Different teaching styles and different lessons may suit different methods of differentiation but the standard approach is to differentiate content, process, product and environment.
Secondary teachers will use different forms of differentiation depending on the nature of the sequence of learning within the SOW, the Key Stage and the nature of the group of students within the class.
Both student and teacher mindsets have an impact on differentiation because perceptions about intelligence affect both willingness to learn and on-going performance. Fixed mindsets see ability as static and inflexible, whereas growth mindsets see ability as something that can be increased with time and effort.
Differentiation should reflect a teacher’s growth mindset and promote the students’ growth mindset. A teacher with a growth mindset understands that each student, regardless of perceived ability, can succeed if their effort is matched with high goals, high support and suitable learning opportunities. They ensure that their differentiation reflects this philosophy. Where possible differentiation should allow students having the most difficulties to make progress in catching up and so achieving the highest expected outcomes.