Achieving differentiation in the classroom through student readiness, interest, & abilities

As a key part of differentiation in the classroom, teachers should establish their students’ learning readiness, interest, and abilities. These approaches work hand-in-hand with cooperative learning strategies to create inclusive learning environments. Scoring learner profiles in these three areas arms teachers with the best strategy to teach mixed-ability classes. Student readiness is not synonymous with a student’s ability, and both can influence his or her motivation, as well as external factors. Let’s break down three principal profile differences and what a high, medium, or low rating in each could mean.

 What is student readiness to learn?

Learning readiness refers to how well equipped a student is to learn, including circumstantial and environmental factors. A student with a low readiness to learn may be encumbered by:

• External distractions or personal barriers
• Difficult personal circumstances in his or her life
• Lower emotional or physical maturity

Medium-scoring students may have medium or high ability and interest in learning, but they may need some improvements in learning preparation. This can also be the result of changing personal circumstances. Teachers must work hard to engage this student to stop him or her becoming the invisible child.

A highly-scoring student may be: 

• In a stable, suitable learning environment with a rich supply of learning resources
• Of an appropriate age to learn a new skill
• Unaffected by distractions or personal problems

Understanding learning ability

The academic capability of a student generally dictates the pace at which he or she can learn. A student with lower ability or slower pace of learning is by no means an indicator for future failings. A student with less ability may be less academically capable than his or her peers, but teachers should be aware this learner may excel in more specific areas.

Students with a medium ability score may find themselves less motivated to learn, particularly if they lack the confidence to perform in groups. While they may not be as reserved as low ability learners, these students may benefit from: 

• Learning materials with progressively harder tasks
• Small-group activities to build confidence
• Differentiated instruction that matches their pace

A student with a high learning ability score may not present any immediate concerns for teachers or parents, but teachers must ensure this type of learner doesn’t become complacent. This type of student should still be given regular attention and assessment so his or her interests are constantly stimulated to avoid a lack of motivation.

Learning interest’s impact on differentiation in the classroom

Referring to the levels of motivation a student possesses to learn, learning interest will indicate how passionate learners feel about general and specialized subjects.

Low interest learners

A student with a low interest score could be feeling unmotivated due to 

• His or her academic ability
• Disruptive external factors and circumstances
• Lack of connection to the learning material
  • Interactive technology like smart boards can help reconnect disengaged learners through multimedia and hands-on activities.

Teachers should assess their ability level to ascertain the situation that is impacting their motivation.

Medium interest learners

A medium-scoring student could be an averagely performing learner and lack interest in achieving more. This student could be more introverted than their peers, and teachers should work on improving confidence.

• Choice in learning activities
• Collaborative group work
• Recognition of achievements

High interest learners

A highly motivated student can be a high academic performer across all subjects, or a student with a specific passion for a specialist subject. This type of student should be encouraged to pursue his or her passion to prosper in future.

H2: Implementing differentiation in the classroom

Once the implications of these three common learning conditions, readiness to learn, learning ability, and learning interest, are fully understood, it is important for teachers to address their mixed-ability students using methods of differentiation.

H2: Examples of differentiation in the classroom

Examples of differentiation in the classroom include:

• Tiered assignments based on student readiness levels
• Flexible grouping strategies that change based on learning objectives
• Choice boards that allow students to select learning activities
• Learning stations that address different learning styles
  • Digital tools that promote collaborative learning can boost confidence and engagement.
• Varied assessment options to demonstrate understanding

Find ways to engage your classroom with a free demo of our ActivPanel – either virtual, remote, or on-site. Our interactive displays support differentiated instruction through multi-touch capabilities, allowing multiple students to work simultaneously at different skill levels.