Differentiation for Learning

Improve your teaching by developing how you provide differentiated learning opportunities for all your students.

Differentiation for Learning
  • Duration5 weeks
  • Weekly study3 hours

Learn effective differentiation for learning to enable all students to progress

Every student is different, entering classrooms with varying ideas and understanding. This course will help you improve your understanding and use of differentiating for learning for both primary and secondary education.

You will explore the key principles of effective differentiation for learning, see how teachers use these approaches in their classrooms, and learn how to differentiate for learning by task. Real classroom footage and examples are provided from science and maths lessons.

You will leave the course feeling confident in your ability to respond to evidence of your students’ learning and address their different needs.

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  • Week 1

    Key principles of Differentiating for Learning

    • Welcome

      Before you get started take a moment to meet the educators and mentors who will support you through the course. There's also an opportunity to meet your fellow learners and plan your learning journey.

    • Key Principle Number 1

      Everyone can develop knowledge, understanding and skills.

    • Key Principle Number 2

      All students need to be challenged in their thinking in order to learn.

    • Key Principle Number 3

      All learners in the classroom need to be motivated to learn.

    • Reviewing the week

      Get set up for Week 2 of the course.

  • Week 2

    Importance of diagnosing current levels of understanding

    • The week ahead

      We will be focusing on ideas of how to elicit where students are at in their learning including videos of real teachers in the classroom.

    • How do Assessment for Learning and Differentiating for Learning link?

      The effective use of assessment practices elicit evidence that allows the teacher to see where students are at in their learning.

    • Assessing understanding

      Differentiating for Learning needs to be on-going throughout the learning and not just planned for at the start of the lesson.

    • Modelled diagnostic activities

      Some real world examples.

    • Reviewing the week

      Reflect on your journey so far.

  • Week 3

    Differentiating for Learning by Task - Part 1

    • The week ahead

      How to enable students to access the learning.

    • Different ways of differentiating the learning

      How learning is at the heart of effective Differentiating for Learning.

    • Enabling students to access the learning

      Helping each student grow by effectively planning for their learning.

    • Differentiating for Learning by Task - pyramids of learning

      Increasing student ownership by using pyramids of learning.

    • Differentiating for Learning by Task - quadrants

      Planning for stumbling blocks using quadrants.

    • Reviewing the week

      Dylan pulls the week to a close and talks about what is coming up next week.

  • Week 4

    Differentiating for Learning by Task - Part 2

    • The week ahead

      Further ideas on how to enable students to access the learning.

    • Enabling students to access the learning through scaffolding

      Appropriate scaffolding can enable every pupil to achieve the learning intention.

    • Differentiating for Learning by Task - thinking organisers and help desks

      Three videos of teachers using different approaches to scaffold the learning so that all pupils can achieve the learning intention.

    • Sharing resources

      An opportunity to share your favourite pyramids of learning, quadrants, thinking organisers and help desks

    • Concluding the fourth week of the course

      Chris pulls the week to a close and talks about what is coming up next week.

  • Week 5

    Evaluating practice and next steps

    • The week ahead

      Focusing on reflecting on your own learning, changes in practice and highlighting future areas for CPD in Differentiating for Learning.

    • Reflecting on learning

      Our teachers discuss how their practice has developed over time and their thoughts about their approaches to the activities the use for Differentiating for Learning.

    • Linking back to key principles

      Chris discusses the need for all learners (teachers and students) to believe that they can get better and improve in their learning.

    • Reviewing your development on this course

      Take time now to look at what you've learnt during this course and how your teaching has changed.

    • Next steps for your professional development

      Take your professional development on further with more courses specifically designed for teachers and technicians in STEM subjects.

When would you like to start?

  • Date to be announced

Add to Wishlist to be emailed when new dates are announced

What will you achieve?

By the end of the course, you'll be able to...

  • Assess some of the research literature about Differentiating for Learning
  • Identify a number of approaches for differentiating by task using examples from the STEM subjects
  • Explore the links between Differentiating for Learning and Assessment for Learning
  • Engage with some key principles of effective differentiated learning
  • Collaborate with peers, educators and mentors to try out activities and share thinking in order to help shift practice
  • Evaluate a range of practical ideas that can be used to elicit evidence from students and differentiate for their learning
  • Collect and analyse evidence from students on changes implemented in the classroom in order to critically reflect on own practice in order to prioritise next steps in own development

Who is the course for?

This course is for teachers, curriculum leaders, teaching assistants, newly qualified teachers, trainee teachers and others involved in teaching Science, Engineering, Technology, Computing or Maths. It’s suitable for educators working at primary, secondary or further education (ages 5-19 years).

Teachers of other disciplines will find the course useful to extend their thinking about how to support all learners they teach.

Who will you learn with?

Andrea  Mapplebeck

Andrea Mapplebeck

Former physics teacher, now supporting educators to develop teaching. Commissioned by National STEM Learning Centre to work with Dylan Wiliam & Chris Harrison to design & support AfL & DfL courses

Dylan Wiliam

Dylan Wiliam

Former school teacher, academic, and university administrator, now working with teachers and leaders around the world to improve educational outcomes for young people.

Chris Harrison

Chris Harrison

Reader in Science Education and Chair of ASE 2014-2015. Lead UK Researcher on Assessment for Learning. Research interests in Inquiry-learning, professional learning and CPD.

Who developed the course?

National STEM Learning Centre

The National STEM Learning Centre provides world-class professional development activities and resources to support the teaching of STEM (science, technology, engineering and mathematics) subjects.