Best Practice

Achieving effective differentiation

Differentiation is accepted as part of teaching, but do we really offer true differentiation to all students, including those with SEN? Daniel Sobel says that too often we don’t. He looks here at a more nuanced and investigative approach to differentiation

Challenging classroom behaviours usually come down to two factors: the attitude of the teacher and the degree to which instruction is tailored to the individual – we of course call this differentiation. It is my strongly held belief that if the teacher comes to class with a positive mindset, effective differentiation takes care of the rest.

Look through any classroom window: the disengaged learner is easy to spot. He or she has their back to the teacher, trying to distract their class mates or they are doing their very best to go unnoticed, making movements that look like writing or pretending to read.

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