Differentiation for Diversity

Dr. Tanya Bekker

Introduction • Addressing diverse learning needs through

inclusive pedagogies and practices such as

differentiation is a recent focus of initial

teacher education, however what remains

elusive is engagement with specific

strategies that enable inclusive

differentiation in diverse classes in the South

African context.

• Attempts to answer the question of how effective differentiation can be managed in

diverse classrooms

Background • Challenge of differentiation lies in the

conflation of differentiation and streaming where ability groups are identified and assigned different levels of work activity.

• Florian and Black-Hawkins (2011) suggest that differentiation needs to be flexible and non-pre-deterministic as inclusive pedagogy should extend that which is ordinarily available to all.

Differentiation • Broad term that is used to encompass a variety of

instructional and assessment strategies that ensure that the curriculum can be accessed by all learners

• It assumes that learners come to class with different levels of readiness, interest and learning profiles.

• To enable epistemological access, teachers need to respond to these differences as they make pedagogical choices regarding their teaching methods, teaching and learning resources and activities, and assessment.

Rationale for Differentiation

• Education policy mandates differentiation • Differentiation is a means to make inclusion a

reality • Differentiation enables learners to experience

motivation and success • Differentiation prevents learning gaps from

occurring • Differentiation provides opportunities for

cognitive development • Differentiation reduces challenging behaviour in

classrooms

Problems with Differentiation

1. Preoccupation with difference

2. Differentiation and social justice

3. The research base needs

development

4. Teachers are unwilling to

differentiate/ feel themselves

unable to differentiate

Context • Arising out of a broader study, three teachers asked

how to differentiate effectively in their classrooms

• Three Intermediate Phase teachers in one urban school in the greater Johannesburg area

• Multi-level rather than multi-grade

classrooms

• Discussion of challenges

• Conceptualisation of a strategy (uphold, address)

• Implementation over the course of one term

• Informal meetings during the course of the term

• Final reflective interviews: thematic content analysis

I know the theory but its not working for

me in practice

How do I avoid fixed groups?

What’s the point when they all need to write the same assessment?

How am I going to

teach THIS

content to THESE

learners??

Thomlinson, 2001

Cups Differentiation Strategy

• What is the cups differentiation strategy?

• During lesson learners indicate own level of understanding by displaying green cup (I understand), red and green cup side by side (I sort of understand) or red cup (I don’t understand)

• Tasks and activities are then assigned based on learner indication of understanding.

• Red tasks have the most scaffolding, green tasks the least.

• Groups not pre-determined

• Self-assessment (Florian and Beaton, 2017)

• Allows for flexible arrangements

• Requires Universal Design for Learning

Differentiation • Foreground key concept ALL learners need to

learn

• Build in different levels of scaffolding to ensure all have access to that key concept

• Instead of reducing content, increase scaffolding

• Build in learning supports • Flexible arrangements for working with key

concept

• Multiple pathways to understand key concept

• Grouping in different ways • EXTEND what is ordinarily available for all

Themes

Preparing the Learners

Agency

Routine

Classroom Culture

Disruptions

Confidence

Persistence

Moletsane and Raymond, 2013

“I cant believe how good they are at judging their own understanding, They really can make their own decisions and they are good decisions!”

“Lots of work went into creating an environment where they felt okay to say I don’t understand. They are more confident in themselves.”

“I changed to cans” “Now I have such attentive classes – its like they have really bought into this”

Shifts in Teacher Thinking

Shift from focus on differentiating content to differentiating levels of support

”The biggest lightbulb moment for me was when I stopped thinking about making things easier by cutting stuff out but starting thinking about more or less scaffolding.”

Capability

Buy in

Fears and concerns feel manageable

“I feel capable I used to feel overwhelmed.”

“I didn’t think it would work in big groups but it actually makes big groups more manageable.”

“Assessment works now because everyone has key concepts at least.” “Pacing is easier: no more complaints.” “Difference isn’t scary anymore its just the way it is.”

Initial assumptions: Not suitable in all lessons; Don’t over use

Range of Use:

Extension of use:

3

Opening Possibilities

Pair work, group work, co-operative learning, individual attention. Different tasks at the same time. Different processes.

Debate, opinion, choice

“We use it for so much!” “I can incorporate interest and profiles better now because I can see ways of being flexible.” “Multiple pathways has become my catch phrase.” “Many ways of scaffolding!”

Findings • The conclusions from this study indicated

that the “Cups Differentiation” strategy

effectively enabled participant teachers to:

o actively engage learners in self-

assessment

o altered their views of differentiation

o allowed for their consideration of

possibilities for substantive engagement

o enhanced their capacity for

responsiveness in diverse classrooms

• Implications for teacher training?

Thank You