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Skip to 0 minutes and 5 secondsThere are a number of different ways you can think about differentiating for learning so we can help the students make progress. We have come up with four different categories for how we can plan to differentiate for learning. These are by Task -- how we allow appropriate access to the learning for the students. Outcome -- how students communicate their learning. Intervention -- the roles undertaken by the teacher and others during the learning. And then Route -- allowing students different journeys through the learning. In this online course, we're going to look in particular at ideas of how we can differentiate for learning by planning for tasks that allow all of our students to access the learning.

Skip to 0 minutes and 53 secondsWe will see that learners can work towards the same learning intention whilst working on different tasks. We'd like you to think about which of these four categories you currently use the most and share ideas of how you do this in your classroom.

Learning at the heart of Differentiating for Learning

Chris identifies the main categories of Differentiating for Learning which enable each individual student to make progress in their learning by:

Task Outcome
How we allow appropriate access to the learning for the students. How students communicate their learning.
Intervention Route
The roles undertaken by the teacher and others’ during the learning. Allowing students different journeys through the learning.

Use the grid [DOCX] [PDF] to help you reflect on and note different ways that you currently differentiate for your students. Share in the comments your favourite strategy and explain how it helps your students progress in their learning.

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This video is from the free online course:

Differentiating for Learning in STEM Teaching

National STEM Learning Centre

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