One student finishes before you reach the second instruction. Another is still trying to understand the first example. A third has copied the method correctly but cannot explain it. The whole class is on the same page, but not at the same starting point.
Begin with a shared learning goal, use a short check to find the barriers, and vary the support before multiplying the tasks. Differentiation does not have to mean preparing a separate lesson for every learner.
Find the prerequisite that matters today
Before teaching percentage change, check whether learners can calculate a percentage of a quantity. A few carefully chosen questions can reveal more than a long general quiz.
Ask for reasoning as well as the answer. A correct response reached through an unreliable shortcut may need a different conversation from an incorrect response caused by a small arithmetic slip.
Build support around one core task
Choose a task that expresses the learning goal. Then prepare ways into it: a diagram, a partially completed example, a vocabulary explanation or a reminder of the prerequisite.
An illustrative structure is to offer a worked starting point, an independent version and an extension asking learners to explain or compare methods. The extension should deepen understanding rather than simply add more of the same questions.
Let groups change
Use today's responses to decide who needs which support. Do not turn a temporary difficulty into a permanent identity. A learner who needs help with fractions may be confident with spatial reasoning.
- Check the prerequisite.
- Teach the core idea.
- Offer the support the response suggests.
- Remove a scaffold when the learner is ready.
- Finish with an independent check.
Record the misconception and next action. A list of coloured groups is less useful if it never changes what happens in the next lesson.
Use Gyanis Flow for targeted follow-up
Flow offers practice and teacher assignment tools, subject to the account and institution. A teacher can use available activity information to decide what to inspect more closely, then check the student's reasoning directly.
Generated questions and feedback need review for accuracy, difficulty and curriculum fit. Do not assume that an activity score captures everything a learner understands. For a persistent individual gap, an available Vibe expert can offer separately paid subject support where appropriate.
A concrete Flow assignment workflow
Once your institution has set up teachers and sections, select a permitted class or learner and assign the relevant Drills, Express, Gameplan or MindMaps activity. Review the submitted evidence in the teacher workspace, then choose the next assignment from the gap you can actually see. Keep private mentor notes where enabled to preserve useful teaching context.
For example, use Drills to check recognition of a concept and Express to inspect an explanation. A learner who selects the correct option but cannot explain it needs a different next task from one who has not understood the concept. That is a practical use of personalisation: changing support in response to evidence.
Questions teachers ask
Should struggling learners always receive easier work?
Consider additional explanation and scaffolding towards the same goal. The appropriate adjustment depends on the learning need and any established support plan.
How do I know the adaptation helped?
Ask the learner to attempt a related task with less support. Compare the reasoning, not just how many boxes were completed.
For tomorrow: identify one prerequisite, one likely misconception and one scaffold you can remove when it is no longer needed.
Further reading
EEF: checking understanding to guide teaching. The routine above is an illustrative classroom design, not a claim that an app produces a particular attainment gain.