Differentiation in IB/A-Level/AP classes
Hi all, I'm an aspiring teacher looking to teach a subject in social science. In one of my first interviews, I was asked about differentiation. As teachers, we of course need to tailor our lessons according to the needs and levels of our students. However, in high-stakes university preparation courses like the ones I mentioned, it's actually quite difficult to implement differentiation methodologies such as tiered class activities. There is usually a lot of content to cover in those classes. Also, reflecting on my own experience as a student, I don't recall any of my A-Level teachers doing differentiation. They were by no means bad teachers though. In fact, some of the best teachers I have ever had didn't do any differentiation. What made them great was being able to explain novel concepts very clearly and being exam-focused.
So, during my interview, I just said being supportive, particularly after class. I also said I would look at the general performance of the class and tailor my teaching materials accordingly. The principal seemed to expect more from me. Another thing I can think of after the interview is that perhaps we can engage weaker students a bit more during class. For example, spending more time with them during a class exercise or asking them more questions.
Most of the differentiation methodologies I have come across seem to be geared towards younger students. So, it would be nice to hear what some of the IB/A-Level/AP teachers here think and do. What is more suitable for this particular age group (16-18)? How do you balance differentiation and heavy workload (on you and students!)? Thanks in advance.