 ‘Differentiation is the process by which

differences between the learners are

accommodated so that all students in the
group have the best possible chance of
learning (overcoming their barriers to
learning).
We used to teach subjects and classes –
now we teach students.’

What strategies do you use to

differentiate for your learners?
 Aim: To overview how to use
differentiation within an inclusive
approach
 Objectives:
 To describe the 3 domains of learning
 To apply these to the differentiation of learning
objectives (mastery and developmental objectives)
 To explain ways in which principles of learning
can be applied to promote inclusive practice
 Domains of learning
 Cognitive domain
 Affective domain
 Psychomotor domain
 Time for some fun!
 8 positive statements about using Bloom’s
taxonomy to support inclusive practice
 8 statements of consequence about not
using Bloom’s taxonomy – how might this
affect inclusive practice?
 Aim: This should be general and
overarching and linked to content
 Objectives:
 They should initially reflect learning, not
content
 They should form the structure of your
lesson
 They are written for the student
 They should be differentiated – progress
through the taxonomy.
 Mastery and developmental
objectives
 Mastery objectives – form the basis of
minimum assessment criteria. They are
designed to be mastered by all students.
 Developmental objectives – They require
the revision and reinforcement of mastery
objectives, but also require higher order
thinking skills. They reinforce learning for
the less able and stretch the more able.
 Objectives
 Use the domain of learning for your subject
specialism to write a set of objectives that are
differentiated (mastery and developmental).

 Use the taxonomy to help you.

 You can then start thinking about differentiating

your teaching and learning activities in order to
include all your learners (inclusive practice)
which would enable you to differentiate your
outcomes.
 Differentiating your lessons.
 Differentiation by task

Same content for all learners – tasks are

set at different levels.
 Differentiation by outcome of task

Learners are given the same tasks, but

different outcomes and a range of
responses are anticipated and expected
depending on the level of the learners.
 Differentiating your lessons.
 Differentiation by learning activity
Resources and materials cover the same content
but are differentiated according to learner need/
learning style
 Differentiation by pace

Learners cover the same content at the same

level, but take more or less time to achieve.
 Differentiation by dialogue – questions,
conversation with learners/ peer teaching.
Lesson planning – The process
 Arrival Activity – asking not telling
 Introduction – Aim and Objectives.
 Objective 1: Mastery objective
Tutor input – Not differentiated
 Objective 2: Developmental ob
Active learning ( differentiated pair or
group work)
 Objective 3: Developmental ob
Differentiated Independent activity
 Summary of learning