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Differentiated Instruction Fiona Anderson Pupil Support - Learning
Current legislation • Curriculum for excellence
Practitioners now not only need strong content knowledge and excellent classroom management skills and a solid foundation in content pedagogical knowledge • But • Need to provide age appropriate, culturally relevant, learning style appropriate, cognitively challenging, linguistically comprehensible for each student giving meaningful learning opportunities for all!
Differentiated instruction: • meets the needs of the individual learner (as per BTC 3 and GIRFEC) • Dispels myths about students and is student centred (Equity) • Allows us to be effective teachers • allows us to be ethical in implementing democratic values (Ethnic minorities, gender, language, poverty, equity, school aims, culture) • is proactive • is rooted in assessment • is taking multiple approaches to content, process and product • is a blend of whole class, group and individual instruction
The Outcome: • Leads the high achieving student to uncover deeper layers of learning while simultaneously structuring the curriculum to support less able students both identified and unidentified • Enjoyable classes where students are keen to learn and proud of their achievements • Growth Mindset & Inclusion
Differentiation is not : • Standardised instruction aimed at the mythical average learner • Adding extra tasks to keep students busy • All doing the same thing, in the same way, at the same time • Getting ‘advanced’ students to teach ‘struggling’ students • Not giving ‘advanced’ students homework • Always differentiating classes based on ability
Some examples: • Tiered Questions • Pair students for peer teaching • Differentiate by learning style: • Use of memes, colour, word size, music, animation, quotes • Competition • Scaffolding • Varied task and assessment • One to one coaching to discuss specific challenges • Students working in small groups designed around strengths and weaknesses to tutor each other • Alternate worksheets, especially write on ones • Working in pairs (chosen by you) • Showing understanding visually (comic strips, art, lists, mind maps) • Glossaries and Word Banks • Use Read and Write 10. The whole class can use it, it’s on every machine in the school • Cloze exercises (missing words) • Matching, Grouping, Ranking • Start answers off for pupils • Graphics, picture clues, symbols • Tick Boxes, highlighting • More ideas available from Learning Support staff, on the Staff drive and available in the library (How to Use Differentiation in the Classroom the complete Guide by Mike Gershon)
Where to get advice • Susan and Melissa CPD • Library – Teachers resource library such as ‘How to use Differentiation in the classroom The Complete Guide’ by Mike Gershon • Confidential Booklet information on the J Drive or in your departments in paper copy • Education Scotland & Scottish Government publications • Pupil Support – Learning Department for support & advice • Google & You Tube • https://www.youtube.com/watch?v=3TRGl3iXoAE
Your Turn! • Task: • In groups look at the text in front of you and discuss with your group. • https://goo.gl/GvHYd9
Feedback and questions • Examples of best practice • Exit post its – questions, ideas, feedback – 2 stars and a wish