by Jane Mays-Evans

Created on: April 30, 2009   Last Updated: May 14, 2009

Curriculum differentiation refers to the implementation of different activities, practices, and learning processes in the classroom in order to provide a variety of learning experiences for different kinds of students. Teachers are faced with a variety of students who learn at different levels. Some students work at a fast pace, some work at a slow pace, and some have trouble working in a classroom at all. Curriculum differentiation allows teachers to provide learning opportunities that cater to different learning styles. Curriculum differentiation helps learners, especially the talented and gifted.

Curriculum differentiation was developed to provide a stronger learning environment particularly for talented and gifted students. It is something that requires preplanning, often through testing or observation. Educators need to know what the student already knows and what style of learning the student uses that is most effective in order to design a curriculum that best suits their needs. Testing will offer valuable information about knowledge and skills the student has. Observation will offer even more valuable information because educators can see how the student learns and their abilities inside a classroom setting. Brainstorm activities, tests, creative writing assignments, and problem solving tasks are best to assess student learning skills.

Talented and gifted students often read at a faster pace, have an easier time making connections in studies, and solve problems easier and faster than others. They often possess higher levels of thinking, better critical thinking skills, and a stronger ability to manipulate abstract ideas. Differentiating the curriculum often allows teachers to provide avenues for talented and gifted students to better learn. It allows them to focus on teaching the information and allowing students to demonstrate their knowledge.

When differentiating the curriculum, the curriculum teachers must create an encouraging environment. It should be student-centered and contain a variety of methods and tasks. The environment should aim to build student knowledge and allow them to engage with their greatest ability. It should promote high-level curricula by providing teacher support, preplanned strategies, and flexible environment. Once that is done, teachers mostly focus on a curriculum that provides variety, complexity, and creative thinking. The goal is to have students use their imagination, become involved in group work, and be open to new ideas.

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