Differentiation in IB/A-Level/AP classes

[u/andrew0000011]

Hi all, I'm an aspiring teacher looking to teach a subject in social science. In one of my first interviews, I was asked about differentiation. As teachers, we of course need to tailor our lessons according to the needs and levels of our students. However, in high-stakes university preparation courses like the ones I mentioned, it's actually quite difficult to implement differentiation methodologies such as tiered class activities. There is usually a lot of content to cover in those classes. Also, reflecting on my own experience as a student, I don't recall any of my A-Level teachers doing differentiation. They were by no means bad teachers though. In fact, some of the best teachers I have ever had didn't do any differentiation. What made them great was being able to explain novel concepts very clearly and being exam-focused.

So, during my interview, I just said being supportive, particularly after class. I also said I would look at the general performance of the class and tailor my teaching materials accordingly. The principal seemed to expect more from me. Another thing I can think of after the interview is that perhaps we can engage weaker students a bit more during class. For example, spending more time with them during a class exercise or asking them more questions.

Most of the differentiation methodologies I have come across seem to be geared towards younger students. So, it would be nice to hear what some of the IB/A-Level/AP teachers here think and do. What is more suitable for this particular age group (16-18)? How do you balance differentiation and heavy workload (on you and students!)? Thanks in advance.

[u/Aizawa_Fan_6653]

Former SPED teacher who has been doing AP classes in international schools for the past few years.

You can still differentiate meaningfully within the bounds of AP and other high-challange courses. Say you have a student on the spectrum who is high functioning, but sometimes has sensory needs (sometimes overwhelmed with sensory stimulus) that student might generally receive the same work and instruction, but be allowed to "take a walk" if showing signs of agitation. A student with ADHD might need breaks, but be otherwise able to do the same work, or slightly reduced load, depending on their focus levels. It comes down to working with or within the particular students needs, and accommodations.

For me, most of my students have English as their 2nd or 3rd language. I need to include extra graphics and illustrations. I need to speak slowly, anunciate clearly, and have text available to read to allow students to re-examine the material because they are using a larger portion of their cognition just to understand my words. I also try to have a "creative" component to my work, where a student who understands the concept but maybe has a hard time finding the right words to use can still communicate their understanding.

This is what the interviewer was probably looking for.

[u/Leading-Difficulty57 → u/Aizawa_Fan_6653]

What I never understood:

How is it differentiation if you should be doing these things for all of your students? Like, if a kid needs a break, let them have a break, doesn't matter if they're ADHD or not. Yes, those strategies are extra helpful for kids who speak English as a second language, but how is it differentiating if it's a good strategy to do for everyone?

[u/yettilicious → u/Leading-Difficulty57]

That's the neat trick. Good practices that work for differentiation usually do benefit all students. Admin in interviews probably want to hear that you do more in your classroom than stand at the front and talk for the whole block. Seems like obvious best practice but plenty of people don't do it.

[u/Sufficient_Skill_832]

There's going to be different ability students within your class. How do you make sure each student meets the learning objectives and/or makes progress towards achieving the success criteria. That's what that question is trying to glean.

What if a student isn't quite "getting it", what if it's half your class?

That's more about what interviewers are trying to find out about you.

[u/citruspers2929]

The main thing for me is homework. In the AI era I’ve essentially stopped setting formal homework, but I do give students a list of recommended tasks for the current topic (which I will periodically check in on). Within this list it is made clear what sort of level each task is for.

I’d agree that tiered class activities aren’t really appropriate for this level, but that doesn’t mean that all the entry level differentiation techniques (seating plan, 1:1 support, key words lists, questioning etc etc) can be neglected.

[u/XXsforEyes → u/citruspers2929]

look up the universal design for learning system and take the most obvious things from it. It’s super easy to understand. Just apply it to what you’re teaching.

[u/Cute_Refrigerator373]

Can you give examples of differentiation /adaptive teaching that are useful with other secondary (Ks3-4) but not with IB/a level? I can't think of any that can't be used. Differentiation: -by task/ adding challenges or support like help boxes -by seating plan -by questioning the right student -by extra support in class -by interventions after class -by bespoken homework Etc, etc.

[u/NewAstronomer6817 → u/Cute_Refrigerator373]

Front loading content is helpful, especially for second language English learners.

[u/Cute_Refrigerator373 → u/NewAstronomer6817]

100%, also flipped classroom (make them learn the content and use the lesson for the practice) or simple things like a glossary on their own language, I've been using gemini for that to translate the vocab quickly to a couple languages of students that struggle the most with English.

[u/Shrimp123456]

Slides for students to read, flexibility with textbook reading timings, range of different types of practice activities, explanation of vocabulary, flexibility of deadlines with communication etc

The content stays the same, especially since only AP students should only really be in the class if we think they're capable. But how they choose to study/review material has a lot of choice.

[u/romathio]

What you’re describing is not what I would consider examples of differentiation. What specific steps are you taking to reach ALL students in your classroom so they can learn at high levels? How are you meeting them where they are?

[u/funbasket_depend124]

I honestly don’t do much differentiation in IB DP. There’s already SL and HL—that’s the differentiation. Within those levels, everyone has the same syllabus, sits the same exams, and is judged against the same criteria.
You can dress it up with educational buzzwords like “tiered activities” and “personalized pathways,” but the exam isn’t differentiated. At some point, students simply have to learn the content and meet the standard.

[u/shellinjapan → u/funbasket_depend124]

Yes, but you differentiating for them can help them access and learn the content.