{"CACHEDAT":"2026-04-14 02:48:06","SLUG":"the-differentiation-matrix-rUbKbPWMFA","MARKDOWN":"## Introduction\n\n\n:::info\nBased on the principle of Learning on a Common Subject (Feuser 1998) the **Differentiation Matrix (DM)** allows teachers to check, **whether the lesson materials provided cover all topics and complexity levels necessary to offer appropriate learning experiences for all students**. \n\nA broadly covered differentiation matrix allows students to explore the same topic via different access points/learning modes. Working out lesson materials that cover the entire matrix may appear to require a lot of time and effort at first but once the ground work has been laid it is easily expandable and highly adaptable which makes it very user friendly, especially for **planning and teaching in teams**.\n\n:::\n\n\n# **How do I apply the Differentiation Matrix during lesson planning?**\n\n\n\n:::tip\nThe DM can serve as a tool for **reviewing how broadly accessible your lesson materials are**. The following checkpoints describe a relatively detailed and elaborate version of this assessment process. Once understood this template can be applied in an efficient manner to get a rough overview and reference point for adapting and expanding your lesson plan with an inclusive learning setting in mind.\n\n:::\n\n\n### ✅ 1. **What is the overarching learning goal of my lesson plan?**\n\nBy reviewing the main learning goal, you determine if there remains a common context / focal point for all of your activities. This is important because while naturally each activity varies in subtopic and complexity, working on a common topic enables students to connect those different complexity levels.\n\n#### Example:\n\n ![](/api/attachments.redirect?id=7ef2f4f3-e573-41ad-925e-b7f1abbe34fa \" =800x488\")\n\n\n\\\n### ✅ 2. **Asses activities: Which subtopics are being addressed by the activities in my lesson plan?**\n\nDetermine what subtopic each of your activities focuses on and write them down. Keep in mind that different activities can cover the same subtopic / one activity can touch on multiple subtopics! \n\n#### Example:\n\n ![](/api/attachments.redirect?id=b9a1d46c-6409-489c-b0de-c0f6704c2ace \" =600x419\")\n\n\n### ✅ 3. **Creating your X-axis: Where do my subtopics rank in subject complexity?**\n\nAssign each subtopic to a column on your DM X-axis by sorting them in order of overall subject complexity.\n\n#### Example:\n\n ![](/api/attachments.redirect?id=0523732a-c166-481a-aaf5-e7d00042dd17 \" =1186x842\")\n\n\n### ✅ 4. **Creating your Y-axis: Levels of cognitive complexity**\n\nAssign levels of cognitive complexity to the rows in your DM Y-axis. For a useful overview at least three levels are recommended.\n\n**Example:**\n\n ![](/api/attachments.redirect?id=2a8989ae-2633-40ae-b6bf-79b8a34d61fd \" =4163x2770\")\n\n\n\\\n\n### ✅ 5. **Where are my activities placed on the cognitive/subject complexity grid?**\n\nNow that your DM is ready to use, try placing your activities according to subject and cognitive complexity.\n\n#### Example:\n\n ![](/api/attachments.redirect?id=9b1a38de-9866-4e20-994a-329d6e09c578 \" =4078x2699\")\n\n\n\\\n### ✅6. **Time to assess! What does my DM look like?**\n\n- [ ] What areas of complexity does my lesson plan already cover?\n- [ ] Empty DM areas: What areas of complexity do I have to expand on?\n- [ ] How can I adjust my methods and activities in a way that allows that expansion? (→ **Remember the UDL guidelines**!)\n\n\n### \n\n\n\n:::info\n**This checklist was created based on:**\n\n\nFeuser, G. (1998). Gemeinsames Lernen am gemeinsamen Gegenstand \\[Joint learning on a common subject\\]. In A. Hildeschmidt & I. Schnell (Eds.), *Integrationspädagogik. Auf dem Weg zu einer Schule für alle* (pp. 19–35). Weinheim, Germany: Juventa Verlag.\n\n\nKutzer, R. (1999/2002). *Mathematik entdecken und verstehen. Kommentarband 2.* Hünfeld: Lydia\\nKutzer Verlag.\n\n\nSasse, A. & Schulzeck, U. (2023). Inklusiven Unterricht planen, gestalten und reflektieren: Die Differenzierungsmatrix in Theorie und Praxis.\n\n:::\n\n\n\\\n\n\\","HTML":"

Introduction

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Info
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Based on the principle of Learning on a Common Subject (Feuser 1998) the Differentiation Matrix (DM) allows teachers to check, whether the lesson materials provided cover all topics and complexity levels necessary to offer appropriate learning experiences for all students. A broadly covered differentiation matrix allows students to explore the same topic via different access points/learning modes. Working out lesson materials that cover the entire matrix may appear to require a lot of time and effort at first but once the ground work has been laid it is easily expandable and highly adaptable which makes it very user friendly, especially for planning and teaching in teams.

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How do I apply the Differentiation Matrix during lesson planning?

\n
\n
Tip
\n

The DM can serve as a tool for reviewing how broadly accessible your lesson materials are. The following checkpoints describe a relatively detailed and elaborate version of this assessment process. Once understood this template can be applied in an efficient manner to get a rough overview and reference point for adapting and expanding your lesson plan with an inclusive learning setting in mind.

\n
\n

✅ 1. What is the overarching learning goal of my lesson plan?

\n

By reviewing the main learning goal, you determine if there remains a common context / focal point for all of your activities. This is important because while naturally each activity varies in subtopic and complexity, working on a common topic enables students to connect those different complexity levels.

\n

Example:

\n

\"\"

\n

✅ 2. Asses activities: Which subtopics are being addressed by the activities in my lesson plan?

\n

Determine what subtopic each of your activities focuses on and write them down. Keep in mind that different activities can cover the same subtopic / one activity can touch on multiple subtopics!

\n

Example:

\n

\"\"

\n

✅ 3. Creating your X-axis: Where do my subtopics rank in subject complexity?

\n

Assign each subtopic to a column on your DM X-axis by sorting them in order of overall subject complexity.

\n

Example:

\n

\"\"

\n

✅ 4. Creating your Y-axis: Levels of cognitive complexity

\n

Assign levels of cognitive complexity to the rows in your DM Y-axis. For a useful overview at least three levels are recommended.

\n

Example:

\n

\"\"

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✅ 5. Where are my activities placed on the cognitive/subject complexity grid?

\n

Now that your DM is ready to use, try placing your activities according to subject and cognitive complexity.

\n

Example:

\n

\"\"

\n

✅6. Time to assess! What does my DM look like?

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###

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Info
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This checklist was created based on: Feuser, G. (1998). Gemeinsames Lernen am gemeinsamen Gegenstand \\[Joint learning on a common subject\\]. In A. Hildeschmidt & I. Schnell (Eds.), Integrationspädagogik. Auf dem Weg zu einer Schule für alle (pp. 19–35). Weinheim, Germany: Juventa Verlag. Kutzer, R. (1999/2002). Mathematik entdecken und verstehen. Kommentarband 2. Hünfeld: Lydia\\nKutzer Verlag. Sasse, A. & Schulzeck, U. (2023). Inklusiven Unterricht planen, gestalten und reflektieren: Die Differenzierungsmatrix in Theorie und Praxis.

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","UPDATEDAT":"2026-04-02T09:35:20.504Z","ID":"04050479-fe84-45af-a79b-f8e8586788c8","TITLE":"The Differentiation Matrix"}