QUESTION 1
1.1 Define curriculum differentiation.
Curriculum differentiation involves the modification of the learning environment,
teaching methodologies, teaching strategies and the content of the curriculum to take
into consideration the ability level, interests and background of a learner. The process
of modifying or adapting the curriculum according to the different ability levels of the
learners in the classroom. It is a strategy that teachers can use to provide meaningful
learning experiences for all learners.
1.2 Outline the significance of curriculum differentiation in a
classroom context.
• It is the most logical way to respond to learners’ diversity in their learning
environment
• It promotes the progress of each learner in a general curriculum
• It maximises learners’ growth and facilitates individuals’ success.
• It acknowledges that each learner learns differently
• It promotes different learning styles during the learning process
• It ensures that learners participate actively in their learning where they can apply
what they have learnt.
• It enables all learners to experience success, prevents the occurrence of learning
gaps among learners, provides opportunities for cognitive development,
• It reduces challenging behaviour in learners and is a means to make inclusion a
reality
1.3 Describe factors that determine the differentiation of the
curriculum.
, Readiness level, interests, and learning profiles are important and indispensable factors
in achieving curriculum differentiation. These three factors will now be discussed in
detail.
(i) Readiness level
“Readiness level is a learner’s current proximity to specified knowledge,
understanding, and skills”. It is shaped by prior learning, life experiences, attitudes
towards schooling as well as cognitive and metacognitive proficiency Tomlinson and
Imbeau (2010:). It is derived from Vygotsky’s (1978) zone of proximal development
(ZPD) which is a point of required mastery where the child cannot effectively function
independently, but can succeed with scaffolding or support.
(ii) Learners’ interest
Learners’ interest is “that which engages the attention, curiosity, and involvement of a
student” (Tomlinson & Imbeau, 2010).
(iii) Learners’ profile
A learner’s profile provides information on the learner’s skills, likes, strengths,
preferences, personal characteristics, cultural, linguistic, experiential background and
challenges of the learners and their families (Salend, 2011). After the discussion on
factors that determines the differentiation of the curriculum, we will now look at the
elements of the curriculum to be differentiated as presented in figure 6.1
1.4 Discuss the following elements of the curriculum to be
differentiated.
1.4 1 Differentiation of the content.
Differentiation of the content refers to a teaching pedagogy whereby one concept or
topic is presented to the learners at various levels of complexity (Walton, 2013). In this
instance, the teacher provides learners with the same curricular areas but at varying
levels of difficulty (Salend, 2011). For example, during Life Skills or Life orientation,
learners who function at a high level can record the types and number of vehicles that
pass through an intersection per hour while the low-functioning groups can draw a
picture of what they saw at an intersection. Another example of content differentiation
is where a teacher allows learners with more ability to work on the application of a
concept, whereas learners who find the curriculum content challenging may be
working with definitions, comparisons or contrasts, or summarisations of the same
concepts.
1.4.2 Differentiation of the process.
Process refers to techniques or instructional strategies that the teacher uses to present
information to the learners and how the learner makes sense of the content (Tomlinson
& Imbeau, 2010). This includes strategies such as small group instruction, cooperative
learning, demonstrations, using peers or adults to read aloud to the learner as well as
1.1 Define curriculum differentiation.
Curriculum differentiation involves the modification of the learning environment,
teaching methodologies, teaching strategies and the content of the curriculum to take
into consideration the ability level, interests and background of a learner. The process
of modifying or adapting the curriculum according to the different ability levels of the
learners in the classroom. It is a strategy that teachers can use to provide meaningful
learning experiences for all learners.
1.2 Outline the significance of curriculum differentiation in a
classroom context.
• It is the most logical way to respond to learners’ diversity in their learning
environment
• It promotes the progress of each learner in a general curriculum
• It maximises learners’ growth and facilitates individuals’ success.
• It acknowledges that each learner learns differently
• It promotes different learning styles during the learning process
• It ensures that learners participate actively in their learning where they can apply
what they have learnt.
• It enables all learners to experience success, prevents the occurrence of learning
gaps among learners, provides opportunities for cognitive development,
• It reduces challenging behaviour in learners and is a means to make inclusion a
reality
1.3 Describe factors that determine the differentiation of the
curriculum.
, Readiness level, interests, and learning profiles are important and indispensable factors
in achieving curriculum differentiation. These three factors will now be discussed in
detail.
(i) Readiness level
“Readiness level is a learner’s current proximity to specified knowledge,
understanding, and skills”. It is shaped by prior learning, life experiences, attitudes
towards schooling as well as cognitive and metacognitive proficiency Tomlinson and
Imbeau (2010:). It is derived from Vygotsky’s (1978) zone of proximal development
(ZPD) which is a point of required mastery where the child cannot effectively function
independently, but can succeed with scaffolding or support.
(ii) Learners’ interest
Learners’ interest is “that which engages the attention, curiosity, and involvement of a
student” (Tomlinson & Imbeau, 2010).
(iii) Learners’ profile
A learner’s profile provides information on the learner’s skills, likes, strengths,
preferences, personal characteristics, cultural, linguistic, experiential background and
challenges of the learners and their families (Salend, 2011). After the discussion on
factors that determines the differentiation of the curriculum, we will now look at the
elements of the curriculum to be differentiated as presented in figure 6.1
1.4 Discuss the following elements of the curriculum to be
differentiated.
1.4 1 Differentiation of the content.
Differentiation of the content refers to a teaching pedagogy whereby one concept or
topic is presented to the learners at various levels of complexity (Walton, 2013). In this
instance, the teacher provides learners with the same curricular areas but at varying
levels of difficulty (Salend, 2011). For example, during Life Skills or Life orientation,
learners who function at a high level can record the types and number of vehicles that
pass through an intersection per hour while the low-functioning groups can draw a
picture of what they saw at an intersection. Another example of content differentiation
is where a teacher allows learners with more ability to work on the application of a
concept, whereas learners who find the curriculum content challenging may be
working with definitions, comparisons or contrasts, or summarisations of the same
concepts.
1.4.2 Differentiation of the process.
Process refers to techniques or instructional strategies that the teacher uses to present
information to the learners and how the learner makes sense of the content (Tomlinson
& Imbeau, 2010). This includes strategies such as small group instruction, cooperative
learning, demonstrations, using peers or adults to read aloud to the learner as well as
