Differentiation: Common Sense to Common Practice

1. Differentiation: Common Sense to Common Practice

2. What differentiation is ? What differentiation is not?

3. A differentiated classroom: ...is teaching things differently according to observed differences among learners... Westwood, 2001.

5. Self Esteem The surest path to high self-esteem is to be successful at something you perceived to be difficult. Dr Sylvia Rimm

6. Learning Styles • Visual Learner • Auditory Learner • Kinaesthetic Learner • Clear visual cues • Information on overhead /blackboard / etc • Auditory directions • Opportunities for oral expression • Hands-on activities • Physical movement

7. Riddle Nineteen people need to cross a river. It is too rapid to swim. Only three people can fit in the canoe at one time. One of the three must be an adult. Only one person is an adult. How many trip across the river will be needed to get ball the children to the other side of the river.

8. Multi-sensory teaching We remember • 20% of what we read • 30% of what we hear • 40% of what we see • 50% of what we say • 60% of what we do • 90% of what we see, hear, say and do

9. Counting Choir

10. One Size Fits All ? I think not!

11. How to Differentiate Needs Content Activities Resources Product Environment Teaching strategies Experiences Interests Learning Styles

12. Differentiation involves adapting….. Content • Simplifying language • Pre-teaching new vocabulary • Adapting text: font, use bullet points / highlight key points / blocks of text • Providing meaningful contexts for learning • Providing choice – task order, time on task, quantity • Motivating students through content

14. Learning objectives • All Pupils will….. • Some Pupils will….. • A few Pupils might…..

15. The task is too big......

16. Differentiation involves adapting . . . Activities • Questioning pitched at different levels of difficulty for different children • Clarifying success criteria for children • Group and/ or individual activities

17. Differentiation involves adapting….. • Using concrete materials • Using taped resources • Mind maps • Illustrations & diagrams • ICT software (e.g. photostory, Clicker) • ICT assistive technology Resources

18. Resources

19. BeeBothttp://www.bee-bot.co.uk

20. Activity String Poem

21. Differentiation involves adapting Product Presentation Campaign Questionnaire Photographs Banner Debate Flow chart Advertisement Recipe Film • Map • Book list • Puzzle • Time line • Discussion • Research project • Poem • Poster • Profile • Dictionary

22. Differentiation involves adapting….. Environment • Physical Environment • Learning centres • Structured independent work • Peer tutoring / buddy system • Grouping

23. Classroom Environment Traditional Differentiated Continual assessment Variety of strategies Multiple materials for resources Pupils engaged in problem solving Open ended question facilitate divergent thinking Instruction time flexible • Assessment at end of a unit of study • Dominance of whole class instruction • Textbooks main resource • Teacher main problem solver • Single correct answers awarded • Instruction time is inflexible

24. Learning Environment • Creating a strongly positive environment • Ensuring all students feel included • Give pupils choice and independence • Increasing feedback • Setting goals with pupils • Contextualised learning

25. Differentiation involves adapting….. Teaching Strategies • Adapting teaching to suit different learning styles • Clarifying instructions and tasks • Modelling strategies • Scaffolding children’s learning e.g. writing frames • Providing opportunities for oral language • Visualise, verbalise, contextualise

26. Strategies • Jigsaw • Think, pair, share • Snowballing • Cubing • Learning centres • Graphic organiser • Thumbs up • KWHL • Adapting Class Texts • Writing Frames • Personal Organisational Charts • Keyword Charts

29. The Simplicity PrincipleAdaptations are most effective when they are simple, easy to develop and implement, and based on typical assignments and activities. Adapting in this way is feasible for the class teacher because it is relatively unobtrusive, requiring little extra time for planning, materials development, and/or instruction.Deschenes, Ebeling and Sprague (1999)Westwood pg.204

30. Preparation Low level preparation High level preparation Independent studies Alternative assessments Interest groups Stations Taped material Problem based learning Multiple texts Compacting • Choice of books • Home work options • Flexible seating • Varied computer programmes • Think, pair, share • Multiple levels of questioning • Games to practice mastery

31. Managing a differentiated classroom: • Instruction based on pupil readiness and interests • Begin at a pace comfortable for you • Time allocated to task a little shorter than attention span of pupil • Anchor activities prepared • Write difficult directions • Expert of the day • Responsibility for own learning • Metacognition: think aloud what you are thinking

32. What will the children do? • Seating: • pairs, • groups(3s, 4s) • see and hear the teacher • Working in pairs: • Increases awareness • Friendship pairs • Random pairs • Tutor/tutee • Working in groups • Awareness of identity and sense of belonging • Opportunities to interact and learn from peers • Effective use of time

33. Activity • C • A • R • P • E • T

34. Prerequisites for a differentiated approach • Teachers have to believe • Teachers need to take time to plan • Teachers need to know their children • Teachers need a varied range of resource materials • Teachers need support

35. Key Message Differentiation is Effective Teaching