Transcript Slide 1

Eve Hedley
Differentiation
Differentiation
Voluntary Teaching & Learning Meeting
Tonight’s Session
 Why differentiate?
 Different ways to differentiate.
 Practical examples e.g.
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Billy Bone
Vanessa Gibson
Peter Mitchell
Jed Manuel
Differentiation
‘Differentiation' is the process by which
differences between pupils are
accommodated so that all students have the
best possible chance of learning.’
(Training and Development Agency for Schools)
Multiple Intelligences (Howard Gardiner)
Intelligence type
Capability and Perception
Linguistic
words and language
Logical-Mathematical
logic and numbers
Musical
music, sound, rhythm
Bodily-Kinesthetic
body movement control
Spatial-Visual
images and space
Interpersonal
other people's feelings
Intrapersonal
self-awareness
Mumford & Honey
Learning style
Activist
Theorist
Pragmatist
Reflector
Attributes
Activists are those people who learn by
doing. Activists need to get their hands
dirty, to dive in with both feet first. Have
an open-minded approach to learning,
involving themselves fully and without
bias in new experiences.
These learners like to understand the
theory behind the actions. They need
models, concepts and facts in order to
engage in the learning process. Prefer to
analyse and synthesise, drawing new
information into a systematic and logical
'theory'.
These people need to be able to see how
to put the learning into practice in the
real world. Abstract concepts and games
are of limited use unless they can see a
way to put the ideas into action in their
lives. Experimenters, trying out new
ideas, theories and techniques to see if
they work.
These people learn by observing and
thinking about what happened. They
may avoid leaping in and prefer to watch
from the sidelines. Prefer to stand back
and view experiences from a number of
different perspectives, collecting data
and taking the time to work towards an
appropriate conclusion.
Activities
•brainstorming
•problem solving
•group discussion
•puzzles
•competitions
•role-play
•models
•statistics
•stories
•quotes
•background information
•applying theories
•time to think about how to apply
learning in reality
•case studies
•problem solving
•discussion
•paired discussions
•self analysis questionnaires
•personality questionnaires
•time out
•observing activities
•feedback from others
•coaching
•interviews
References to Differentiation in Ofsted
Grade Descriptors
• Teachers are acutely aware of their pupils’ capabilities
and prior learning and understanding.
• Teachers plan well to meet the needs of all pupils.
• Knowledge is applied to challenge and inspire pupils.
• Carefully planned activities guide and support pupils.
What differentiation isn’t
• Writing 30 different lesson plans
• Saying that differentiation is not necessary because the
pupils are setted
• Teaching at a slow pace so that everyone can keep up
• Abandoning whole-class teaching, setting a task, and then
letting pupils/groups work at their own pace through a
worksheet
• Expecting some students to do better than others and
calling it ‘differentiation by outcome’
• Allowing less able learners to copy or draw
• Making more advanced learners do extension assignments
after completing their "regular" work ("regular work, plus"
inevitably seems punitive to pupils).
Look at the Geoff Petty handout and tick the
forms of differentiation you use in your lessons.
Are there any you haven’t tried that you could?
Have a discussion about the best ways to
differentiate in your subject area.
Tip!
Don’t rely solely on differentiation by
outcome. This is not seen as best
practice and can mean that some
children may choose to do less than
they are capable of.
‘No two children are alike. No two
children learn in the identical way. An
enriched environment for one student
is not necessarily enriched for
another. In the classroom we should
teach children to think for themselves’
Marian Diamonds (professor of Neuroanatomy at Berkley)
Tip!
It’s good to encourage pupils making decisions
about their own learning. Allowing pupils to
choose whether they do an easy, middle or hard
task means you are asking them to assess
themselves and where they are in their learning.
Le sport
1.
2.
3.
4.
by gradation, by choice,
by outcome, by learning
style
Je joue au golf. Level 2
Je joue au tennis et je joue au basket.
Je fais de l’athlétisme parce que c’est génial.
J’adore le football parce que c’est super et je joue au
foot tous les jours. Level 3
5. Je fais de la gymnastique une fois par semaine avec
ma mère parce que c’est intéressant.
6. la je fais natation le de dimanche ok c’est.
7. au ping tous joue pong les je jours parce que c’est
formidable.
8. du temps fais roller du c’est je mais ennuyeux en
temps
9. I play rugby from time to time but I play basketball
everyday because it’s fun. Level 3a
10. Write about which sports you do and play, like and
dislike, why and how often. Level 2-4a
Do at least 4
questions.
Start where
you think
you are.
When you
feel
confident do
number 10.
Choose to do number 10 as a paragraph, lyrics to a song ,a power point or a cartoon strip
Translate the paragraph into English
El próximo año voy a ir a Portugal con
mi marido. Voy a ir en avión y en coche
porque es divertido y barato. Voy a
quedarme dos semanas y voy a
alojarme en un hotel con una piscina.
Vamos a explorar los monumentos
históricos tomar el sol y cenar en los
restaurantes será fenomenal.
Use Mira 2 and dictionaries
-Change paragraph into 3rd person
-Change paragraph into past tense
Think about a lesson you are
delivering tomorrow. Choose a
form of differentiation that you
don’t normally use and talk about
how you could apply it to one of
your lessons.
Make some notes.
Do you have a better understanding
why we need to differentiate?
Are you going away with some
practical ideas?
Please pop on a post it what you’ve
found useful and what areas of
teaching and learning you’d like to
work on.