... pleasant classroom relationships and learning environments for these learners to become active and autonomous is paramount to successfully use differentiation. Differentiation will only be successful if the teacher knows his or her class well. Only then can an effective action plan be created for the pupils. Differentiation in practice Wringe (1989) states 'Not only do groups differ according to age but also according to ability and motivation'. He also believes that 'Though classes may often have their own distinctive group personality, individuals within them will also vary widely in their capacity and response'. There are various types of differentiation, some of which are as follows: Differentiation by text Differentiation by task Differentiation by outcome Differentiation by ability Differentiation by variety Differentiation by range Differentiation by content Differentiation by resources Differentiation by support Differentiation by choice Differentiation by management Differentiation by response Differentiation by interests Differentiation by timing According to Convery and Coyle (1999), differentiation by text is useful since 'learners work with spoken or written materials ...

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