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Differentiation & Lesson Planning

Differentiation & Lesson Planning. Session Plan. Differentiation Break Lesson Planning. Learning Objectives. By the end of the session all learners will be able to: Understand the importance of differentiation Differentiate by outcome Differentiate by activity

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Differentiation & Lesson Planning

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  1. Differentiation & Lesson Planning

  2. Session Plan • Differentiation • Break • Lesson Planning

  3. Learning Objectives • By the end of the session all learners will be able to: • Understand the importance of differentiation • Differentiate by outcome • Differentiate by activity • Record differentiated activities in LPs • Many learners will be able to: • Record all the required detail (see slide #19. Key Points) on a lesson plan • A few learners will be able to: • Record differentiated outcomes in lesson plans using SMART targets

  4. Introductions • Who are you and where are you from? • What do you teach? • Rate differentiation knowledge 1-4 on Ofsted scale (Initial assessment!) • What do you hope to get from the day? • Write on ILP

  5. What is differentiation and why is it important? • (tutor types points as delegates make them)

  6. Continued

  7. Initial AssessmentWhere is learner starting from? • (tutor will type responses from learners as to why IA is important) • Whose responsibility is it? • SfL – what are you doing about it?

  8. Differentiation by outcome or activity? • Two different approaches, used separately of combined • Imagine giving your learners a practical exercise • Give them all different exercises (differentiation by activity) • Give them all same exercise but set different targets for different learners (differentiation by outcome) • Works at lesson level as well as exercise level • Differentiation by support

  9. Food! A differentiated exercise • Group delegates by curriculum area • Each group thinks of a practical activity around food for their learners – quickly share with class • In groups briefly plan out (bullet points!) the exercise • Outcomes • All groups will identify target learners for differentiated activities • Most groups will differentiate by activity OR outcomes • Some groups will differentiate by activity AND outcome • Feedback to group, clearly identifying differentiation

  10. Key Points • Differentiation allows us to give the best possible learning experience for out learners • Differentiation is key for effective equality • Good differentiation requires planning to use the two types (which are?)

  11. Lesson Planning • More info and examples on the VLE: http://hafls.oaklands.ac.uk/course/view.php?id=41 (scroll down)

  12. Why are lesson plans important? • (tutor records responses)

  13. Lesson Planning • Recording differentiated objectives • Recording differentiated activities • What else need to be recorded? • (show e.g. lesson plan)

  14. Learning Objectives • Difference between Aim & Objectives • Aim is the broad outcome of the lesson • Objectives are the steps the LEARNERS will take to reach the aim • Learning objectives must clearly indicate what the learners will achive in the lesson • Anything in the lesson not covering an objective should be removed (or objectives changed) • Objectives shared with learners on ILPs

  15. (left blank) • In order to keep LP slide refs good

  16. Lesson Plan Exercise • In small groups look at the lesson plan provided • All groups will be able to identify the areas of weakness in the plan (use highlighter or circle) • Many groups will be able to suggest improvments

  17. (Possibly) New Vocabulary • SfL (aka SkFL or LLN) – Skills for Life

  18. Key Points • Good planning promotes good teaching • Good plans have all of the following?

  19. Key Points • Good planning promotes good teaching • Good plans have all of the following • SfL • E&D • Safeguarding & H&S • Differentiation • Clear, SMART, Learning objectives

  20. Appendix – SMART Targets • Added for info, not covered in this lesson • Many resources on the VLE: http://hafls.oaklands.ac.uk/course/view.php?id=22

  21. Why are SMART objectives important? • Allows tutors and learners to be absolutely sure that an objective has been achieved • Celebrate learner success

  22. S.M.A.R.T. • Specific • Measurable • Attainable • Realistic (Resources) • Time-bound

  23. P.A.D. • Is its Possible? (attainable & realistic) • Is it clear to everyone when a learner has achieved (specific and measurable) • Deadline (time – bound)

  24. Specific • The narrower the objective the easier it is to measure • Broad, “fuzzy”, objectives can NOT be measured • Many small objectives may be better than fewer broad objectives

  25. Specific Example • The user will be able to log on to the machine, start word and produce a word document (is this good?) • The user will: • Log on to the PC • Start word • Create a new document • Type a simple letter to a friend • Save their letter in “My documents” • The user, starting with the logon screen, will be able to save a letter in “My Documents”

  26. Measurable • What is the threshold for success – i.e. a target • Numbers are good! • Words like: “improve”, “progress/work towards”, “some”, “investigate”, “up to”, “increase/decrease” are fuzzy and bad. Lead to targets being too easy • Can use professional judgement

  27. Measurable Example • Alisha will continue work on her portfolio of paintings • This doesn’t measure how much work is needed • Alisha will produce three paintings for her portfolio each using a different media. • Alisha will produce three high quality paintings for her portfolio each using a different media

  28. Achievable • OFSTED insist targets are challenging • …but we do not want to set ourselves up to fail • Requires professional judgement • 100% is always a bad target

  29. Realistic (Resources) • Has the learner got (can get) the resources to complete the job? • No good setting Alisha a painting target if she can’t afford the paints

  30. Time-bound • When’s it going to be done by? • “Ongoing” is NOT time-bound. Its for actions not targets

  31. SMART? Pt1 • Average grade of moderated ICT LOB’s for the year 10/11 will be better than 2.5. Grades to be collated in July 2011 • Delegates will demonstrate an understanding of why the Quality Cycle is important • Update team at monthly team meetings as to how project X is progressing. To be evidenced by minutes of the meetings.

  32. SMART? Pt2 • I will drink water instead of fizzy drinks • I want to make one million pounds within 10 years by starting an internet marketing business and selling personal development products all over the world • I will start doing my research paper by 7 tonight and finish it by 7 pm on the next day.

  33. Key Points • Differentiation is “tricky” good planning is key to successful delivery • SMART targets are required so everyone is clear when a student is successful • Specificity is the key to measurability

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