ABSTRACT

This chapter presents the links between differentiation, diversity and difference. It examines the importance of providing a differentiated approach to the curriculum for a diverse range of learners. The chapter describes the main approaches to differentiation and develops some practical strategies to provide differentiated approaches to learning. Strategies to organise groups may depend on social factors as well as learning objectives, so that pupils might be grouped according to: friendship patterns; expertise or aptitude relative to the task or subject; a mix of abilities relative to the task or subject; gender/gendered identity; home language; pupils’ own choices; and the content of the activity. In its more specific usage, differentiation refers to provision of learning opportunities and activities for individuals in particular classrooms. In shorter-term planning for specific learning outcomes, teachers may differentiate by providing different tasks within an activity to cater for different levels of ability.