Differentiation and scaffolding

What is differentiation?

• Differentiation is any way in which you change the content, presentation, environment or expectations of teaching and learning.
• Teachers differentiate for all ages and abilities and in all settings, whether that is mainstream or special, in mixed ability classes, streams, sets or small groups.
• Teachers plan differentiation, starting with what learners already understand. They will then include what they need to learn next, how they will achieve this, and how they will show what they have learned.

Teachers can differentiate through various ways:

Task – linked to the class curriculum & when possible, matched to the ability and interests of the learner using small steps of progression to build key skills and understanding.

Support – from the teacher, teaching assistants, peers, individuals, small groups & whole class.

Delivery – taking into account the individual needs, strengths and experience, using concrete practical materials, demonstration, appropriate level language (modelling and questioning).

Outcome – ensuring it is realistic and appropriate. Using alternative methods of recording, e.g. IT, Apps, key words, Mind Maps for writing, use and valuing of verbal contributions, drawings.

Assessment – progress is systematically monitored and reviewed. All learners are included in the plenary to consolidate knowledge and increase sense of achievement and belonging.

What is scaffolding?

Scaffolding is a form of differentiation. It is guided support given to learners which is systemically removed as they learn.

There are six functions of scaffolding:

1. Gaining the learner’s interest in the task or skills to be mastered.
2. Showing the child where they are in relation to each step of the task.
3. Simplifying the task to a smaller number of possibilities.
4. Modelling the task clearly highlighting your thoughts and actions.
5. Helping the child to remain interested and focussed on relevant parts of the task.
6. Supporting the child emotionally with the task.

Psychology helps us to understand differentiation and scaffolding

The ‘Zone of Proximal Development’ refers to the difference between what a learner can do themselves and what they can achieve working with a more knowledgeable peer or adult.

Scaffolding Theory suggested that when children start to learn new concepts they need help from others, as they become more independent the support can be gradually faded.

Knowing when to step away to encourage a child to work independently is important. Reducing support appropriately will increase the learner’s ability and confidence to learn independently.

Five fabulous facts about differentiation and scaffolding

1. Mastery teaching involves differentiation. Learners struggling to grasp concepts need to be quickly identified and provided with support.
2. Differentiation isn’t always time-consuming. Knowing the pupils’ needs well and adjusting teaching in the moment through is very effective.
3. Ability grouping is not generally effective. Research suggests that ability groupings can negatively impact lower attaining learners.
4. Even meerkats use scaffolding! Initially pups are given a dead scorpion with their stinger detached, then a dead scorpion with their stinger attached, before finally the pups are given a live scorpion to negotiate!
5. Differentiation helps learners to understand diversity and inclusion. Everyone has different strengths and needs and all are equally valued.

What can you do to help? Top tips:

• Learners need support from adults that they can trust who offer understanding and patience. This allows them to feel able to take risks with their learning.
• Parents’ knowledge of their child is invaluable and needs to be included in a meaningful way to support progress.
• Differentiating homework as well is important to reduce stress for both parents and learners.

For more information, see: NASEN – Differentiation, why and how – nasen.org.uk/resources/differentiation