One size does not fit all
Imagine a classroom scenario, where a teacher walks in and announces that the students have to write a short paragraph on Movements of the Earth. Students who are good at articulating their understanding and having good writing skills, would be comfortable attempting this task. However, there may be a few students who would prefer to write a jingle or draw a diagram or record a video to showcase their understanding of the concept.
This is an example of a classroom with Differential Learning practices. Differential Learning is a theory to meet individual needs and can be executed in multiple ways viz. by differentiating the content, the process, the product or the environment to maximize the learning. Differential Learning allows diversity in the classroom based on the resources, methodology, assessments and classroom setting. Just like all other communities, classroom community is quite diverse and Differential is essential to tap the learners’ fullest potential. If the students are not given enough opportunities for learning, they may leave the classroom frustrated, confused and unwilling.
In a Differential Instructions classroom, learning is carried out through different learning experiences and avenues. It is not a program or a resource, it is a reciprocal method of learning. Since international curriculum provides flexibility in the delivery of content, many international schools incorporate this teaching methodology in their lesson planning. Students are provided multiple paths for learning and demonstrate their understanding. It is good for getting struggling students up to speed and gifted students to learn at a faster pace. It caters to each individual’s needs, interests and strength. The following framework can help the teachers to implement DI most effectively:
Content/resources can be differentiated by providing different types and levels of reading materials or audio visual resources.
- Process/methodology can be modified by creating learning center plans, allowing students to choose their own success criteria.
- Learners can be given options to choose products/medium of assessments of their choice to showcase their learning viz. puppet show, newspaper article, travel blog or a google site. This allows flexibility to the students to showcase their understanding.
- Environment/classroom setting can be created by developing routines, creating designated spaces and exposing them to a variety of materials.
Critics of Differential Learning are of the opinion that it does not work in every classroom. The teachers executing the plan have to be experienced and willing to walk that extra mile. It is a long and time consuming process and a lot of planning is involved. A Differential Learning class is possible only if the whole classroom is steering towards on one goal. It requires clarity in instructions and well defined goals. Differential Instruction is a way of thinking and not a preplanned set of strategies. As educationists, we are committed to being fair to all our students and help them sail through this process of learning. Being fair does not mean treating everyone equally but offering enough opportunities to every learner to maximize his/her potential. It requires a shared goal and a growth mindset to attend to individual preferences. It is responsive to students needs and inculcates supportive classroom culture. Grouping is based on academic abilities, collaboration skills, socio emotional needs and interest. Many international schools periodically offer workshops on Differential Learning to their teachers.
To ensure that students who are at a disadvantage in the traditional criteria for success, the schools need to create a wider net of strategies that would make these students feel included. To make students engagement more fruitful and effective, presentation of the content needs to be more negotiable and flexible which would cater to individual needs and interests. To be able to execute an effective Differential Learning plan, the teacher needs to be aware of the diversity in a classroom community and be accepting of the fact that every learner needs to be brought under the parasol of the educational process.
Differentiation can be done at various stages of teaching learning:
Build on prior knowledge and experiences – Content and process can be modified at this stage based on their level of understanding and interpretation. Tools like KWLH (What I already know, What I want to Learn, What I have learnt and How can I learn more) charts can be used to implement DI at this stage.
Involving students in decision making – Goal setting sheet is an excellent tool to involve learners in their own learning process. Following criteria can be included in the individual planner:
Teacher’s goal, Student’s goal, Time Line, Indicators of success, Teacher feedback, Self-Assessment and a Plan of Action
Accommodating individual strengths and preferences: Following table provides an overview of how some thinkers and educators tried to organize thinking and learning to better cater for the range of learners.
| Multiple Intelligence – Harward Gardener | Modalities – Bandler and Grinden | Whole brain learning - Atkins | Learning Styles – Anthony Gregorc |
| Linguistic, logical, spatial, kinesthetic, musical, naturalist, interpersonal, intrapersonal and spiritual | Visual, auditory, kinesthetic and technological | Left mode thinking – logical and rational Right mode thinking – imaginative and experimental | Concrete sequential Abstract sequential Concrete random Abstract random |
