DIFFERENTIATED TEACHING

Differentiated teaching is the key to purposeful student engagement. Many

teachers prioritize a thorough understanding of students’ background, both from a
personal and learning perspective.
Differentiation refers to the responses that teachers make to learners’ needs.
Effective differentiation functions on the premise that every student can do remarkable
things with the appropriate guidance and support.

Four ways to differentiate instruction

According to Tomlinson, teachers can differentiate instruction through four ways: 1)

content, 2) process, 3) product, and 4) learning environment.

1. Content

As you already know, fundamental lesson content should cover the standards of learning
set by the school district or state educational standards. But some students in your class may
be completely unfamiliar with the concepts in a lesson, some students may have partial
mastery, and some students may already be familiar with the content before the lesson begins.

What you could do is differentiate the content by designing activities for groups of
students that cover various levels of Bloom’s Taxonomy (a classification of levels of intellectual
behavior going from lower-order thinking skills to higher-order thinking skills). The six levels
are: remembering, understanding, applying, analyzing, evaluating, and creating.

Students who are unfamiliar with a lesson could be required to complete tasks on the
lower levels: remembering and understanding. Students with some mastery could be asked to
apply and analyze the content, and students who have high levels of mastery could be asked to
complete tasks in the areas of evaluating and creating.

Examples of differentiating activities:

 Match vocabulary words to definitions.

 Read a passage of text and answer related questions.
 Think of a situation that happened to a character in the story and a different outcome.
 Differentiate fact from opinion in the story.
 Identify an author’s position and provide evidence to support this viewpoint.
 Create a PowerPoint presentation summarizing the lesson.

2. Process

Each student has a preferred learning style, and successful differentiation includes
delivering the material to each style: visual, auditory and kinesthetic, and through words. This
process-related method also addresses the fact that not all students require the same amount
of support from the teacher, and students could choose to work in pairs, small groups, or
individually. And while some students may benefit from one-on-one interaction with you or the
classroom aide, others may be able to progress by themselves. Teachers can enhance student
learning by offering support based on individual needs.

Examples of differentiating the process:

 Provide textbooks for visual and word learners.

 Allow auditory learners to listen to audio books.
 Give kinesthetic learners the opportunity to complete an interactive assignment
online.

3. Product
 The product is what the student creates at the end of the lesson to demonstrate the
mastery of the content. This can be in the form of tests, projects, reports, or other activities.
You could assign students to complete activities that show mastery of an educational concept in
a way the student prefers, based on learning style.

Examples of differentiating the end product:

 Read and write learners write a book report.

 Visual learners create a graphic organizer of the story.
 Auditory learners give an oral report.
 Kinesthetic learners build a diorama illustrating the story.

4. Learning environment

The conditions for optimal learning include both physical and psychological elements. A
flexible classroom layout is key, incorporating various types of furniture and arrangements to
support both individual and group work. Psychologically speaking, teachers should use
classroom management techniques that support a safe and supportive learning environment.

Examples of differentiating the environment:

 Break some students into reading groups to discuss the assignment.

 Allow students to read individually if preferred.
 Create quiet spaces where there are no distractions.

THE TEACHING AND LEARNING DOMAIN

Standard 1: Curricula
Standard 2: Training Professional Development and Support
Standard 3: Instruction and Learning Processes
Standard 4: Assessment of Learning Outcomes

Standard 1: Curriculum

I. A curriculum is a plan of action to help learners to improve their knowledge and skills.
It applies to both formal and non-formal education programs and needs to be relevant
and adaptable to all learners. It includes learning objectives, learning content,
assessments, teaching methods and materials:

 Learning objectives

Identify the knowledge, attitudes and skills that will be developed through education
activities to promote the cognitive, social, emotional and physical development of
learners;

 Learning content

Refers to subject areas such as literacy, numeracy and life skills;

 Assessment

Refers to the measurement of what has been learned in the form of knowledge,
attitudes and skills for the learning content covered;

 Teaching methods

Refer to the approach chosen for, and used in, the presentation of learning content
to encourage the acquisition of knowledge and skills in all learners;
  Instructional material

Refers to books, maps and charts, supplementary study materials, teachers’ guides,
equipment, toys and other teaching and learning materials.

II. Curricula are appropriate to context, age and developmental levels

Curricula should be age-appropriate and compatible with learners’ developmental level,

including their sensory, mental, cognitive, psychosocial, and physical development. Age and
developmental levels may vary widely within formal and non-formal education programs in
emergency to recovery contexts. This requires adaptation of curricula and methods. Teachers
should be given support to adapt their teaching to the needs and levels of the learners with
whom they work.

III. Curriculum review and development

Curriculum review and development is a long, complex processes and should be carried
out by accepted and appropriate education authorities. If formal education programmes are
being re-established during or after emergencies, recognised national primary and secondary
school curricula should be used. In settings where none exist, curricula will need to be quickly
developed or adapted. In the case of refugees, this may be based on curricula from the host
country or the country of origin. In other cases, curricula adapted from comparable emergency
settings may be appropriate.

In refugee situations, curricula should ideally be acceptable in both the country of origin
and the host country, to facilitate voluntary repatriation. This requires substantial regional and
inter-agency coordination, considering, for example, language competencies and recognition of
examination results for certification. Refugee and host country perspectives and international
law should inform these decisions. In emergencies through to recovery, the curricula of formal
and non- formal education programs should be enriched with knowledge and skills specific to
the emergency context.

Special curricula may be needed for certain groups, such as:

 children and youth earning a livelihood;

 those formerly associated with armed forces and armed groups;
 learners older than their grade level or returning from long periods out of school;
 adult learners.

The development and evaluation of curricula and textbooks and the periodic review of
education programs should be led by the relevant education authorities. Learners, teachers, and
teachers’ unions, and affected communities should be actively involved. Textbook review
panels, including representatives of different ethnic and other vulnerable groups, may help to
avoid perpetuating bias and to build peace between different communities. They should take
care not to incite tensions in the process of removing divisive messages from textbooks.

IV. Core competencies

Core competencies should be identified before the development or adaptation of

learning content and teacher training materials. ‘Core competencies’ of basic education are:

 functional literacy and numeracy;

 the essential knowledge, life skills, attitudes and practice required by learners to attain a
life with dignity and to participate actively and meaningfully as members of their
community.
 Core competencies should be reinforced through practical application. Early childhood
development interventions should be available for very young children. Strong foundations
developed in early childhood form the basis for acquiring and mastering core competencies.

V. Life skills learning content and key concepts

Life skills learning content and key concepts should be appropriate to the age, different
learning styles, experience, and environment of the learners. They enhance learners’ capacity to
lead independent, productive lives. Content and concepts should be context-specific and may
include:

 health and hygiene promotion, including sexual and reproductive health and HIV and
AIDS;
 child protection and psychosocial support;
 human rights education, citizenship, peace-building and humanitarian law;
 disaster risk reduction and life-saving skills, including education on landmines and
unexploded ordnance;
 culture, recreation, sports and arts, including music, dance, drama and visual arts;
 livelihoods skills and vocational and technical skills training;
 local and indigenous environmental knowledge;
 protection skills related to the specific risks and threats faced by girls and boys.

Learning content lays the foundations for learners’ livelihoods. The content of vocational
training programs should be determined by employment opportunities and should include
workplace practice such as apprenticeships.

In conflict affected communities, conflict resolution and peace education content and
methodologies may enhance understanding between groups. They can provide communication
skills to facilitate reconciliation and peace-building. Care is needed in the implementation of
peace education initiatives to ensure that communities are ready to address contentious or
painful issues.

VI. Psychosocial needs, rights, and development

The psychosocial needs, rights and development of learners, teachers and other education
personnel should be addressed at all stages of emergency through to recovery. Education
personnel need training to recognize signs of distress in learners. They should be able to take
steps to address distress, including using referral mechanisms to provide additional support.
There should be clear guidelines for teachers, education support staff and community members
on providing psychosocial support to children inside and outside the class. Learners who have
experienced distress need teaching within a predictable structure, using positive disciplinary
methods and shorter learning periods to build concentration. All learners can be involved in
cooperative recreational and learning activities. Appropriate teaching methods and content give
learners increased self-confidence and hope for their future.

Teachers and other education personnel, often recruited from the affected population, can face
the same distress as learners. This should be addressed through training, monitoring and
support. Teachers should not be expected to take on responsibilities that could prove
detrimental to their own psychosocial well-being or to that of learners.

VII. Language

Language of instruction can be a divisive issue in multilingual countries and communities. To

minimize marginalization, decisions about language(s) of instruction should be made on the
basis of consensus, involving the community, education authorities and other relevant
stakeholders. Teachers should be able to teach in language(s) understood by learners and to
communicate with parents and the broader community. Deaf and blind students should be
taught using the most appropriate languages and methods to ensure full inclusion.
Supplementary classes and activities, especially early childhood learning, should be available in
the language(s) of the learners.

In refugee situations, host countries may require refugee schools to comply with their
standards, including the use of their language(s) and curricula. It is important to know the
rights of refugee learners. Their future opportunities and what is needed to allow them to
continue their education in host or home communities after an emergency need to be
considered. In situations of extended displacement, opportunities should be provided for
learners to learn the language of the host community or country. This enables them to function
within the host community and to continue to access education and opportunities.

VIII. Diversity

Diversity should be considered in the development and implementation of educational activities

at all stages of emergency through to recovery. This means including learners, teachers and
other education personnel from different backgrounds and vulnerable groups and the promotion
of tolerance and respect. Specific aspects of diversity may include:

 gender;
 mental and physical disability;
 learning capacity;
 learners from diverse income groups;
 classes containing children of different ages;
 culture and nationality;
 ethnicity and religion.

Curricula, instructional materials, and teaching methodologies should eliminate bias and
reinforce equity. Programs can go beyond talking about tolerance and begin to change attitudes
and behaviors. This leads to better recognition and respect of the rights of others. Human
rights education should be supported through formal and non-formal education to promote
diversity in ways that are age-appropriate and culturally sensitive. Content can be linked with
international human rights and humanitarian law and with life skills. Teachers may need
support to modify existing materials and teaching methods if textbooks and other materials
need revision.

IX. Locally available learning materials

Locally available learning materials for learners should be assessed at the beginning of
an emergency. For refugees or those who are displaced, this includes materials from their
country or area of origin. Materials should be adapted or developed if necessary and made
available in sufficient quantities for all. This includes accessible formats for learners with
disabilities. Relevant education authorities should be supported to monitor the storage,
distribution and use of materials.

Standard 2: Training Professional Development and Support

I. Training support and coordination

 Whenever possible, education authorities should take the lead in the design and
implementation of formal and non-formal teacher training activities. When education authorities
are unable to lead this process, an inter-agency coordination committee can provide guidance
and coordination. Training plans should include in-service training and, where necessary, the
revitalisation of teacher training institutions and university education facilities. These institutions
play a vital role in rebuilding a sustainable education sector.

National education authorities and other relevant stakeholders should start a dialogue
about curricula for in-service teacher training and mechanisms for its recognition at the
beginning of an emergency response. Where possible, in-service training should be designed to
fulfil national requirements for qualified teacher status. Additional elements relevant to the
emergency, such as meeting psychosocial needs, should be also incorporated. Where refugee
school systems are separate from the local education system, the in-service training of refugee
teachers should build towards qualified teacher status in the country of origin or asylum.

Local trainers should be identified to develop and implement appropriate training for
teachers. Capacity building of their facilitation and training skills may be needed. A balance of
male and female trainers and trainees should be promoted. Where limited numbers of trainers
are available, or they are inadequately trained, institutions providing in-service and pre-service
teacher training may be strengthened. This should be a coordinated effort by national and
regional institutions and external agencies such as UN agencies and NGOs. It may include:

 review of the teacher training curriculum and textbooks;

 inclusion of updated and emergency-related content;
 provision of practical teaching experience, such as serving as teaching assistants
or interns.

II. Training recognition and accreditation

Approval and accreditation by education authorities are crucial to ensure quality and
recognition of teacher training in the emergency through to recovery. For refugee teachers,
education authorities in the host or home country or area should determine whether the
training is acceptable and adapted to the needs of learners and teachers.

III. Teaching and learning materials

Teachers should be trained on how to identify needs for specific teaching aids based on
the curriculum. They should learn how to create effective and appropriate teaching aids using
locally available materials.

IV. Hazard awareness, risk reduction and response preparedness

Teachers need skills and knowledge to help learners and the community to prevent and
mitigate future disasters. They may need support to integrate the promotion of risk reduction
and conflict prevention into teaching and learning. This includes information and skills needed
to identify, prevent and respond to potential hazards and disasters faced by communities.

Standard 3: Instruction and Learning Processes

I. Active engagement
 Learners’ active engagement is important at every developmental and age level.
Teaching should be interactive and participatory, ensuring that all learners are involved in the
lesson. It makes use of developmentally appropriate teaching and learning methods. This may
involve group work, project work, peer education, role-play, telling stories or describing events,
games, videos, or stories. These methods should be incorporated into teacher training, school
textbooks and training programs. Existing curricula may need to be adapted to accommodate
active learning.

Young children learn through play. Their learning should be based on active play and
interaction. Guided play may build skills and relationships with both peers and teachers. Parents
and primary care-givers of very young children should be supported to understand and apply:

 the importance of being responsive and sensitive to the needs of the children;
 ways to care for younger children;
 play methods that actively engage children in the learning process and promote their
development.

II. Barriers to learning

Teachers should be supported to talk with parents, community members, education

authorities and other relevant stakeholders about the importance of formal and non-formal
education activities in emergency settings. They may discuss issues of rights, diversity and
inclusion and the importance of reaching out to children and young people who are not taking
part in education activities. These discussions are important to ensure that people understand
and support the inclusion of all children and the provision of appropriate resource materials and
facilities. Groups such as parent- teacher associations, school management and community
education committees may be mobilized to help identify barriers to learning and to develop
plans to address them at the community level.

III. Appropriate teaching methods

Education in emergencies through to recovery should o er teachers in a formal

education setting an opportunity for positive change. Teaching methods may be changed to be
adaptable and acceptable to the context and should address the rights, needs, age, disabilities
and capacities of learners. However, more participatory or learner-friendly teaching methods
should be introduced with care and sensitivity. Implementation of new methodologies,
particularly during the initial stages of an emergency, may be stressful even for experienced
teachers. This may also affect learners, parents and community members.

Changes should be introduced with the approval, coordination and support of education
authorities. It may take time for the school and the community to understand and accept these
changes. It is important to ensure that the concerns of parents and other community members
are addressed. Teachers need to be familiar with new content and with changes expected in
their awareness and behavior.

For non-formal education interventions, learner-centered approaches may be introduced

through the training and continued support of volunteers, animators, facilitators and care-
givers. Methodologies should be appropriate to the curriculum, addressing core competencies of
basic education including literacy, numeracy, and life skills relevant to the emergency context.

Standard 4: Assessment of Learning Outcomes

I. Effective assessment and evaluation methods and measures

 Effective assessment and evaluation methods and measures should be introduced and
should consider the following:

 Relevance: tests and examinations are appropriate to the learning context and the age
of learners;
 Consistency: evaluation methods are known and applied in a similar way at all
locations and by all teachers;
 Opportunity: absent learners are offered another chance for assessment;
 Timing: assessment occurs during and at the end of instruction;
 Frequency: this may be affected by the emergency;
 Safe and appropriate setting: formal assessments are conducted in a safe place by
education personnel;
 Transparency: assessment results are shared and discussed with learners and, in the
case of children, their parents. External examiners are available for key stages of
assessment where possible and appropriate;
 Accommodation of learners with disabilities: longer time is allocated, and skills
and understanding are demonstrated through appropriate alternative means.

II. Assessment results

In formal education programs, assessment is conducted so that learners’ achievements

and examination results can be recognized by the education authorities. For refugees, efforts
should be made to obtain recognition by the education authorities in the country or area of
origin. For technical and vocational education and training, training service providers should
ensure compliance with national certification standards. Course completion documents may
include diplomas and graduation certificates.

III. Assessment code of ethics

Assessment and evaluation should be developed and implemented according to a code

of ethics. This means they should be fair, reliable and conducted in a way that does not
increase fear or cause distress. Learners should not be harassed in return for good marks or
promotions within a school or programme. To help ensure that these conditions are met,
monitoring, including spot- checking by supervisors and community members, may be helpful.

IV. Relevance

The content of assessments and the processes used should be directly linked to the
materials that have been taught. Learning objectives and benchmarks should be identified from
the curriculum. When possible, assessments should be modified to reflect materials taught
rather than a standard curriculum, thereby reflecting actual learning rather than gaps in
teaching.

Teachers and other education personnel should employ appropriate and easily used
assessment tools and methods. Guidance and training in the use of assessment tools will
enhance effectiveness. Community members may assist with assessment of learning progress
and effectiveness of teaching. This may be particularly beneficial in large or multi-grade classes,
or when learners need more individual attention.