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Differentiated Instruction
About this course
A practical course on meeting different needs inside one ordinary class. Teachers separate what differentiation is from common myths, learn quick ways to know their pupils, adjust content, process and product, design tiered tasks and flexible groups, and plan support and extension that work in a class of 35 or more with paper, pens and printed handouts.
Learning outcomes
- Explain what differentiation is and is not, and recognise common myths such as 'a different lesson for every pupil' and 'fixed learning styles'
- Learn about pupils' readiness, interests and language background with quick paper-based checks and use the results to form groups
- Adjust content, process or product while keeping one common learning objective
- Design tiered tasks and flexible, short-lived groups that let pupils move as they learn
- Plan support for struggling pupils and extension for advanced pupils in a class of 35 or more, and write a one-page differentiation plan
Session plan
What Differentiation Is and Is Not
Explain what differentiation is and is not, sort common myths from workable practice, and say why the objective stays the same for everyone.
Knowing Your Learners
Gather quick evidence about pupils' readiness, interests and language background with paper tools, and use it to form three provisional groups for one topic.
Content, Process and Product
Adjust content, process or product for one lesson while keeping one common objective and the same evidence of learning.
Tiered Tasks and Flexible Grouping
Write a tiered task with three levels that lead to the same evidence, and plan flexible groups with clear moves between them.
Supporting Struggling and Advanced Learners in Large Classes
Plan support for struggling pupils and extension for advanced pupils inside one 45-minute lesson in a large class, and write a one-page differentiation plan.
Assessment
| Weight | Exemplary looks like | |
|---|---|---|
| Myths and learner profile | 25% | Sorts myths from practice with reasons and builds a sound readiness grouping from class evidence |
| Differentiated lesson design | 35% | Keeps one objective and adjusts content, process or product and tiers so every tier leads to the same evidence |
| Final one-page differentiation plan | 40% | Plans entry check, groups, tiers, support and extension that one teacher can run in a class of 35 within 45 minutes |
Required readings
- Short article on what differentiated instruction is not
- Evidence summary on grouping pupils within a class
- UNESCO practical guide for teaching large classes
AI integration
AI tools can help you draft a first set of tiered questions, a second reading text at a simpler level or ideas for an extension task. They do not know your pupils, and the drafts can be too easy, too hard or simply wrong. Check every task against your objective and the textbook, try it yourself, and never enter pupils' names, marks or learning needs. See course 5.9 (AI Literacy for Teachers) for the full routine. No activity here needs technology.