Dear teachers,

Today, I want to share practical ways to differentiate assessments in your Physical and Health Education classes. At the end of this read, let me know if it was useful and feel free to share how you differentiate in your own practice.

To ground this reflection, I draw inspiration from a powerful thought piece on differentiation by Inosse Wilson Chavane, an IB Chemistry Teacher from Mozambique. His work, created for the Teaching Preparation Program (TPP), explores key elements of differentiation in teaching. While he used Chemistry examples, I’ve adapted the ideas to fit Physical and Health Education.

The Three Pillars of Differentiation: Content, Process, and Product

1. Differentiation by Content

This occurs when the teacher focuses on the knowledge, skills, and competencies students need to acquire, offering multiple entry points to access core content. The learning objectives remain the same for all students or at least close but the path to reaching them may differ.

Examples in PHE:

• Students explore health concepts through different media: reading individually or in pairs, watching videos, or listening to audio recordings.

• Instead of explaining concepts like “balance” or “coordination” through lecture, show students images or real-life examples like balancing on a beam or coordinating with a partner in a passing game.

2. Differentiation by Process

Here, the focus is on how students make meaning of the content. To succeed, a teacher needs to understand students’ interests, backgrounds, and learning profiles.

Examples in PHE:

• While teaching shapes, relate them to sports: a rectangle (soccer field), circle (basketball), or oval (American football).

• Allow learners to explore at their own pace. Some might benefit from peer support, while others may need teacher guidance or extended time.

This type of differentiation fosters transfer of knowledge helping students connect class content to real-life experiences. It also encourages inquiry, experimentation, and deeper reflection.

3. Differentiation by Product

This focuses on how students demonstrate their learning. Authentic assessments allow learners to express understanding based on their interests, strengths, and preferred formats.

Examples in PHE:

• Students might create a video, infographic, or live performance.

• One student may choreograph a gymnastics routine, while another writes a poem explaining the movements involved.

Bonus: Differentiation by Learning Environment (Affect)

Though not always highlighted, this is critical. It emphasizes emotional safety, student well-being, and cultural sensitivity.

For example:
Before teaching sensitive topics like sexuality, understand your students’ backgrounds. Conversations with families or cultural insight can help shape your approach.

6 Real-Life Differentiation Scenarios in PHE

Let’s explore how you can apply these concepts directly in your classroom:

Scenario 1 – Choice of Equipment (Product)
At the end of a unit, students chose how to demonstrate their learning some used bows, others ribbons, or no materials at all. By providing choices, each student could show their skills in the way that best suited them.

Scenario 2 – Reflective Practice (Process)
During a movement composition unit, the teacher conducted reflective interviews while students completed self-assessment sheets. The feedback offered rich insight into their understanding and personal growth.

Scenario 3 – Tech-Enhanced Formative Assessment (Content & Process)
Using Plickers, the teacher assessed not only unit content (e.g., striking and fielding) but also approaches to learning like communication and collaboration. This data helped tailor future lessons.

Scenario 4 – Student-Designed Games (Product)
Students created original games using materials of their choice hoops, balls, scoops, etc. Enhancing creativity and engagement.

Scenario 5 – Gymnastics Poetry (Product & Process)
Students wrote or performed poetry about their gymnastics routines. They could choose to present it as a video, audio, written piece, or poster. This creative task integrated cognitive and kinesthetic learning.

Final Reflection: How to Differentiate a Summative Assessment?

In a training with MYP coordinator Esther Nondi, we used green and yellow paper:

• Green = What I know

• Yellow = What others wanted to learn

This simple tool supported both self-reflection and peer learning, reinforcing the idea that effective assessment begins with understanding what students bring to the table and where they wish to grow.

Final Thoughts

Differentiation isn’t a quick fix. It’s a lifelong mindset an evolving practice rooted in respect for students and their diversity.

As Inosse Chavane puts it:

“Differentiation is more than a strategy. It’s a way of showing respect for diversity, promoting equity, and helping every learner shine.”

Start small. Focus on your students’ strengths. Be a reflective practitioner. Build meaningful relationships. And remember: differentiation is not a one-day practice it’s a journey.