Differentiation and What it Means in Schools

Thursday 25th March 2021

  • #UKEdChat session 545
  • True differentiation remains elusive for many teachers.
  • Because no two sets of learners are the same, there are no templates for differentiation.
  • Click here to view the tweet archive.

Tailoring learning to the specific learner in a given situation remains one of the hardest aspects of teaching to master and get right, even for the most experienced teachers. Seemingly part art, part mystical knowledge – true differentiation remains elusive for many teachers, which then follow one of three strategies: pay lip-service; give-up completely; insist learners differentiate to the teacher instead of the other way round. However, the rewards for persevering with personalised learning through differentiation will pay dividends over the long-term, not to mention that this is the gateway to true inclusion in the classroom.

Another compounding issue is that, because no two sets of learners (or teachers for that matter) are the same, there is no template. But there is guidance which can be adapted for individual needs. The Inclusive Classroom by @seainclusion & @InclusionExpert is just one example.

In this #UKEdChat session, which took place on Thursday 25th March 2021 at 8pm(UK), and for the After Hours Webinar at 9pm we were joined by Sara Alston to discuss what differentiation is, what it isn’t, and how it can impact on inclusion within your classroom and beyond. Couldn’t attend live? Please add comments or responses to the UKEd Forum accompanying this session – Click here to view.


  1. What does differentiation actually mean in schools?
  2. What is the role of TAs in supporting differentiation in schools?
  3. What does differentiation look like in your classroom?
  4. To be more effective differentiation depends on small tweak and adaptions, rather than big actions. What are your thoughts?
  5. To be really effective does differentiation run through the whole lesson or can it be focused at key points of the lesson?
  6. How do we ensure that differentiation takes up less time and money, and reduces rather than increases teachers’ stress?
  7. For successful inclusion, where should we focus children’s needs or their diagnosis?
  8. How do we create a culture of inclusion in our classrooms?

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About @ICTmagic 780 Articles
Martin Burrett is the editor of our popular UKEdMagazine, along with curating resources in the ICTMagic section, and free resources for teachers on UKEd.Directory

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