Using ICT to support differentiation in chemistry teaching

Differentiation in teaching in general is a thorny issue and particularly problematic if you have large classes of students whose approaches to learning seem to differ increasingly widely. These difficulties are compounded when teaching Chemistry, which students often quote as one of their most challenging subjects.

This section of the ChemIT website offers an opportunity to both share resources and discuss approaches which have proved effective.

Differentiation Overview

 A discussion document defining terms and listing possible types of activity:    here

Here "differentiation" is meant in two distinct ways:

1. By type of activity: taking into account visual, auditory and kinaesthetic learning styles and working as individuals, pairs or groups. Click here for examples.
2. By alternative outcomes: students having access to a range of activities at the same time.