This unit offers a multitude of differentiation techniques suitable for students of various abilities and learning styles. “Differentiation depends on knowing and using a variety of teaching methods so that students have opportunities to learn and demonstrate their learning in multiple ways” (Alberta Learning, 2010, p. 5). The design of the unit plan includes a variety of group work, partner work, and classroom discussions to promote students interacting with one another, building their collaboration and communication skills and sharing ideas with one another. The intent is for students to be actively engaged during the course of the lessons, instead of passive recipients of information. The culminating project was designed so that diverse students are able to demonstrate their learning in multiple ways (Alberta Learning, 2010, p. 5).

 

One differentiation strategy used in the unit is to provide students the chance to work in “in a variety of contexts including independently, with partners or small groups, with larger groups, and as a whole class” (Alberta Learning, 2010, p. 5). This strategy can be very helpful in supporting ELL learners since sometimes students who are at similar developmental stages can better assist and explain something to an ELL peer than a teacher can. This is also beneficial for the students that are providing the explanation, since they will be encouraged to question whether they have a clear idea of the concept themselves, and to what extent they can explain it. Pairing ELL learners with friendly and fluent English speaking students that may also speak the same native language, can be helpful since it will help ELL learners feel comfortable. This will also push them to share ideas or have discussions with their partners, and ask any questions they may not feel comfortable asking the teacher.

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Since “a differentiated instruction approach incorporates a variety of instructional methods and materials” (Alberta Learning, 2010, p. 89), information is delivered in as many formats as possible. Instructions are conveyed through speech (teacher explanations and student discussions), visuals (images or videos), and text (written instruction on the board or on a handout). Throughout the unit, the teacher can assess each students’ level of understanding and make any adjustments to individual lessons accordingly. Certain parts of each lesson such as the difficulty level of the activity, group members, and who requires additional support during tasks will also change based on every student’s needs. Finally, the final project allows diverse students to demonstrate their learning in multiple ways, reflecting an authentic and student-centered learning environment (Alberta Learning, 2010, p. 5).