Differntiation in

PYP
Ms. Archana Mehra
Goal: Learn what differentiation is
and how to start using it in your
classroom.
Part 1: What is Differentiation?
🎬 Watch & Think
Watch this short video: https://youtu.be/TfQNeTWV0CM?si=nelCVyKVzGk-jfUc
Ask yourself:
"How do I already do this in my classroom?"
"What’s one thing I want to try?"
 Simple Truths (5 mins)
Differentiation is NOT:
Making separate lessons for every child.
Only for students who struggle.
Differentiation IS:
Small changes to help all learners (e.g., choices, visuals,
partner work).
Like a buffet—students pick what works for them!
 Why Differentiate?
1. Because Every Child is Unique
Kids learn in different ways (some need visuals, others need to move, some love quiet reading).
They have different interests (a space-loving child will engage more in a math problem about rockets).
2. To Include All Learners
Helps struggling students catch up and advanced learners stay challenged.
Supports EAL students, kids with learning needs, and everyone in between.
3. It’s What the PYP is All About!
Matches the Learner Profile (e.g., Thinkers explore ideas at their own pace).
Fits inquiry-based learning (students ask questions that matter to them).
4. Builds Confidence & Joy
When tasks feel "just right," kids feel capable and motivated.
Reduces frustration ("I can’t do this!") and boredom ("This is too easy!").
5. Prepares Kids for Real Life
The real world doesn’t use a "one-size-fits-all" approach—why should schools?
Think of It Like Shoes
👟 One size fits all?
Some kids are cramped, some are swimming in them, and maybe a few fit perfectly.
👟 Differentiated?
Everyone gets shoes that fit—so they can run further, jump higher, and enjoy the journey.
A Teacher’s Secret Weapon
Even small changes make a big difference:
Let students choose how to learn (read, watch, or build).
Offer 2 difficulty levels for a task.
Use partner work for support.
You’re not just teaching content—you’re teaching children.
 A Vision for the Differentiated Instruction Classroom
Here are some characteristics of a differentiated instruction classroom:
Students are engaged in learning; they are focused and on task 80 percent of the time.
Teachers have a clear plan for the time spent in class. There is little wasted time or
confusion over materials and protocols; instead, there is a sense of shared purpose.
Students ask many questions and feel safe questioning.
Everyone belongs. There is evidence of diverse personalities in the classroom through
personalized materials, spaces, or use of nicknames.
Time is divided into small learning chunks with checks for understanding in between
concepts.
Students hold one another accountable for rules and respect. The class agreements
are posted on the wall and there are visual reminders of the class and school values.
Quality work is valued and displayed in the classroom.
Students know what is expected of their work by viewing examples of excellence and
using rubrics to guide them toward mastery.
Teachers are not at the front of the class all the time; they are learning alongside
the students. When students write poetry, teachers do too and share their work with
students.
Students move from whole class discussion to group work with ease because
training was provided and they understand the roles they take on during the
group work.
 Part 2: Easy Ways to Differentiate
📌Tomlinson’s 4 Simple Ideas
1. Content: What you teach.
Example: Use a video, story, or hands-on activity to teach the
same concept.
2. Process: How you teach.
Example: Let students work alone, in pairs, or with a teacher.
3. Product: How they show learning.
Example: Some write, some draw, some record a voice note.
4. Environment: Where/How the classroom feels.
Example: Quiet corners, standing desks, or group tables.
✏️ Try It! (10 mins)
Pick one idea above. How could you use it in your next
lesson?
Example: "For our Unit of Inquiry, I’ll let students
choose to write or draw their reflection."
Please share this during our town hall of in the PYP
group
 Part 3: Starting differentiation in your PYP classroom? Here’s a
simple checklist of what to prepare first, tailored for new teachers:
1. Know Your Students
Before you differentiate, gather:
Learning Profiles: Quick survey (e.g., "Do you like reading, drawing, or moving to
learn?").
Readiness Levels: Pre-assessment (e.g., thumbs-up/middle/down for a skill).
Interests: "Favorites" list (topics, hobbies, how they like to work).
 Part 3: Starting differentiation in your PYP classroom? Here’s a
simple checklist of what to prepare first, tailored for new teachers:
2. Set Up Your Classroom
Flexible Environment Essentials:
Spaces: Quiet corner, group tables, floor seating.
Supplies: Visual aids (anchor charts), manipulatives, headphones.
Routines: Teach how to choose workspaces/resources
independently.
Tip: Start with one flexible area (e.g., "You may sit at tables or on
cushions today").
 Part 3: Starting differentiation in your PYP classroom? Here’s a
simple checklist of what to prepare first, tailored for new teachers:
3. Plan Your First Strategy
Pick ONE simple way to differentiate in your next lesson:
Content: Offer 2–3 leveled texts/videos on the same topic.
Process: Let students choose how to explore (e.g., "Read alone, with a
partner, or listen to audio").
Product: Provide options to show learning (e.g., "Draw, write, or record
your answer").
Example for a UOI Lesson:
"Research energy sources using:
Option 1: Books + highlighters
Option 2: Tablet video + sketchnotes
Option 3: Interview a peer and record."
 Part 3: Starting differentiation in your PYP classroom? Here’s a
simple checklist of what to prepare first, tailored for new teachers:
4. Prepare Scaffolds
Have these ready for students who need support:
Sentence starters (e.g., "I think ___ because ___").
Visual steps (e.g., "How to solve a problem" flowchart).
Partner cards for peer support ("Ask a friend who knows this!").

5. Communicate Expectations
Students: Explain differentiation simply:
"Everyone learns differently—today you’ll pick what works for you!"
Parents: Send a quick note:
"We’re trying flexible learning options to help all students succeed."
 Your First Week Action Plan
Day 1: Survey students’ interests/needs.
Day 2: Try one flexible option (e.g., choice in
how to respond).
Day 3: Reflect—what worked? Adjust for
next time.
💡 Pro Tip: Start small! Even one
differentiated activity per week builds
confidence.
 🚀 Part 4: Take Action!
🌱 Your First Differentiation Plan
1. Subject: ________ (e.g., Math)
2. Activity: ________ (e.g., "Word problems about shopping")
3. SPIN Strategy: ________ (e.g., Preference: "Solve with toys
OR numbers")
4. Environment Change: ________ (e.g., "Math corner with
blocks")
🎉
That’s it! You’re differentiating.
Stay tuned to Explore more in
Step 2: Simple Assessment for
Differentiation coming soon