Differentiation provides alternative learning, teaching and assessments of content

to cater to the diverse needs of learners. Consideration towards the use and
relevance and suitability of activities, resources and stimulus material within the
lessons and how it will further develop higher order thinking and understandings
are undertaken by teachers throughout the planning and teaching process (NSW
Government, 2014). Through teachers planning they consider the students
strengths and areas for improvement, then they revise the effectiveness and make
modifications throughout the unit to ensure the best possible learning and
development are occurring (Woolfolk and Margetts, 2010).
When I was teaching Year 5 this year, at Christian Brothers Primary School,
Lewisham, I had the chance to teach the relationship between Cubic Centimetres
and Litres with Mathematics. As this topic can be confusing for some students (also
for adults) I started off by brainstorming different ways in which the relationship
could be demonstrated also explained to the year 5 class. Whilst at the same time
catering for the learning needs of all students. To differentiate this lesson, each
student participated in a hands-on task in which students counted and filled a
small container with MAB 'unit' blocks as well as filling up the same container with
water and measuring the millilitres. The students' observations and results were
recorded on a provided scaffolded worksheet [see image on the left]. To reinforce
the key concepts being taught, students practiced conversions in their Mathematics
books. Through the adaptations used to present this concept, provided
opportunities for individuals to engage, explore and experiment with principles and
concepts which underspins their learning, which would be out of reach without the
provided support (NSW Government, 2015).
However, as a future educator it is important to understand that differentiation
cannot be effective without the classroom teacher/s knowing each students need,
planning, learning preferences, reviewing strategies and instruction, and ongoing
assessment in a variety of forms (Ireson and Hallam, 1999).
Within the future I aim to incorporate what I have exhibited and learnt in a variety
of approaches which develop skills in working independently, whilst extending
abilities through scaffolding, dialogue, modelling and instructional conversations, as
well as extension and open-ended tasks (Smit, Eerde and Bakker, 2012; Woolfolk &
Margetts, 2010).
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