Research consistently fails to provide secure evidence in support of the contention that some form of setting, streaming, grouping by ability or the use of multi-levelled learning schemes will inevitably improve learning outcomes.

Two current models of differentiation:

The role of assessment in differentiation is to inform the teaching and learning processes not as an instrument to sort pupils

There is a need to develop the strategies, practices and concepts or relationships, which will allow pupils’ needs as learners to be readily recognised and responded to

Teachers in Scottish studies of differentiation identify the requirement for a continuous flow of assessment information as a necessary component for the improvement of the management of differentiation
 

Redefine assessment as a process designed to serve the teaching and learning interaction

Changes in teachers’ concepts of the limiting factors to pupils’ attainment

Recognise that all pupils can learn more effectively given the appropriate context, knowledge and support

There must be a clear articulation of and sharing of learning go

Change from pupils being passive recipients of educational instruction, to being proactive in selecting appropriate learning strategies

Simple strategies may contribute to successful differentiation, such as choosing certain individuals to answer certain questions and dealing sensitively with wrong answers - a pragmatic approach is important

Know what they should be learning and why they need to learn it

Reassurance that they are progressing in their development of skills and knowledge (particularly important if they are slow learners)

Self-referenced system of tracking their attainment

Constructive feedback on their attempts at learning, which will point the way to learning

Weaknesses identified and being given practical advice on how to deal with them, are as important as praise

Flexibility in the pace of the requirements and the ability to engage with different learning styles appropriate to them and the task in hand

Areas where they feel it is appropriate and possible to have control

A teacher who adopts the role of helpful monitor and mentor beside them

Connect new learning with the learners’ prior experience and personal aspirations

Find out about individuals’ specific learning needs

Teachers should read all information available about pupils and plan units of work accordingly

Observe children closely and analyse their strengths and priorities for development

Use auditory, visual and kinaesthetic input to access all learners.

Set achievable learning objectives

Think differentiation by TEXT, TASK or OUTCOME

Reading age of material

List key words, technical terms, common instructions and display these

Give more structure in tasks for less confident pupils, then graduate level of instruction for the more able pupil

Use pictures, diagrams, objects to stimulate pupils with visual learning style

Have clear learning objectives

Check pupils’ understanding. Encourage pupils to ask question as an alternative to telling or brainstorming.

Have extension activities for pupils who can be encouraged to develop their knowledge  (not more of the same)

Review learning; refer back to targets to facilitate more effective retention and recall.

Be aware of the culture of the peer group, school, parents and others.  Recognise its influence on pupils and find ways to encourage pupils towards higher achievement and growing self-esteem.