B5. What is the relationship between scaffolding and differentiation?
Differentiation is the practice of varying instruction in the learning environment to promote learning in as many students as possible (Tomlinson, 2000). Differentiation is an educational strategy in which students who possess different abilities, display different learning needs, and varying levels of academic achievement are grouped together or given individualized tasks. As a general instructional strategy, differentiation shares many similarities with scaffolding. Both refer to a variety of teaching approaches used to move each student progressively towards physical competence, understanding and ultimately greater independence in the learning process.
When a teacher scaffolds instructions, they typically break up the learning experience, concept/skill into discrete parts. From here teachers can give students the assistance they need to learn each part. For example a teacher may choose to move a group of students on to a more challenging skill such as outwitting an opponent while some other students continue to practice the basics of throwing and catching. This is differentiated learning within a practical subject such as P.E. Differentiation can be effected by task, outcome and by mode of engagement with the material, When a teacher employs differentiated approaches this can be seen as the creation of an environment for individualised learning and development.
References & Research
Thompson. C.A. (2000). Differentiation of Instruction in the Elementary Grades. ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education.
