1. TO DIFFERENTIATE OR NOT TO DIFFERENTIATE? THAT IS THE QUESTION!

What is meant by the term differentiation? What are we referring to when we say there should be differentiation? By definition, to differentiate means to constitute difference between, of or in; make or become different in the process of growth or development [species, word-forms, organs, functions etc.]; discriminate between. Synonyms: Separate, contrast, distinguishes and discriminates. If we use the concept of differentiation within the educational context, we refer to a number of elements, which influence differentiation. In Figure 1, the elements are identified as follows: the learners, the methods of instruction, the methods of assessment and the types of performance tasks.

LEARNERS

METHODS OF ASSESSMENT

DIFFERENTIATION

METHODS OF INSTRUCTION

PERFORMANCE TASKS
The quest in schools and classrooms everywhere was to foster success for learners in order that they may become self supporting individuals, contributing towards the economy of the country and living productive lives. For the past thirty years, education in South Africa has been undergoing a number of rapid changes. These dramatic changes influenced the learner and educator composition of all educational institutions. Today, educators are faced with a challenging landscape that is in a constant state of flux.

Managing differentiation in the classroom. S. Fortuin 2003-04-28

Some of the factors influencing the constantly changing classroom are: Learners, with different cultural backgrounds and experiences and who have individual learning preferences and needs Rapid societal and technological change: political and economic revolutions that influence what and how learning takes place New cognitive research on human learning: knowledge of the brain and its processes and functions National educational policies Large-scale educational restructuring and rationalisation Educators now, more than ever, need to acknowledge and deal with these learning differences in their classrooms. They need the support and guidance of all role players and stakeholders, because once they are familiar with the differences that could exist, the better they are able to deal with these challenges. Differentiating learning addresses the principle of Inclusive Education as spelt out in the Education White Paper 6 Special Needs Education, Building an Inclusive Education and Training System, July 2001. In this document inclusive education and training is defined as: Acknowledging that all children and youth can learn and that all children and youth need support. Acknowledging and respecting differences in learners, whether due to age, gender, ethnicity, language, class, disability, HIV or other infectious diseases. Enabling education structures, systems and learning methodologies to meet the needs of all learners. Broader than formal schooling and acknowledging that learning also occurs in the home and community, and within formal and informal settings and structures. Changing attitudes, behaviour, teaching methods, curricula and environment to meet the needs of all learners. Maximising the participation of all learners in the culture and curriculum of educational institutions and uncovering and minimising barriers to learning. The next few chapters could assist educators in responding to these challenges more effectively.

Managing differentiation in the classroom. S. Fortuin 2003-04-28