Lifelong Learning Programme

This project has been funded with support from the European Commission.
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Title of Product
The Guide for differentiating learning and teaching
Image of the product
Name of Author(s)
Technical Assistance of the Phare Project
Name of Producer
WYG International Ltd (IMC Consulting Ltd)
Date of Production
Language of the review
Language of the product
Type of product
Online Publication
Thematic Area
Students with learning difficulties
Target Group
Headmasters, Teachers, Students
Description of Contents
“The Guide for differentiating learning and teaching” is a product of the project financed by EU , PHARE RO 2002/000-586., “Education and initial technical and professional training. Technical assistance”, published in September 2005, under the direction of MEC - CNDIP / UIP .
The guide contains an introduction to student-centered differentiated and inclusive learning , key aspects of the quality of learning , information on the relationship between learning styles and differentiation; questionnaire to identify individual learning styles, presentation characteristics of each style, suggestions on specific teaching strategies adapted to each of the three styles, models of structures for planning lesson , suggestions for planning differentiation and student-centered learning .
The introduction to student-centered differentiated and inclusive learning, focuses on defining the concepts of differentiation, presenting the advantages of a differentiated approach to learning, clarifying the concept of inclusive learning.
Among the key aspects of the quality of learning one can include: full initial and appropriate investigation, providing support and efficient guidance, identifying students' learning styles, effective lesson planning , effective implementation of a comprehensive induction program, maintaining all the students’ the interest, ensuring that able students are challenged to exploit their full potential.
The differentiation cannot be achieved in the absence of identifying students’ learning styles, the guide using surveys to identify styles including visual, auditory and kinesthetic ones. Relevant from the point of view differentiation are the conditions of developing teaching strategies to match learning styles, respectively, teaching strategies suggestions appropriate for the main goals of teaching: creating excitement and interest in the topic, problem solving, providing information, acquiring skills, developing oral and written communication skills, ordering information, assessment and examination of learning.
In order to review the Guidelines for differentiating teaching and learning – Education and initial technical and professional training. Technical assistance it has been analyzed in terms of structure, but also in terms of content, with the aim of allowing its use as a tool and supporting material by form masters and teacher.
Structuring information and quality content aim at exploiting the full potential of the individual, transforming learning into an enjoyable activity that meets the needs and personal interests.
The expected results through activities and models presented can be useful to all form masters and teachers and teachers in schools aimed at:
• Creating an inclusive learning environment;
• Improving student learning;
• Improve students' motivation for learning;
• Increased learning key skills, especially those related to understanding;
• Efficient use of resources;
• Reduce school absenteeism;
• Increased compatibility between learning and modern research;
• Improving communication and relationships between teachers and students;
• Directing students to the effective management of personal resources;
• Stating and expressing learning objectives in a manner useful to the students;
• Designing activities that encourage students to take responsibility for their own learning;
• Prepare lessons that take into account students' preferred learning styles;
• Using teaching-learning methods to promote equal opportunities;
• Setting tasks which are not too heavy or too easy;
• Using Information and Communication Technology to support different rhythms, learning styles and levels of learning.
The examples of good practices are age appropriate for the student’ age level and the psycho-emotional aspects pursuing exploitation of all educational resources and increase students' motivation for learning by focusing on student learning and differentiation.

The product is a result of this previous project

Title of the project
PHARE Project : RO 2002/000-586.
Education and Technical and Vocational Training. Technical Assistance
Funding Programme
PHARE Project: RO 2002/000-586.
Vocational Education Training
Project number
PHARE: RO 2002/000-586.

20 December 2014

Final Partners’ meeting

The fourth partners’ meeting took place in Florence (IT) on 15 December 2014. The meeting had the objective to check the activities carried out since the third meeting of the project and share and assess the in progress results. A special focus has been dedicated to the presentation of the strategies to solve the case scenarios.