Monday, 15 Sep 2025
At its core, differentiation is recognising that students are at different points in their learning and responding accordingly. In a recent webinar, ACER education consultant Marc Kralj described what differentiation looks like in the classroom and demonstrated how PAT data can be used to inform teaching strategies.
How do we define differentiation?
‘A differentiated classroom provides different avenues to acquiring content, to processing or making sense of ideas, and to developing products so that each student can learn effectively.
Carol Ann Tomlinson, How to differentiate instruction in mixed-ability classrooms, 2001.
Differentiation is:
- quality of instruction, not quantity
- different elements of learning and teaching, comprising:
- content – the knowledge, understanding and skills we want students to learn
- process – how students come to understand or make sense of the content
- product – how students demonstrate what they have come to know, understand and are able to do after an extended period of learning
- providing an appropriate level of challenge
- offering equal access to learning opportunities
- providing a range of activities.
Differentiation is not:
- writing individual and unique learning plans for each student (although you can record student notes about targeted differentiated activities within these plans)
- streaming students
- providing more work for high achievers and less for low achievers
- having tutors for high achievers and support staff for low achievers
- providing high achievers with next year’s content.
Teachers need to both acknowledge differentiation in their classrooms and respond accordingly to maximise educational access for all students, regardless of background or ability, and put them in a position where they are able to engage and understand.
Using PAT data
It is a fact that students of a similar age and grade will be at different entry points. This is present in the evidence collected not just through PAT assessments, but also in other comparable sets of assessment, formative assessments undergone and observed, and summative assessments collected. Also, consider First Nations or EALD/non-English speaking students, students with ILPs and those with learning difficulties. Teachers need to identify these students’ entry points, not just based upon their academia, but also based upon how they've been assessed, their cultural background, as well as their capacity to use literacy and language. Triangulating PAT data with observation and conversation builds a well-rounded view of each student’s learning needs.
When considering a differentiated approach, there are a number of things to take into account that impact how teachers develop a strategy. The key is understanding how to look at assessments, learning progressions or achievement bands in PAT, delving further into the specifics of strands and sub-strands, and understanding how it can all reflect differentiation in a classroom.
Learning progressions describe the path students take from early years of knowledge, skills and understanding to those more advanced, sophisticated skills. PAT provides achievement bands that map to typical knowledge and skills, and these can help track student growth over time and provide comparisons within specified groups. Teachers can identify, not just where a student is currently performing, but what their next learning steps might be.
Strategies to support classroom practice with PAT
PAT data should not be used in isolation, but complemented with observation and discussion to design informed, inclusive learning opportunities that reflect the diverse needs of all students. This includes collated observations from colleagues and discussions with students, parents and PLCs.
As teachers begin to differentiate instruction, there are 3 main instructional elements that can be adjusted. Teachers can differentiate the content, process and product using PAT achievement bands and accompanying resources. An effective differentiation approach involves ‘shaking up’ classroom practice, offering multiple ways for students to access content, express their learning and demonstrate understanding. Mr Kralj noted that teachers should use multiple strategies in the group or class to address identified strengths, weaknesses and gaps. Teachers might use tiered activities aligned to PAT scores, such as using visual models for emerging learners or abstract problems for advanced students, or introduce varied formats.
Developing varied resources and assessment strategies supports meaningful learning and reflects true understanding for all students across any subject area. Importantly, it also encourages and empowers students to become not only independent, but to understand for themselves where they are in their learning.
Want to learn more? Watch the full webinar here.