How do you differentiate within a single lesson?
Differentiation within a single lesson is no luxury in MBO and HBO — it's a necessity. But preparing three versions of every lesson is unsustainable. This article describes three forms of differentiation, a 7-step approach to serve multiple levels in one lesson, and when each form makes sense.
Three forms of differentiation
Level
Difference in prior knowledge or ability. Most urgent in MBO classes with levels 2, 3 and 4.
Pace
Difference in working speed. Works best in independent work periods; less so in whole-class instruction.
Interest
Difference in motivation or professional context. Strong in HBO tutorial groups and corporate trainings.
7 steps to differentiate within a single lesson
- 1
Choose the form of differentiation that fits
Level (difference in prior knowledge), pace (difference in speed) or interest (difference in motivation). For MBO with levels 2-4 in one class: level differentiation. For HBO tutorial groups: pace or interest.
- 2
Work from one shared learning objective
Differentiation doesn't mean three different learning objectives. One minimum goal for everyone — the differentiation lies in how you get there and what extra you can do.
- 3
Build the base layer for the weakest level
The base must be such that the weakest student manages it. Not "average" — below average. That keeps the base solid and gives you room for depth.
- 4
Add depth options per concept
Per slide or activity, 1-2 extra levels: a more complex case, an exception, a conceptual extension. Not compulsory material.
- 5
Make depth visible but not mandatory
Students must know that extra material is available and be able to choose. Layered slides, optional assignments, or a learning path they click through.
- 6
Check during the lesson who is where
Live polls or quiz questions give insight within 30 seconds. Who is at base level? Who wants more? No after-the-fact grades — adjust in real time.
- 7
Evaluate and recalibrate after every lesson
Too many students stuck at base level? The depth is too hard. Too many clicking straight through? The base is too easy. Adjust and retest.
Which form, and when?
- MBO levels 2-4 in one class: level differentiation via layered teaching. One lesson with a base layer (level 2) + depth layers (levels 3 and 4).
- HBO tutorial group with research variants: interest differentiation. Students choose a case that fits their graduation specialisation.
- Independent learning period or flipped classroom: pace differentiation. Learning-path mode, the student sets the speed.
- In-person training for a mixed-seniority audience: interest differentiation via professional context.
In LectaMe
LectaMe's layered slides support level differentiation natively. For interest differentiation, you generate multiple cases per professional context in Case Flow and let students choose. For pace, the learning-path mode works: students click through at their own pace — you see progress in real time.
Need more depth? Read how to differentiate a presentation in layers with layered teaching.
Frequently asked questions
What are the three main forms of differentiation?+
Level differentiation (difference in prior knowledge or ability), pace differentiation (difference in working speed) and interest differentiation (difference in motivation or context). For MBO, level differentiation is most urgent due to mixed classes (levels 2, 3, 4). For HBO, pace and interest are often more relevant.
How does differentiation differ from layered teaching?+
Differentiation is the overarching didactic strategy. Layered teaching is one concrete form: one lesson with multiple layers instead of multiple lessons. Other forms are level groups, choice assignments or buddy systems. Layered teaching scales most easily for weekly lessons.
How many levels should I offer in one lesson?+
Practical maximum: 3 (base + 2 depth layers). More becomes unsustainable for you and confusing for students. With large level gaps, you're better off using separate activities instead of more layers.
How do I keep fast students engaged during whole-class instruction?+
Give fast students a role — let them summarise the explanation for others, add an open question to the poll, or open the depth material on their own screen. This steers the two-way nature of differentiation: fast students learn by explaining, not by being left out.
Does differentiation also work for in-person trainings or work conferences?+
Yes. For corporate trainings, interest differentiation works best: let participants choose which case or depth material fits their role. Pace works less well in live sessions because it pulls the group apart; save pace differentiation for independent learning at home.
Sources
- Differentiated Instruction (Tomlinson) — Carol Ann Tomlinson's framework as a didactic foundation.
- NRO — Dutch research into the effects of differentiation in practice.
- Wij-leren.nl — practical articles on differentiating in MBO and HBO.
Further reading
Try differentiation with LectaMe
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