10. Ways to Differentiate a Lesson Plan

Students have different backgrounds, strengths, needs and learning styles. If students do not learn the same way, then there cannot be only one type of instruction or way of teaching our lessons. As teachers, we must take our students´ differences into account, and respond to the diversity we find in our classroom. This means we have to flexible and use different approaches to teaching. We can differentiate our lesson plans in the following way:

Learning by pace: students learn at different pace or speed. While there are students who work at slow pace, there are others who work faster. Therefore, when we assign an activity, the time we assign can be different. Students can take more or less time depending on their pace.  

Learning by ability: students have different abilities and competences, which we must consider at the time of choosing the activities we are going to include in our lesson. Students´ level of performance is not going to be same despite being in the same grade or having the same age. In addition, students perform differently according to area that is being evaluated. For instance, some students might be better at grammar; others might be more fluent.

Learners´ interests: students have different interests and concerns. Students are interested in diverse topics, and like to work in different ways. Moreover, they may feel the need to learn and use the language for different purposes. It is always important to contextualize our classes according to our students´ interests and experiences. In addition, teachers can let students exploit their creativity when performing a task. For instance, students can choose how they want to present the project they have been assigned.

Learners´ needs: students should feel seen, heard, and valued. Different students mean different needs. Teachers face and have to deal with a variety of situations and cases: students with disabilities, students with emotional issues, etc. Teachers must always take into account their students´ needs, and adjust their lessons according to them.

Learning styles: students learn in a different way. This means we must include activities suitable for each learning style (visual, auditory or kinesthetic). Learning styles must also be considered when we think about the way we are going to deliver our classes, the room setting or design, and assessment alternatives.

Tier lessons: lessons should begin at basic level, and build from there. Learning is a process; students build their knowledge step by step until they achieve a higher understanding. Scaffolding is also necessary, first students work with the guidance or help of the teacher or a classmate until they are able to perform the task by themselves.

9. Teachers´ Style of Delivery

While students have different learning styles, teachers have distinct teaching styles, which shape the way we deliver a lesson. Our teaching style reflects the way we approach teaching, and our beliefs about it. Therefore, our teaching style is a reflection of our teaching philosophy. There are different teaching styles:

Formal authority: this style is teacher-centered (“the teacher on the stage”). The teacher “provides” the content, and students “receive” it, making students have a more passive role. In addition, these teachers do not care about building rapport with their students nor do they encourage a sense of community in the classroom. This teaching style is representative of the traditional teaching paradigm.

Demonstrator: this style is teacher-centered as well, but there is a focus on modeling or demonstration. That is, the teacher shows the steps or correct way to perform a certain task or solve a problem, and then students perform the task or solve the problem by themselves until they master a new skill – this being an example of scaffolding. For this reason, this teaching style requires more active learners.

Facilitator: this style is student-centered. The teacher focuses on activities, and students must take the initiative and participate actively. This teaching style encourages more independent and reflective students. In addition, it fosters critical thinking and collaborative learning. 

Delegator: this is a student-centered style. This type of teachers place more control and responsibility on students. That is, students are responsible for their own learning. This style also encourages independent learners and collaborative work. As students have the opportunity to create and implement their own learning projects, teachers often have a consultative role. 

I consider myself a facilitator and a delegator. I like my teaching to be student-centered. As a teacher, I believe I must encourage and shape active, independent, and reflective students. I want my student to be responsible for their learning and be critical thinkers.