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.