Differentiating in response

to student interest and

learning profile
Module 5
 DIFFERENTIATION
Is a teacher’s proactive response to

LEARNER DIVERSITY
Readiness Interest Learning profile preferences
Tomlinson, C.A. & Jarvis, J.M. (2009)

Guided by KEY PRINCIPLES

Positive, inclusive
Quality curriculum Ongoing assessment Flexible grouping Teaching up
learning environments

Applied to CLASSROOM ELEMENTS

Content – Process – Product - Affective Environment

Through PLANNING AND TEACHING STRATEGIES

Tiering – Learning menus – R.A.F.T.S – learning stations – inquiry projects – Mini-workshops – Jigsaw – Anchor
activities – etc.
Learning objectives
Upon successful completion of this topic, students are
expected to:
• Understand that effective differentiation entails
proactively planning to address student difference to
promote learning, wellbeing and self-efficacy.
• Know types of student differences and characteristics
that impact on learning
• Be able to design differentiated learning tasks suitable
for a range of students within a diverse classroom
Why differentiate by readiness?

The goal:
Students who have
Students with
a ‘growth’ view of
different levels of
Learning occurs intelligence are
To ensure an optimal level of
when students work
at an appropriate
prior knowledge are
Differentiating
motivated to learn,
likely to benefit
by readiness
willing to take risks
from different
challenge to promote learning
level of challenge and see hard work
and challenge as
learning
experiences
essential to learning
growth
Why differentiate by interest?

The goal:
When students When students
When students are motivated, have an existing
work in an area they allocate interest in a
Differentiating
of interest, more ‘mental topic, they
To maximise motivation and
motivation is energy’ to a might also bring by interest
increased task and are more prior
engagement in learning
more persistent knowledge
Why differentiate by learning profile
preferences?
The goal:
Preferences related to
Varying methods for
learning change over
representation of Teachers who are on
time and across
content, engagement the lookout for learning
Differentiating
To make learning feel as
contests. They are
with information, and profile characteristics
shaped by past
experiences, culture,
expression of learning, may be more attuned to by learning
is likely to make identifying student
profile
comfortable and as accessible as
gender, personality,
curriculum accessible to strengths and more
cognitive
a broad range of likely to be flexible.
characteristics, interests
students
and other factors
possible
DIFFERENTIATING BY
STUDENT INTEREST
Addressing different interests

“don’t be afraid to fall in love

with
something and pursue it
with intensity.”
E.P. Torrance

To what extend do we
effectively tap into and
develop students’ interests
and expose them to potential
new areas of interest through
curriculum design?
Differentiating by interest
Interest
= background knowledge
= vocabulary knowledge
= increased comprehension
= increased opportunity for higher
order thinking
Recht & Leslie, 1988
Themes for addressing student interest
1. “I’ve heard that before!”
2. “That sounds like my house!”
3. “This stuff is great!”
4. “This is such an interesting teacher!”
5. ‘They are such an interesting person!”
6. “I see myself in this subject!”
7. ‘Isn’t there some way I can learn about…?”
Souza & Tomlinson, 2019
Themes for addressing student interest

A challenge
A connection
A surprise
Getting to the heart of what matters about the content
Doubet & Hockett, 2019
Interest based persuasive writing
Choice Topic Task Description
Animals The zoo has decided to move your favourite animal, the _________, out to make room for
another animal. Write a letter to the zookeeper explaining why they should keep your
favourite animal in the zoo. Be sure to give it a least three reasons to support your opinion.

Cartoons A new availability of shows has occurred and your favourite cartoon, _______ is no longer
able to be viewed. Write a letter to the network Chairperson and explain why they make
your cartoon available again. Be sure to give a least three reasons to support your opinion.

Toys You brought the money you’ve been saving from birthdays and chores to the store to buy
__________, a toy you’ve been saving for. When you got to the store, you found out that
the store had sold out. Write a letter to the store manager explaining why they should
order more of the toy you want. Be sure to give a least three reasons to support your
opinion.

Playground The local council has decided to take down your favourite piece of playground equipment,

Choice can also be a motivator for

the ________________, to make room for a new piece of equipment. Write a letter to the
Mayor to convince the council to keep your favourite part of the playground. Be sure to
give a least three reasons to support your opinion.

engaging in the learning experience Adapted from Doubet & Hockett (2017)
Demonstrating Understanding: Physical Education
What are the important elements of a
fitness training plan? Why are these
important?

How could we
You have just been appointed fitness
coach for “Team China”. What will be differentiate
your priorities in developing a fitness this prompt
training plan and why?
by interest?

A well-designed learning or assessment

task not only aligns with key learning
objectives, but can also introduce students
to authentic roles and ways of working in a
discipline.
Keeping it real
• Make a game about cells showing parts of the cell and
how these are related
• Write a song about cells that explains cell parts and
how these are related
• Plan a museum display for a children’s science museum,
showing the parts of a cell and the relationship
between the different cell parts
• Write an article for a children’s science magazine
explaining the parts of a cell and how these are related

Which of these tasks

represent authentic
ways of working in a
discipline?
Productive ways to think about learning
profile preferences
• We are referring to preferences rather than abilities –
there is no value attached to one preference or another
• Preferences can change over time and are modifiable
• Preferences can vary across tasks and situations
• Students should be encouraged to work with content in a
range of different ways, both comfortable and less
comfortable, over time
• Students should be encouraged to develop an awareness
of their own preferences, relative strengths and
weaknesses as learner.
Addressing learning profile differences
To what extent does your classroom offer a
balance between different ways of working?

• Written expression vs other modes

• Competition vs collaboration
• Quick responses vs time for reflection
• Independent work vs partners vs small
group vs whole class
• Analytical vs creative vs practical ways of
reasoning
Do ‘Learning Styles’ exist?
Video clip:
https://www.youtube.com/watch
?v=sIv9rz2NTUk
As an article:
https://www.aft.org/ae/summer2
005/willingham (or Module 5)
Learning styles FAQ:
http://www.danielwillingham.com
/learning-styles-faq.html (or
Module 5)
Also read Hattie’s chapter and the
TED talk on FLO
Do ‘Learning Styles’ exist?
Video clip:
https://www.youtube.com/watch?v=
sIv9rz2NTUk
As an article:
https://www.aft.org/ae/summer200
5/willingham (or Module 5)
Learning styles FAQ:
http://www.danielwillingham.com/le
arning-styles-faq.html (or Module 5)
Also read Hattie’s chapter and the
TED talk on FLO
What about Gardner’s Multiple Intelligences?
Theory of
Multiple
Intelligences

Simplypsychology.org/multiple-intelligences.html
Sternberg’s ‘Tri Mind’
Intelligence
1. The ability to achieve one’s goals in life, given
one’s sociocultural context
2. By capitalising on strengths and correcting or
compensating for weaknesses
3. In order to adapt, to shape and select
environments
4. Through a combination of analytical, creative
and practical abilities
Sternberg (2005)
Analytical Practical

Creative
 Analytical task prompts
• Show the parts of ______ and
how they work together to
achieve ______
• Explain why ______ works the
way it does
• Diagram how ______affects
______
• Identify the key parts of ______
and tell why each part is
important
• Analyse/ evaluate/ assess
______
• Compare and contrast ______
for an audience of ______ to
show that ______ is better
suited for ______
• Justify/ defend the position that
______
Practical task prompts
• Demonstrate how someone uses
______ in their life work
• Show how we could apply
______ to solve this real-life
problem: ______
• Based on your own experience,
explain how ______ can be used
for ______.
• There’s a problem at school:
______. Using your knowledge
of ______ develop a plan to
address the problem.
• Apply this lesson in ______ to
your life (or this situation or
context)
Creative task prompts
• Find a new way to show ______.
• Use unusual materials to explain
______.
• Use humour to show ______
• Make connections between
______ and ______ to help
______ understand ______.
• Become a ______ and use your
‘new’ perspective to help
______ think about ______
• Create a new ______
• Design an approach to or
interpretation of ______
Doubet & Hockett, 2017
• Imagine what it would feel like
to ______.
 Animal Migration
Understanding: Animals migrate in order to meet their needs
Knowledge: Animals’ traits and needs
Skill: Trace an animal’s migratory path and explain why it follows that pattern
Analytical Practical Creative
Find two animals that share a National Geographic magazine You have just discovered a new
similar migration patter. Chart has asked you to research the species of (animal of your
their similarities and migratory habits of (animal f choice). You have been given
differences. Be sure to include your choice). They would like the honour or naming this
information on each animal’s you to share your findings with creature and sharing your
characteristics, habitat(s), other scientist and to offer discover with the scientific
adaptations, needs, migratory them recommendations about world in a presentation. Be sure
path, and movement time the best manner of serving in to include information on the
frames, as well as the reasoning the future. Be sure to include animal’s characteristics,
Tri Mind: behind these facts. Include an information on the animal’s habitat(s), adaptations, needs,
explanation as to why you think characteristics, habitat(s), migratory path, and movement
Creative, these two animals share the adaptations, needs, migratory time frames, as well as the
analytical, same migratory pattern. path, and movement time reasoning behind these facts.
Doubet & Hockett, 2017

frames, as well as the reasoning Include a picture of the animal

practical behind these facts. Include a detailed enough that other
‘how to’ checklist for future scientists will be able to
scientists to use in their recognise it.
research pursuits of this animal
R.A.F.T.

Format based on the work of Buehl cited in Billmeyer & Martin, 1998
What is the writer/producer’s role: reporter, observer, eyewitness?
Specific character form a book, a person in History, inanimate object, artist, journalist, scientist, museum
• ROLE curator, teacher, musician, writer, self, mathematician, animal etc

What is the audience for the writing or product?

Specific character form a book, a person in History, inanimate object, artist, self, colleagues, teachers,
• AUDIENCE parents, specific community, another object etc

What is the best way to present this writing or product?

• FORMAT Essay, letter, newspaper article, blog post, pamphlet, speech, podcast episode, set of directions, scale
model, poster, video, diary entry etc

• TOPIC Who or what is the subject of this writing or product?

Explaining a concept or topic, calling for action, demonstrating knowledge etc

A strategy for encouraging writing across the curriculum

 ROLE AUDIENCE FORMAT TOPIC
Semicolon Middle School Diary entry
I wish I knew where Sample
I belong!
English
RAFT
The local Opinion How our language
newspaper
Public
Editorial defines who we are strips
The beauty of
Rain drop Future droplets Advice column
cycles
To maximise
Science Lung Owner Owner’s guide
product life
Paste up
Rain forest John Citizen Before it’s too late!
‘ransom’ note
Reporter Public Obituary Hitler is dead
History Edmund Barton
Current residents
Advertisement
If I could talk to you
of Australia now
To be considered a
Fractions Whole numbers Petition
part of the family
Mathematics
Students in your How to get to know
A word problem Set of directions
class me
 Equivalent Fractions R.A.F.T.
Directions: Choose and complete one row from the three below. You should use a
combination of words, pictures, and numbers in your response. Be sure to show all of
your work so that we can see your mathematical thinking

ROLE AUDIENCE FROMAT TOPIC

I don’t care if you
1/4 1/8 Comic strip look bigger, I AM
bigger
Can you believe
1/2 2/4 Role-play
we’re twins?

I think we’re the

1 3/5 8/5 Conversation
same. Let’s see…
Doubet & Hockett, 2017
 ROLE AUDIENCE FROMAT TOPIC
Maths
I’m so mad at my mum
because she says I can’t
RAFT
The variable X Yourself Daily diary
group together with the
Y kids at school

What are the variables,

Readers of the
Your 2-D self Panel comic strip constants and
Sunday Mail
coefficients
Judges of the ‘X The steps for collecting
Yourself A song or rap
Factor’ like terms
A graphic The difference between
A teacher Your classmates organiser or equations and
mindmap expressions.

Will Macdonald
 Romeo and Juliet Sonnet RAFT
Learning goals The RAFT is an Evaluation criteria:
Understand Goals Assessment See rubric
• creativity can thrive within structure This RAFT is differentiated for student
Knowledge Goals Interest
• the proper form of a Shakespearean sonnet
• iambic pentameter When and how this RAFT will be used
• key character, relationships, and plot points This RAFT will be assigned as we approach the
from Romeo and Juliet end of Romeo and Juliet. In class, as a mini-
Skill Goals lesson, we will learn about the structure of
• interpret key conflicts from Romeo and Juliet Shakespearean sonnets. Students will do a
English • use textual support for interpretations
• craft chosen meaning around the
guided search for this sonnet format within
Romeo and Juliet. Then students will incorporate

RAFT regulations of sonnet structure and iambic

pentameter
their interpretations of Romeo and Juliet as a
sonnet according to their chosen RAFT.
ROLE AUDIENCE FROMAT TOPIC
Romeo (and Juliet) Each other Shakespearean sonnet Your first encounter
(romantic)
Juliet The Capulet family Shakespearean sonnet The murder of cousin
(apology) Tybalt
Nurse Your diary (TOP Shakespearean sonnet Feelings about Juliet’s
Doubet & Hockett, 2017, pp.237-238 SECTRET) (diary entry) affairs
Friar Laurence The prince Shakespearean sonnet What happened to the
(explanation) star-crossed lovers?
 A useful strategy for providing differentiated work over a
Learning Menu period of time

• Side Dishes
• Main Dishes
Students choose • Desserts
All students from a list (may
complete these be differentiated High interest tasks
(not by interest or (might be
differentiated) learning profile) optional)
 A useful strategy
Dessertfor providing differentiated work over a
period ofproviding
While time choice, these
Learning Menu studies have a focus on
consolidating and extending the
skills, knowledge and
These options (and others) are
available throughout the topic
Science: Food Chains understandings developed and allow you to explore personal
Understanding: throughout this topic. areas of interest or strength or
U1: In a system, all parts must work together make connections to other
U2: Change to one part of the system results in change to the other parts Side Dish: Choose one of
Side Dishes Psychology topics
Knowledge: o Create a new learning activity
Complete one of the following
K1: Definition and examples of simple food webs and ecosystems
o Create a TED-Ed Flip 1. lesson
Compare your main• dishQuizlet
food webtopic
withwords
another system we’ve discussed in
Skill:
S1: discuss how systems work o Create a new webinar class (e.g. our bodies, • weather,
Psychology the water cycle). How is the food web like this
Facebook page –
U1, S1, S3 system? How is it different? Complete a Venn diagram showing how the
S2: explain how one organism depend on another organism to survive. o Create a blog about this topic
parts contribute
of the two systems ideas/
work together newand different ways
in similar
S3: compare and contrast different systems to find similarities and differences
Main dishes
Side Dish: Choose one2.of Find someone who hasresearch/ interesting
studied a different food weblinks
than you. Compare your
You Write a topic test with
The teacher will assign you an ecosystem from class to study more closely.o
own main dish work • with
Negotiated topic
your partner’s. of inquiry
Complete a Venn diagram showing
how the parts in the• Negotiated topic/ learning plan
two systems work together in similar and different ways
must complete all of the following based on the ecosystem you have been suggested answersDesserts
assigned.
o Create a revision activity
(NOTE: the ecosystems of different complexities are assigned based on readiness)
Complete at least one of the following:
1. Think about what you eat on a typical day. What would happen if all those
o Create a topic summary food sources disappeared? What kinds of food would you have to eat to
U1. K1, S2 1. Draw the food web for this ecosystem Side Dish: Choose one of survive? Where would you find it? How would this affect your environment?
2. Use arrows to show relationships in the food web
o Create a folio with evidence Use words ofor pictures to tell your story.
3.
4.
Correctly label all parts
Select two organisms from your ecosystem and explain how one needs the your learning
2. Pick any food web from those we
U2, S2in this topic
Choose
studied in class.your
What would own
happen if part
of that food web disappeared? What would happen to the rest of the
5.
other to survive
Find someone who is studying the same ecosystem as you. Complete a
o Complete the online topic test Tell a story about what happens
organisms? adventure
to all of the other parts of the
‘Checking Out Work’ reflection sheet. >75% food web when one part of the food web is missing.

o Complete an extendedthey would need to change about theStage 2 Psychology

3. Write a letter to the creators of SpongeBob SquarePants explaining what
cartoon for it to show a real food web
response question with all of the ecosystem’s parts working together. Explain why changing any
Biological
Doubet & Hockett, 2018, pp.295-296 of these real parts would break the ecosystem ‘break’ in real life.
(Altered States of Awareness)
Novel study. Think-tac-toe basic version
Directions: Select and complete one activity from each horizontal row to help you and others think
about your novel. Remember to make your work thoughtful, original, accurate and detailed.
Create a pair of collages that Write a bio-poem about yourself Write a recipe or set of directions
compares you and a character and another about a main for how you would solve a problem
Character

form the book. Compare and character in the book so your and another for how a main
contrast physical and personality readers see how you and the character in the book would solve a
traits. Label your collages so characters are alike and different. problem. Your list should help us
viewers understand your thinking. Be sure to include the most know you and the character.
important traits in each poem.
Create a greeting card that invites Make a model or map of a key Make 2 timelines. The first should
us into the scenery and mood of an place in your life, and an important illustrate and describe at least 6-8
Setting

important part of the book. Be sure one in the novel. Find a way to help shifts in settings in the book. The
the verse helps us understand what viewers understand both what the second should explain and
is important in the image (scene) places are like and why they are illustrate how the mood changes
and why. important in your life and that of with the change in setting.
the character.
Using books of proverbs and/or Interview a key character from the Find several songs you think reflect
quotations, find a t least 6-8 that book to find out what lessons they an important message from the
Theme

you feel reflect what’s important think we should learn from events book. Prepare an audio collage.
Tomlinson
about the novel’s theme. Find at in the book. Use a _______ Write an exhibit card that helps
least 6-8 that do the same for your magazine for material. Be sure the your listener understand how you
life. Display them and explain your interview is thorough. think these songs express the
choices. book’s meaning.
Novel study. Think-tac-toe extended version
Directions: Select and complete one activity from each horizontal row to help you and others think
about your novel. Remember to make your work thoughtful, original, accurate and detailed.
Write a bio-poem about yourself and
another about a main character in
Character
the book so your readers see how
you and the characters are alike and
different. Be sure to include the
most important traits in each poem.
Research a town/place you feel is
equivalent to the one in which the
Setting
novel is set. Use maps, sketches,
population and other demographic
data to help you make comparisons
and contrasts
Find out about famous people in
history or current events whose
Theme
experiences and lives reflect the
essential themes of this novel. Show
us what you’ve learned.
A character in the book is being
written up in the paper 20 years after
the novel ends. Write the piece.
Where has life taken them? Why?
Now, do the same for yourself 20
years from now. Make sure both
pieces are interesting feature articles
Make a model or map of a key place
in your life, and an important one in
the novel. Find a way to help viewers
understand both what the places are
like and why they are important in
your life and that of the character.
Create a multi-media presentation
that fully explores a key theme from
the novel. Use at least 3 media (e.g.
painting, music, poetry, photography,
drama, sculpture, calligraphy, etc) in
your exploration.
You’re a ‘profiler’. Write and illustrate
a full and useful profile of an
interesting character from the book
with emphasis on personality traits
and mode of operating. While you're
at it, profile yourself too.
The time and place in which people
find themselves and when events
happen shape those people and
events in important ways. Fid a way
to convincingly prove that idea using
this book.
Find several songs you think reflect
an important message from the
book. Prepare an audio collage.
Write an exhibit card that helps your
listener understand how you think
these songs express the book’s
meaning.
Tomlinson
Choice board: Language Other Than English
Learning objectives:
As a result of engaging with the differentiated lesson or task students will:
Understand that
• Language reflects cultural practices and norms
• Different ways of using xxx language shape and reflect different relationships, such as deciding to
be formal or informal (adapted from Australian Curriculum)

Essential Questions these should help students engage with the ‘big ideas’ or understandings
• How does language reflect cultural practices and norms?
• What are differences between how xxx people report and predict the weather compared to how
we do it in Australia?

Choice board: Language Other Than English
Know (e.g. facts, vocabulary, dates,
information)
• Days of week
• Vocabulary linked to weather
conditions (e.g. sunny, rainy, etc)
• Sentence structures such as
‘Today’s weather will be sunny
then cloudy’
• Items of clothing
• The works xxx (sometimes) and
xxx (later/ afterwards)
Dinham, S. Student, shared with permission
Be able to do (skills, processes)
• convey information related to the weather using formats such as oral
or digital presentations, posters and guided descriptions
• Identify frequently used xxx phrases and behaviours used in
communication that reflect cultural traditions or values that appear
Large number of KNOW
different to our own
and DO objectives for the
unit
• Engage with authentic spoken language, recognising how words blend
and understanding the relationship between sounds, words and
meaning
• Recognise the systematic nature of xxx grammatical rules and apply
these to generate new language for a range of purposes.
• Observe how language use reflects respect and social distance
• Read and write in xxx
Choice board: Language Other Than English
Whole class activity
Row 1 Mix of whole class,
Identifycultural
Identify culturalelements
elementsandand key words.
U1, U2 Participate in small group and whole class small group and
S2, S5 discussions. individual tasks
Translation activity Weather predictions Two city comparison Fact file Children’s poster Children’s song
Translate a one- Predict the weather for activity. Choose a city in xxx Create a poster to Listen to the xxx
week weather a week then record the Look at two weather and Australia and a teach junior primary weather song. Cre
forecast from weather each day to forecasts for the same Row 3 season. Create a fact students about the your own song to
Row 2 English into XXX see if your predictions week in two different U1, U2 file describing weather clothing needed for teach junior prim
S1, S4 Each rowareclearly
correct.linked
Remember, cities (one city in Australia S2, S5 conditions, typical different weather school students. Y
to learning
if youobjectives
choose this and one in a city in xxx). temperatures and conditions. Your choice can complete this
option, you will Write sentences clothing of each city as to the format by yourself or in p
homework every night comparing the weather for the chosen season
for a week. each day in the two cities. Weather report Weather report International wea
As a weather reporter, As a weather reporter, report
present a 7-day present a 7-day You and your frie
forecast for one city or forecast for one city or are weather repo
tomorrow’s weather in tomorrow’s weather in Present an
Row 4
7 different cities. 7 different cities. international wea
S1 - S5
Present orally to the Present digitally. report with each
class. person presenting
weather for differ
Dinham, S. Student, shared with permission countries. Presen
orally to the class
Choice board: Language Other Than English
Differentiated instructions based on student readiness levels
Readiness options (assigned
by the teacher) within some
Yellow group Brown group Green group
tasks
Days of the week should be Days of the week should be Days of the week should be
in xxx in xxx or xxx in xxx or xxx
Weather conditions should Weather conditions should Weather conditions should
written in xxx or xxx written in xxx written in xxx
Include (vocabulary) at least Include (vocabulary) at least Include (vocabulary), if you
once each once each wish
Include the temperature Include the temperature Include the temperature

Dinham, S. Student, shared with permission

 Expert Developing Need improvement

Differentiation traps to avoid

The final product covers
everything asked for
All required elements are
included, but one is
One of the required
elements is missing, and or
• Definition of xxx underdeveloped two to three elements are
Required
Don’t create multiple rubrics
• Description of xxx in - underdeveloped.
1. Generating many
elements
randomtasks
for multiple
_______ activities
whenoryou products for
students to work with on for the sake of variety,
• Primary/secondary
cannumber
when a smaller create aofcommon
source evidence
authentic rubric
tasks would be
The content of the final
The content contains one The content is:
much morefocused
powerfulon
product is in exposing
the
or two students
objectives
of the following: you to new
• Inaccurate
areas of interestare
• Accurate in relation
• Minorto
aiming to the topic discipline.
assess!!
errors • Lacks detail
• Detail rich/ • Details not explained • Information lacks
2. Generating many activities
• Some for
explanations broad the sake ofrelevance
irrelevant variety
that are only loosely related
• Relevant to the (if at all) to key
information There are substantial
Content
objectives/ outcomes There are minor issues
Learning objectives problems with the
The primary sources are
with the contextualisation contextualisation and/or
3. Typecasting students in
well chosen and terms
and/or analysisof a particular
of primary analysis ‘style’
of primary
even when this does not make sense. Thesources.
contextualised (relevant to
sources idea that a
student learns best in a specific style or mode no
the topic they are used to
matter the situation has weak research-evidence.
support) and discussed
withing their intended
context
 Chapter 7

Chapter 8