Differentiation and remediation: from evidence to action
Differentiation adapts the route to a shared objective; remediation revisits a missing prerequisite. A practical guide with a fractions example and prompt.
Key takeaways
- Differentiation adapts the route while keeping the learning objective shared.
- Remediation revisits a concept or prerequisite that has not yet been understood.
- A total score does not explain what a learner needs; diagnose the misconception first.
- Reteach with a different representation, practise, then check again with a fresh question.
Every class includes learners at different starting points. Differentiation adapts the way towards a shared objective. Remediation revisits a concept or prerequisite that has not yet been understood. Both depend on evidence from formative assessment.
Begin with the learning objective
Keep the central goal consistent: for example, comparing fractions and explaining why one is larger. Tasks can vary in scaffolding or challenge without giving different groups an unrelated lesson.
Build three pathways
For support, use fraction strips and a partly completed worked example. For core practice, ask learners to compare fractions and show their method. For extension, offer an unfamiliar problem that needs justification. Ask AI to draft these versions, then check their mathematical accuracy and reading demand.
Find the prerequisite behind the mistake
An incorrect comparison may reflect uncertainty about equivalent fractions. Use a short diagnostic question or a conversation to understand the gap before choosing a remediation activity. A total score alone does not explain what a learner needs.
Reteach, practise, check again
Offer a different representation, model the reasoning and provide focused practice. Finish with a fresh question that checks the same concept. Use the response to decide whether to continue support or return to the shared task.
What differentiation is not
Differentiation is not a separate lesson plan for every learner, and it is not a permanent label. Fixed “ability groups” can lower expectations for the learners placed in them. Matching activities to supposed learning styles is also not supported by good evidence. Effective differentiation keeps expectations high and changes the support, not the destination.
Four things you can adapt
- Content: the examples, texts or representations learners work with, such as fraction strips before symbols.
- Process: how learners work, such as a worked example, a partner explanation or a checklist of steps.
- Product: how learners show understanding, such as a diagram, a short explanation or a solved problem.
- Environment: where and with whom learners work, such as a small group with the teacher for ten minutes.
Adapt one of these at a time. Changing everything at once makes it hard to tell what helped.
Keep groups flexible
Group learners by what the latest evidence shows, not by last term’s results. A learner who needs support with equivalent fractions may be ready for the extension task in geometry. Re-form groups after each check for understanding, and make sure every group meets the same objective by the end of the sequence.
A week of fractions, differentiated
| Day | Whole class | Adapted for some learners |
|---|---|---|
| Monday | Short diagnostic: three comparison questions | Note who compares numerators only |
| Tuesday | Model comparing with a common denominator | Support group uses fraction strips first |
| Wednesday | Guided then independent practice | Extension: compare three fractions and justify |
| Thursday | Mixed problems in context | Remediation group revisits equivalent fractions |
| Friday | Fresh exit ticket on the same objective | Use results to plan next week’s groups |
Using AI to differentiate, well
AI is useful for the drafting that makes differentiation time-consuming: three versions of a task, a worked example with steps removed, a simpler reading passage on the same topic. Give it the learning objective, the misconception you observed and the level of support you want. Then check the mathematics, the reading level and that every version still leads to the same objective. The Education Endowment Foundation’s Teaching and Learning Toolkit (opens in a new tab) is a good reference for which approaches have the strongest evidence.
Why this matters now
In PISA 2025, about one in five students across the OECD fell below baseline proficiency in science, reading and mathematics. Catching gaps early, and responding with targeted support rather than simply moving on, is one of the most practical responses available to teachers.
A prompt to adapt
“Create support, core and extension versions of this activity for [grade and curriculum]. Keep [learning objective] consistent. Include a worked example, a common misconception and a follow-up question. Explain what I should review before use.”
Frequently asked questions
What is the difference between differentiation and remediation?
Differentiation adapts the route, scaffolding or challenge towards a shared learning objective. Remediation revisits a specific concept or prerequisite a learner has not yet understood.
How do you differentiate a lesson?
Keep one learning objective and build support, core and extension pathways that vary in scaffolding and challenge, then use formative evidence to decide who needs which pathway.
Should I use ability groups?
Use flexible groups based on the latest evidence for a specific skill, and re-form them often. Fixed ability groups can lower expectations for learners placed in lower groups.
Can AI help with differentiation?
Yes, with the drafting: support, core and extension versions of a task, worked examples and simpler texts on the same topic. The teacher checks accuracy and decides which learner needs which version.