Theory
Differentiation by input:
Any form of differentiation that is controlled by the teacher. It involves varying the 'input' so that all students are able to make the most progress they are capable of in each lesson.
Differentiation by outcome: Using this term on a lesson plan implies to the observer that the input is the same for all students. By definition, it suggests that the lesson / activity is pitched at the right level for only some of the students and that the rest will either 'sink' or be left insufficiently challenged.
Any form of differentiation that is controlled by the teacher. It involves varying the 'input' so that all students are able to make the most progress they are capable of in each lesson.
Differentiation by outcome: Using this term on a lesson plan implies to the observer that the input is the same for all students. By definition, it suggests that the lesson / activity is pitched at the right level for only some of the students and that the rest will either 'sink' or be left insufficiently challenged.
Click on the links below to read some of the latest pedagogy on differentiation.
John D Clare (Deputy Head of Greenfield School) is something of a differentiation 'guru'. His thought-provoking article defines what differentiation is and what it is not, as well as prompts teachers to consider various aspects of their teaching.
Carol Ann Tomlinson is another differentiation 'guru', having specialised her educational research in this area. This article suggests that differentiation is not a teaching strategy, but a philosophy. It also aims to reconcile a differentiation approach to teaching with 'standards-based teaching'.
Carol Ann Tomlinson is another differentiation 'guru', having specialised her educational research in this area. This article suggests that differentiation is not a teaching strategy, but a philosophy. It also aims to reconcile a differentiation approach to teaching with 'standards-based teaching'.