Differentiation in the IB

Learners facing challenges with academic work and the social scenarios associated with it, grapple with so much more than what meets the eye. From loss of appetite to increased absenteeism and behaviour uncharacteristic for that learner, one can expect it all. However, it does not have to be this difficult for them; the IB pedagogy believes that through differentiation, the teacher “can build opportunities in which each student can develop, pursue and achieve appropriate individual learning goals” (MYP From Principles to Practices, 2014).

With the intention of providing as many avenues as needed, and as much guidance as required, teachers curate tasks, feedback and many times, entire lessons in order to make the concept/ activity more accessible for every student. Through strategies like visible thinking routines, customised instructions and/or timelines, necessary extensions and even individualised education programmes, all students can feel challenged and build the confidence to succeed at their goals. The proof is in the pudding – ours is a school which strives to make sure no child is left behind in the learning process.

Teachers of all disciplines have seen excellent creative and critical thinking skills being displayed when they expand the ways in which students can show their learning. For instance, a skit showing how solid, liquid and gaseous molecules interact with one another ensured that the concept stayed in the minds of the learners and their peers. Alternatively, learners who are not comfortable with communicating their thoughts and ideas in dramatic form could use skills learned in other subjects to present their ideas, like the MYP 3 students’ poems on cells that connected rhyme and rhythm with concepts in Biology.

At aLphabet, we offer additional support to students finding the English language difficult to speak, write, and comprehend. These classes follow an individualised plan for each student, catering to their specific requirements and level. Resources like audiobooks and “Speechify” help the teacher provide focused support and ensure that the learners develop language skills in a comfortable manner. The multimodal approach along with the multilingual and cross-cultural aspects enable students to successfully complete this programme and get re-incorporated into their regular English lessons.

Our learners should live in a world where they shouldn’t be singled out for who they are or pulled up for what they cannot do, but instead be recognised for every effort that they put into a task and feel celebrated as part of a community.