The Maker Model of Differentiated Curriculum
Curriculum Differentiation is a broad term referring to the need to tailor teaching
environments and practices to create appropriately different learning experiences for
different students.
Maker's model of differentiated curriculum (Maker 1982a, 1982b, 1986) suggests
that curriculum needs to be differentiated in terms of:
1. Learning environment: The aim is to create a learning environment which
encourages students to engage their abilities to the greatest extent possible,
including taking risks and building knowledge and skills in what they perceive as a
safe, flexible environment. It should be:
student-centred - focusing on the student's interests, input and ideas rather
than those of the teacher,
encouraging independence - tolerating and encouraging student initiative,
open - permitting new people, materials, ideas and things to enter and non-
academic and interdisciplinary connections to be made,
accepting - encouraging acceptance of others' ideas and opinions before
evaluating them,
complex - including a rich variety of resources, media, ideas, methods and
tasks, and
highly mobile - encouraging movement in and out of groups, desk settings,
classrooms, and schools.
2. Content modification: The aim is to remove the ceiling on what is learned, and
use the student's abilities to build a richer, more diverse and efficiently organised
knowledge base. This building can be facilitated by encouraging:
abstractness - with content shifting from facts, definitions and descriptions to
concepts, relationships to key concepts, and generalisations,
complexity - with content shifting to inter-relationships rather than considering
factors separately,
variety - with content expanding beyond material presented in the normal
program,
study of people - including the study of individuals or peoples, and how they
have reacted to various opportunities and problems, and
study of methods of inquiry - including procedures used by experts working in
their fields.
3. Process modification: The aim is to promote creativity and higher level
cognitive skills, and to encourage productive use and management of the
knowledge the students have mastered. This can be facilitated by encouraging:
higher levels of thinking - involving cognitive challenge using Bloom's
Taxonomy of Cognitive Processes, logical problems, critical thinking and
problem solving,
creative thinking - involving imagination, intuitive approaches and
brainstorming techniques,
open-endedness - encouraging risk-taking and the response that is right for
the student by stressing there is no one right answer,
group interaction - with highly able and motivated students sparking each
other in the task, with this sometimes being on a competitive and sometimes on
a cooperative basis (depending on the task and its objectives),
variable pacing - allowing students to move through lower order thinking more
rapidly but allowing more time for students to respond fully on higher order
thinking tasks,
variety of learning processes - accommodating different students' learning
styles,
debriefing - encouraging students to be aware of and able to articulate their
reasoning or conclusion to a problem or question, and
freedom of choice - involving students in evaluation of choices of topics,
methods, products and environments.
4. Product modification: The aim is to facilitate opportunities for talented
students to produce a product that reflects their potential. This can be
encouraged by incorporating:
real problems - real and relevant to the student and the activity,
real audiences - utilising an "audience" that is appropriate for the product,
which could include another student or group of students, a teacher (not
necessarily the class teacher), an assembly, a mentor, a community or specific
interest group,
real deadlines - encouraging time management skills and realistic planning,
transformations - involving original manipulation of information rather than
regurgitation, and
appropriate evaluation - with the product and the process of its development
being both self-evaluated and evaluated by the product's audience using
previously established "real world" criteria that are appropriate for such
products.
A number of management strategies that are often useful in implementing
curriculum differentiation strategies include:
the use of contracts - allowing individualised and student negotiated programs
and promoting the student's time-management skills and autonomy,
conferencing - allowing dedicated student negotiation and review, and
grouping strategies - facilitating children to work with "like minds" and
encouraging group interaction.
