Differentiation without double the work, in every subject too

Differentiation is often thought of as a language matter, because the range of skill levels shows clearly there. The same need, however, exists in every subject. In a math group some are already far ahead and some need support at every intermediate step. In history one student reads a source text fluently and another needs the vocabulary explained. A method developed for language teaching works in all of these.

We wrote a separate guide on differentiation in languages. Here we take the same logic into other subjects and into the perspective of accessibility.

Differentiation is accessibility

Differentiation is not only support for the weaker students. It is taking the whole range of the group into account, including the students who easily end up without a challenge. Professor of education Kari Uusikylä has pointed out that differentiation also concerns gifted students. In a University of Turku study, those who had progressed furthest often found the extra tasks to be at the same level as the base tasks, so they did not move their competence forward (Lahdenperä 2018).

When you think of differentiation as accessibility, language learners, students who struggle with concentration and students who need support also come along. The goal is the same for everyone, but the route there can differ.

Start from one good task, not three empty ones

The method is the same regardless of subject. Do not start from three empty sheets of paper, but from one task that works at the base level. From it you derive a lighter and a more demanding version.

In math this can mean that the same word problem is given in three ways: in the supported version the intermediate steps are broken down and the numbers are easier, the base version matches the group’s average, and in the deepening version the student justifies their solution or applies it to a new situation. In history the same source text can be given shortened with the vocabulary opened up, in base form, and expanded with source-critical questions. The topic stays the same, and the whole group works on the same content.

Three levels is enough

More levels easily produce more work than benefit. Three levels has proven a workable structure: support, base and deepening. When all three practise the same core matter, the shared close of the lesson works for the whole group.

In vocational education starting levels vary especially widely, and the reform of the qualifications does not remove that. A University of Jyväskylä study found that the shift to a more self-directed learning environment did not remove the needs for differentiation, and teachers wanted more time and means (Niemi 2023).

How Bruukki helps

You bring your own text or task into Bruukki and get a suggestion for a lighter and a more demanding version. The AI suggests, you decide who gets what.

Where to start

Choose one topic that produces the most spread in your group, and make three skill levels of it in the way described. Once the method is familiar, you can extend it to the next topic, and gradually you build a bank of ready three-level sets.

If you want to try how your own material bends to different skill levels, try Bruukki for free. We are glad to receive teachers’ feedback, so tell us if something does not work.

Sources

• Lahdenperä, E. (2018). Lahjakkaan oppilaan opetuksen eriyttäminen. Master’s thesis, University of Turku.
• Niemi, J. (2023). “Päämäärä on sama, mutta reitti on eri”: opetuksellinen eriyttäminen sosiaali- ja terveysalan ammatillisissa opinnoissa. Master’s thesis, University of Jyväskylä.

Read also: differentiation in language teaching without double the work and formative assessment in a teacher’s weekly rhythm.