4.3. Differentiation

Module 1, Section 2.1 recap

Differentiation is defined by the Training and Development agency for Schools as:

‘the process by which differences between learners are accommodated so that all students in a group have the best possible chance of learning’.

The impact of dyslexia as a barrier to learning varies in degree according to the learning and teaching environment. To ensure learners can access the curriculum and engage with the learning and teaching, staff will need to make adaptations and differentiate their approaches and resources and this may happen in a number of ways. Expert opinion varies regarding the agreement on the definitive methods and approaches to support differentiation within learning and teaching; for example, Kormos and Smith (2012) highlight that effective differentiation can be achieved by considering four dimensions: materials, task, expectation and support. (Teaching Languages to Students with Specific Learning Difficulties: 2012) and others focus on task, support and outcome.

Figure 26 highlights different approaches to consider when planning effective and meaningful differentiation.

Described image
Figure 26 Differentiation
Show description|Hide description

This diagram highlights different approaches to consider when planning effective and meaningful differentiation.

Figure 26 Differentiation

Activity 31

There are several approaches to consider when planning effective and meaningful differentiation. The table highlights effective areas of differentiation. Before you click on the answer to reveal the focus area, consider what you may think the answer could be. Do note that the list is not exhaustive.

Differentiation by:Areas of focus for differentiation

Task

 

 

Grouping

 

 

Resources/support

 

 

Pace

 

 

Outcome

 

 

Dialogue and support

 

 
Assessment 

Answer

Differentiation by:Areas of focus for differentiation

Task

 

  • Designing learning and teaching tasks for different abilities
  • Ensuring appropriate challenge is included
  • Designing learning and teaching that become progressively harder and more complex for the learner to engage with and complete.

 

Grouping

 

  • Co-operative learning approaches and activities which encourage the participation of all learners in the learning activity
  • Small mixed group abilities
  • Peer support and learning

 

Resources /Support

 

  • Consideration of developing and supporting the learner’s independent skills
  • Resource accessibility - consideration of resource design e.g. choice of formats diagrammatic, visuals, digital, audio and film
  • Providing a range of formats to record pupils’ cognitive ability and evidence of learning
  • Readability levels within textbooks and resources
  • Provision of printed notes/resources or electronic files
  • Digital exams and teaching resources
  • Provision of key words/glossaries
  • Staff, family and peer support
  • Access to and use of IT – software and hardware e.g. text recognition software and portable devices such as tablets

 

Pace

 

Consideration of flexibility of teaching pace and time allowed for tasks and individual pupil requirements, supporting both able learners and those who require more time.

Outcome

 

All students undertake the same task but a variety of results are expected and are acceptable.

Dialogue and support

 

  • Teacher facilitates problem-solving using appropriate levels of language to engage with learners
  • Use of targeted questions to produce a range of responses
  • Verbal support and encouragement

 

Assessment
Described image
Figure 27 Differentiation and accessibility
Show description|Hide description

This diagram highlights how a word file can be developed into an accessible learning and teaching resource.

Figure 27 Differentiation and accessibility

The availability and access to IT has changed the development and production of learning and teaching resources in an extremely positive way. All teachers have access to computers and create the majority of resources on a word document, which can be converted very easily into a range of differentiated and accessible resources as highlighted in figure 27.

Staff must consider ways to remove any unnecessary barriers learners experience when accessing digital resources. This includes:

  • Digital poverty
  • Use of language - ensuring that the language used to describe what is expected of learners is accessible.
  • The amount of support required to ensure fairness and provide sufficient challenge
  • Support to learners and families to access the digital resources.

Practice is most effective where teachers use a range of learning, teaching and assessment approaches flexibly to identify strengths, learning needs and appropriate support for vulnerable, disengaged and hard-to-reach learners.

Described image
Further reading and information icon
Show description|Hide description

The above image of a grey book lets you know when the download or link is for you to engage in further reading if you wish to.

Further reading and information icon

Select here [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] to access information and resources on the Addressing Dyslexia Toolkit to support differentiation and accessibility.

Activity 32 Reflective task

In your Reflective Log, consider your practice and what types of differentiation you have provided, or are currently providing, for your learners. This activity can be used to focus on a whole class, small groups or individual learners.

4.2. Developing an inclusive curriculum to support effective learning and teaching

4.4. Assessment arrangements and accommodations