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Understanding Learners and Adapting Teaching: Differentiated Teaching and Learning
This course introduces teachers to differentiated teaching and learning and equips them with the practical skills and tools needed to implement differentiated teaching and learning in their classrooms.
About this course
Learners in the same classroom may have different levels of readiness, interests, preferences and support needs. Differentiated teaching and learning helps teachers respond to these differences through inclusive, learner-centred teaching while maintaining high expectations for all. This course provides practical guidance on using assessment information and learner profiles to make adjustments to aspects of teaching and learning based on inclusive education principles.
The contents of this course draws on the UNESCO publication "Teachers' guide on differentiated teaching and learning: Addressing learning needs in the Asia-Pacific region."
This is the second of two complementary courses in UNESCO's Understanding Learners and Adapting Teaching (ULAT) programme. The companion course, Understanding Learners and Adapting Teaching: Diagnostic Assessment focuses on understanding learners through diagnostic assessment. It helps teachers identify where learners' knowledge and skills in relation to learning prerequisites before new learning begins.
Together, the two courses provide a coherent learning pathway: first understanding learners' needs through diagnostic assessment and then responding to those needs through differentiated teaching and learning.
Learning Objectives
By the end of this course, participants will be able to:
- Explain the principles of differentiated teaching and learning and their role in supporting learner diversity.
- Identify learners’ readiness, interests, preferences and other learning needs using assessment information and learner profiles.
- Apply key differentiated teaching and learning frameworks and approaches, including Universal Design for Learning, diagnostic teaching and tiered teaching and learning.
- Plan and implement differentiated learning strategies by adapting learning content, process, product and environment.
- Select and use practical strategies, including with digital technologies, to promote participation, accessibility and learning for all learners.
Requirements
There are no formal prerequisites for this course. Taking the course on diagnostic assessment first is recommended to support understanding of how assessment information before new learning can inform differentiated teaching and learning.
Frequently Asked Questions
Who is this course for?
This course is designed for pre-service and in-service teachers, teacher educators, school leaders, pedagogical advisers, and other education professionals interested in understanding and supporting learner diversity.
Do I need to participate at specific times?
No. This is a self-paced online course. Participants can complete all course activities according to their own schedule.
What types of learning activities will I complete?
Participants will engage with interactive learning materials, reflection tasks, classroom scenarios, case studies, practical diagnostic assessment activities, downloadable tools and templates, and end-of-section quizzes.
Can I apply the learning to my own context?
Yes. Participants are encouraged to adapt the strategies, frameworks, and tools presented in the course to their own teaching and learning environments and reflect on how they can support learner diversity in their specific contexts.
How can I learn and exchange ideas with other teachers?
Learning from this course can be further strengthened when it is combined with face-to-face learning opportunities with a trainer and/or peer learning with colleagues. You are encouraged to take this course alongside colleagues or other teachers in your school or local community. Consider arranging regular informal meetings to discuss the course’s reflection questions, share classroom experiences and explore how to apply what you have learned.
Course content
6 modules · 42 lessons · 9 assessments
- IntroductionLesson
- ContentLesson
- 1.1. Section objectivesLesson
- 1.2. What is differentiated teaching and learning?Lesson
- 1.3. Learning differences in the classroomLesson
- 1.4. Diversity in the classroomHomework
- 1.5. Attitudes towards diversityLesson
- 1.6. Principles of differentiated teaching and learningLesson
- 1.7. Three perspectives on differentiated teaching and learning in the classroomLesson
- 1.8. Summary of key pointsHomework
- ContentLesson
- 2.1. Section objectivesLesson
- 2.2. Low-stakes assessment as a tool for identifying learners’ needsLesson
- 2.3. Identifying learners’ needs related to learning differencesLesson
- 2.4. Building learning profilesLesson
- 2.5. Strategies to identify learners’ needs related to learner diversityHomework
- 2.6. Summary and key pointsLesson
- ContentLesson
- 3.1. Section objectivesLesson
- 3.2. Differentiated teaching and learning in practiceLesson
- 3.3. Frameworks supporting differentiated teaching and learningLesson
- 3.4. Universal design for learning (UDL)Homework
- 3.5. Diagnostic teachingLesson
- 3.6. Tiered teaching and learningHomework
- 3.7. Four components of differentiation and differentiated teaching and learning practicesLesson
- 3.8. Tiered task strategiesHomework
- 3.9. Developing strategies based on shared learner interests, preferences and environmentLesson
- 3.10 Differentiated teaching and learning strategies related to particular groups of learners and to assessmentLesson
- 3.11. Differentiating assessmentLesson
- 3.12. Summary of key pointsHomework
- ContentLesson
- 4.1. Section objectivesLesson
- 4.2. Identifying and addressing challenges in implementing differentiated teaching and learningLesson
- 4.3. Factors fostering and limiting differentiation in the classroomLesson
- 4.4. The differentiation compass: analysing the teaching contextLesson
- 4.5. Making planning decisions based on fostering and limiting factorsLesson
- 4.6. Designing a teaching and learning flowHomework
- 4.7. Planning template for differentiated teaching and learningLesson
- 4.8. Summary of key pointsHomework
- ContentLesson
- 5.1. Section objectivesLesson
- 5.2. The contribution of digital technologies to differentiationLesson
- 5.3. Use of digital technologies at the teacher, classroom and individual learner levelLesson
- 5.4. Evaluating digital tools: the 4Es frameworkLesson
- 5.5. Personalizing learning with digital toolsLesson
- 5.6. Improving accessibilityLesson
- 5.7 Providing alternative formatsLesson
- 5.8. Monitoring and managementLesson
- 5.9 Collaboration and interactivityLesson
- 5.10 PlanningLesson
- 5.11. Summary of key pointsHomework