Differentiated Learning

Achieving a differentiated classroom or training session made easier

This highly practical and interactive one-day workshop provides clarity on what differentiation actually means and how it can be best achieved.

It looks at current practice, identifies where things often goes wrong; considers what effective differentiation looks like and explores a range of differentiated activities that have proved to be effective. Finallyit looks at how theses strategies can be used within the classroom to maximum benefit.

Differentiating during teaching and training sessions isn’t always easy.The more diverse the student cohort, the more challenging effective differentiation becomes.

The need to differentiate and develop a differentiated learning environment or classroom is widely preached – and with good reason too, but what does the term differentiation actually mean? More importantly what does a differentiated classroom look like and how is it best achieved?

Effective teaching needs to be aligned to the needs of individual students.The teacher/trainer needs to take account of the individual students’ knowledge, abilities and learning styles and then deliver the lesson or course in a way that enables individual students to maximise their learning, development and progression.

On a one-to-one basis this is relatively easy but as the group or class size increases this becomes a complex and potentially daunting task.

A task that presents real challenges, even for the most skilled teacher or trainer and one that requires far more than adjusting the odd activity.

For Whom
This workshop is designed for Teachers and Trainers from Secondary Schools, FE Colleges, Local Authorities and Independent Learning Providers.

The workshop will also be of interest to managers and lesson observers who are responsible for and/or involved in developing the quality of teaching.

Workshop Aims and Objectives

  • Understand the key elements of a differentiated classroom
  • Help practitioners meet the needs of individual students.
  • Provide an opportunity for discussion and dialogue on the planning and delivery of successful differentiated and learning sessions
  • Improve student participation and ownership within individual teaching & learning sessions
  • Demonstrate improved understanding of differentiation and recognise good practice, in teaching & learning
  • Identify successful strategies for planning and delivering learning sessions.
  • Review a range of differentiated activities
  • Develop session plans to include a range of differentiated activities, that meet participants’ students needs


1. Current Practice and Understanding
Session one explores participants understanding of differentiation, the approaches currently used, how where and when they have proved effective.

  • The meaning of differentiation
  • Reviewing current approaches to inform development opportunities
  • Successes
  • Failures
  • How effective are my approaches to teaching & learning?
  • Development Opportunities

2. How Students Learn
(10 key pedagogical approaches, themes for teaching and learning)

Session 2 considers how people learn best and in doing so examines the approaches and techniques that effectively support a differentiated classroom.

  • What is understood by pedagogical approaches?
  • How can they inform practice?
  • What do they involve?
  • Building them into practice

3. Approaches to Differentiation, reviewing activities

The third session focuses on reviewing a range differentiated approach techniques, how good are they in engaging students, and will they work for me?

  • Which activities really differentiate?
  • Analysing differentiated approaches
  • How can we develop activities to differentiate effectively?

4. Developing differentiated activities that work

Developing activities that will both effectively differentiate and work with participants students.

  • What will work for me?
  • Building approaches and techniques to use with students
  • Developing and designing personal activities that differentiate

5. Planning and developing an inspirational teaching & learning activity
Sharing ideas on those difficult to teach topics; the development of an inspirational teaching session, incorporating a variety of pedagogical and differentiated approaches

  • Choosing a curriculum topic – what makes it difficult to teach?
  • Developing the session
  • What makes it inspirational?

6. Developing a session plan that includes differentiated approaches
Reflects on all learning activities covered and explores ways to combine them into a complete session plan that is engaging, differentiated and meets the needs of our students

  • Developing effective differentiated aim sand objectives
  • Developing a session plan to encompass a range of differentiated activities,
  • What makes it differentiated
  • How does it meet the learners needs