DIfferentiation

IB programmes promote equal access to the curriculum for all learners. Removing barriers to learning involves planning for student differences through a variety of teaching approaches, implementing a variety of learning activities, and making available to students a variety of formats and modes of exploring knowledge and understanding. It also involves identifying, with each student, the most effective strategies for them to develop, pursue and achieve realistic and motivational learning goals.

In the context of an IB education, special consideration often needs to be given to students’ language backgrounds and skills. Affirming students’ identity and valuing their prior knowledge are important aspects of treating students as unique individuals and helping them develop holistically as young adults. Multiple perspectives can often be found most naturally in the classroom. Different students are interested in different issues. Their beliefs and positions on the same issue differ, and they are differently placed to help their classmates understand a certain key concept, theory, idea or example. Teachers should identify and draw on this richness in their planning and teaching.

The activities in extended inquiries allow for differentiated learning and more individualized guidance.

A challenge of differentiation may be how best to help all students acquire a conceptual understanding of global politics—arguably the most challenging aspect of the course, especially for second-language learners and learners more oriented towards concrete examples rather than abstract thinking. Here, a variety of approaches to the key concepts throughout the course is likely to be most helpful. It will also be important to be alert from the beginning to students who are struggling with the conceptual layers, and look for ways to help them on a more individualized or small-group basis.