pupils
could have better memories; the more proficient pupils could present their results (we
can also set the presenter to be the weaker pupils with the help of more proficient
pupils)

Strategy 4 – by the time pupils given to complete a task

• Provide necessary time for pupils to complete their works

• Early finishers should be given enrichment activities

• Weaker pupils could be given more personalized support by teacher

* do avoid promoting “fun” activities for early finishers as it would encourage

them to “finish fast” rather than work carefully

Strategy 5 – by learning preferences and needs

• When appropriate, teachers let pupils make choices about what they do and how
they want to do it (Gestures for action song or jazz chants; revision game etc)

• Pairings or groupings that complement each member

 • Teachers can also set individual target for individual pupil or a certain group in
the class depending on their needs

Strategy 6 – by types of questions asked

• Open questions

• What can the girl do now?

• What would you do if you were the main character?

• Closed Questions

• Where did the girl go?

• What did the main character do?

• Once the less proficient pupils grow in confidence and competence, more open
questions can be introduced gradually

Strategy 7 – by the feedback given

• Should be varied

• Depending on how pupils could react to the feedback

• Weaker pupils should be given compliments to what they did well and then
highlight some of the common mistakes they did

• For proficient pupils, guide them to their mistakes, ask them to find them so that
they could rectify them.

• 1 – By task

• 2 - By the type and amount of support

• 3 – By the outcomes expected

• 3.1 Compulsory Plus Optional

• 3.2 Remember and Share

• 4 – By the time pupils given to complete a task

• 5 - By learning preference and needs

• 6 – by types of questions used

• 7 – by the feedback given