Differentiation And Learning Strategies As Tool For Desired Learning Outcome

What is differentiation? Differentiation refers to the learning experiences in which the approach or method of learning is adjusted to meet the needs of individual learners with a focus on the how of personalised learning.” (Culottes, R. 2016). It is a process that helps learners who are struggling and help gifted learners learn faster, this way, teaching becomes easier for the teacher and makes it easier to achieve the desired learning outcome. In differentiation, the learning objective is the same but the means through which it is achieved may be varied. It is like having a destination and arriving there through various means, by road, rail, water or air. It is one of the three elements of individualised learning which involves changing the instructional approach so as to meet the various needs of students.
Differentiation could also entail designing and delivering instruction by using different teaching styles and also giving the learners various alternatives for taking information. It provides flexibility to both the teacher and the learner but the learning objectives must be clearly defined to enable learners work their way towards achieving it. We should not mix up differentiation with learning styles. Learning style presumes that a learner learns better in a certain way, be it visual, auditory, or hands on. Although a learner might find a particular learning style useful for a particular topic, it does not mean that the particular learning style will apply to all other topics, for instance, if a learner learns a topic through songs, it does not mean that the same learner will learn every other topic through songs. Learning is not always as straight forward.
How a teacher can use differentiation in the classroom.
When practising differentiation in the classroom, a teacher can teach a particular topic using various teaching techniques that meet the needs and interests of the learners, a teacher can decide to put learners in groups based on their ability or interest and at the same time has to vary the content of the lesson to meet the needs of the learners. In differentiation, the teacher considers the learner’s personalised learning style and ability when the lesson is being taught. According to Carol Tomlinson, differentiation can be done through the following:
Content: Here differentiation can occur in the learning activities which have to meet the interest and need of the learner. Bloom’ s taxonomy levels of remembering, understanding, applying, analysing, evaluating and creating, which involves different levels of intellectual behaviour from lower to higher level thinking come into play. The teacher applies these in planning the lesson so that various interests and learning styles are taken into consideration. Bearing in mind the objective of the lesson, the teacher then provides the learners with options on the content and together they study to achieve the set objective.
Process: These are methods which a teacher employs in presenting learning materials to keep the learner’s interest. Learners may need different levels of support, some work better on their own while others prefer to work in pairs or in small groups. Grouping can be done depending on the learner’s readiness or as a way of complementing each other. Support can also be given to learners depending on their individual learning styles and so the teacher has to prepare a lesson plan that caters for visual, auditory, kinesthetic or those who learn through words.
Product: At the end of the lesson, the learner shows mastery of the lesson by the product the learner creates. It can be in form of a song, quizzes, tests, a story, an art project or any other activities the teacher may deem fit. All these are to assess how the learner has mastered the concept.
Learning environment: The classroom environment affects learning and so the physical and psychological conditions of the learning environment have to be right such as the furniture, classroom arrangement and classroom management. The learning environment has to be safe, conducive and supporting in order to sustain the interest of the learners. Learning environment can also involve changes to habits and routines such as recess time, circle time, lunch time or outdoor learning.

What are the Importance of Differentiation in Learning?
Differentiation is important in the classroom because it caters for all types of learners, whether high ability learners or additional needs learners. It gives learners the opportunity to learn in diverse ways so as to meet learning objectives the best way they can. Differentiation helps instructors to connect with the different learning styles depending on which works best for the learners. All learners may not respond well with a game, a song may work better for others or reading for others.
Differentiation is a great learning instruction for learners with additional needs.
Differentiation provides a platform for learners to strive to achieve set learning objectives.
Differentiation motivates learners to learn in a manner that meets their interest and personalised learning style. We know that all learners do not learn the same way and so the teacher has to employ various learning styles to know which best resonates with the learners. What Experts say about Differentiation in Learning? According to Carol Tomlinson, differentiation is a way of honoring the reality of the learners. They maybe energetic, outgoing, quiet, shy, confident or self-doubting, they could be interested in a particular thing or in a thousand things, could be academically advanced or struggling with cognitive, sociological, economic or emotional challenges. Many speak a different language at home and learn at different rates and styles and they all come together in our academically diverse classrooms. Carol Ann Tomlinson (William Clay Parrish, Jr. Professor and Chair of Educational leadership, Foundations, and Policy).
Differentiating instruction is really a way of thinking, not a list of strategies. Many times, it is making decisions in the moment based on this mindset. It is recognising that “fair” does not always mean treating everyone equally. It is recognising that all of our students bring different gifts and challenges, and that as educators, we need to recognise those differences and use our professional judgment to flexibly respond to them in our teaching.” Larry Ferlazzo (award-winning teacher at Luther Burbank High School in Sacramento, California, who writes a teacher advice column for Education Week.
Another expert, Lisa Westman posits that all teachers want their students to succeed, and all teachers try to make this happen, that is all differentiation is. She writes that we complicate differentiation by not allowing ourselves to be provisional with how we apply the foundational pieces of differentiated instruction. Instead if we address these four questions in our instructional planning, differentiation will always be the result: what do my students need? How do I know? What will I do to meet their needs? How do I know if what I am doing is working? Lisa Westman (instruction coaching, differentiation, and standards-based grading consultant and professional development facilitator). “Differentiated instruction is dynamic and organic. In a differentiated learning space, teachers and students learn together. Students focus on learning the course content, while teachers tailor their instructional strategies to student learning styles.” Alexa Epitropoulous (media and author relations specialist at ASCD). How to apply Differentiation in Learning. To apply differentiation effectively, the teacher has to do the following:
i.Do a baseline test for all students in order to find out where they are and to device strategies to help each learner achieve the desired objective using appropriate means to deliver the content.
ii.Explain the learning objectives clearly and what the standard for success is, this is the key for differentiation to thrive, a classroom environment where learners work towards a clearly defined goal. Here, the need of the student is very important and the teacher has to identify them and create a supportive environment where differentiation is accepted by the learners themselves and for their peers.
iii. Know the individualised needs of their learners in order for teaching to be effective so that cognitive as well as academic outcomes can be achieved.
What is a learning strategy? A learning strategy is a way a learner organizes and uses certain skills to learn the content of the curriculum and to complete tasks effectively be it in the classroom or outside the classroom. Learners depend upon their senses to process information and many learners make use of one of their senses more than others. There are basically four types of learning strategies and they are as follows:
1. Visual strategies: here learners learn and retain knowledge better when the content is presented in the form of pictures for example, charts, diagrams and symbols. To apply this strategy in a classroom environment, the teacher needs to do the following: Make use of a lot of; colourful visual aids like charts, pictures and diagrams which must be well explained. Use different handouts for various concepts and leave spaces in them so learners can write in them. If using multimedia, screens have to show clearly.
2. Auditory strategies: this involves creating learning experiences where talking and listening take centre stage. These instructional methods can be employed in the following ways: Start a new topic with a background information of the concept to be learnt. Use activities like story-telling and group discussions to encourage vocal collaboration. Learners are encouraged to read aloud the questions. Conclude by giving a summary of the lesson
3. Reading and Writing: this makes use of the traditional ways of learning such as copying of notes, reading textbooks or handouts and taking notes. They seem to learn better by doing the following in the classroom: Provide written information on worksheets and other resources. Students are to rewrite notes. Convert charts and diagrams into written text. If using multimedia, use bullet points. Learn to reference written texts.
4. Kinesthetic strategies: this is also called tactile learning since it has to do with the sense of touch. This is the most physical of the learning strategies because kinesthetic learners learn best through instructional methods that involve movement, motion and touch. These learners are able to sense body position and movement in the classroom environment. Tactile learning is achieved through activities like moving, touching and feeling things. Below are some of the strategies to use: Engage learners in physical movement such as dance. Make use of flash cards when teaching. Students are to draw images of information as part of formative assessment. Provide learners with hand-on experiences. There is no single learning strategy that works for all learners because it’s not a one size fits all, as such it will be impossible to devise a generalized strategy that works for the whole class. The teacher has to apply the different learning strategies in a classroom learning environment so as to meet the needs and interests of the learners because a blend of these strategies will most likely produce the desired learning outcome and also motivate learners to have a deeper understanding of the concept taught.

Tassie, a curriculum development specialist resides in Port Harcourt.