The Differentiated Classroom

DfES identifies three aspects of differentiation:

• by task: setting different tasks for pupils of different ability
• by outcome: setting open-ended tasks, allowing pupil response at different levels,
• by support: giving more help (perhaps via an LSA) to certain pupils within the group.

I prefer this definition by Carol Tomlinson:

A differentiated classroom provides different avenues so that students have multiple options for:

• acquiring content - taking in information,
• processing or making sense of ideas, and
• expressing what they learn through developing products

Specifically, differentiated instruction is:

• active teaching and learning (creating a product, reviewing and feedback)
  
• more qualitative than quantitative
• aimed at offering multiple approaches to content, process, and product
• student-centered (building on existing constructs)
  

A blend of whole-class, group, and individual instruction

Teachers in differentiated classrooms begin with a clear and solid sense of what constitutes powerful curriculum and engaging instruction. Then they ask what it will take to modify that instruction so that each learner comes away with understandings and skills offering guidance in the next phase of learning.

Essentially, teachers in differentiated classrooms accept, embrace, and plan for the fact that learners bring many commonalities to college, but that they also bring the essential differences that make them individuals. Teachers can allow for this reality in many ways to make classrooms a good fit for each individual.

Source: Adapted from The Differentiated Classroom: Responding to the Needs of All Learners, by C. Tomlinson, 1999, Alexandria, VA: Association for Supervision and Curriculum Development.