Differentiation and the Individual Learning Journey

Aim of this sessionTo share and explore

a process for planning

differentiated learning

AspirationInspire you to be

even more interested in your

professional practice

Teaching for a Social Purpose

Teaching your

ValuesReflexive Practice

Win/Win/Win

Embedding Diversity

DEFINITIONS Differentiation vs Personalisation Differentiation – the art of teaching each

unique individual in their stretch zone… (tutor’s responsibility = assessment)

Personalisation – ensuring that the student can be recognised as an individual throughout their whole learning experience (organisation’s responsibility = evaluation)

DEFINITIONS Differentiation vs Inclusive Learning Differentiation – the art of teaching

each unique individual in their stretch zone… (tutor’s responsibility)

Inclusive Learning – what’s put into place to ensure that each student has the resources they need to succeed(organisation’s and tutor’s responsibility)

The Zones

Comfort Stretch Panic Differentiation

DEFINITIONS Differentiation Differentiation – the art of teaching

each individual in their stretch zone…

…so that they are challenged and excited by the learning and not frightened of it.

INITIAL ASSESSMENTQuestions

What do you assess and how?

How do you avoid making assumptions about individuals?

INITIAL ASSESSMENTReflexive Practice

Reflection = I did this, this happened, I’ll do this next.

Reflexion = I did this because (this is how my values played out), this happened, I’ll do this next.

PLANNING

Freedom needs

Boundaries

PLANNING Outcomes vs Activities

Outcomes must come first.

Activities flow from outcomes.

TEACHING WITHOUT ASSESSMENT ISN’T TEACHING.

(talk, game, presentation, performance)

PLANNING Values and Practice Principles Value = deeply held guiding belief, shaped

by life’s experiences.

Practice Principle = how values play out in your practice as a teacher (or life in general).

Choose one of today’s five values. How does this play out in a practice principle for you?

PLANNING SMART Learning Outcomes Aim = general statement of intent.

Learning Outcome = a measurable target of achievement, phrased thus: by the end of the session, the learner will be able to…

DON’T BE A HOSTAGE TO FORTUNE!All students should be able to achieve all

learning outcomes comfortably.

PLANNING SMART Learning OutcomesSpecificMeasureableAchievable RelevantTime Framed

BREAK

A Planned Learning Process: Check In 11. Scheme of work written.

2. Selection confirmed.

3. Initial assessment carried out.

4. Session(s) planned.

‘The’ Teaching CycleInitial

Assessment

Planning

Delivery

Assessment

Evaluation

Differentiation

(stretch)

DIFFERENTIATIONIndividual Learning Goals

1. Students write their own (gain a valuable life skill and move along the spectrum of independence)

OR2. You produce a differentiation rubric

for the course and support students to identify their own stretch

DIFFERENTIATIONStudent Led

1. SMART (of course)2. Congruent with the values of the

student3. Recorded in Individual Learning Plan

This process is strongly ipsative and therefore in line with the College’s own values of empowerment and transformation.

DIFFERENTIATIONTutor Led1. SMART (of course)2. Congruent with the values of the tutor3. Recorded in Individual Learning Plan

This process is weakly ipsative and moves the student more gently along the spectrum of independence towards self-determination.

DIFFERENTIATIONTutor Led

Learning Outcome

Stretch 1 Stretch 2

List three local voluntary organisations

Research two local voluntary organisations

Contact one local voluntary organisation

List three key elements of volunteering

Describe the role of the volunteer

Prepare a volunteer job description

DIFFERENTIATIONTutor Led

Learning Outcome

Stretch 1 Stretch 2

List three local voluntary organisations

Research two local voluntary organisations

Contact one local voluntary organisation

List three key elements of volunteering

Describe the role of the volunteer

Prepare a volunteer job description

Must – Should – Could Dangers… Locus of control with teacher not student About groups, not individuals (therefore

not differentiation) Danger of making assumptions Missed opportunity to develop valuable

life-skills

USEFUL FOR THE TUTOR TO IDENTIFY EXTENSION ACTIVITIES

DEFINITIONS Differentiation vs ExtensionExtension refers to the activity.

Differentiation refers to the student.

Extension is the vehicle for the student’s stretch

RECORDINGEach Student’s Progress

My Learning Space (MLS) or course-specific ILP

How well do students map their continuous progress against their goals?

How well do we?

RECORDINGThe Tutor’s Intent

Scheme of Work

Plan your teaching mindfully Signpost observers to the evidence

‘NC Scheme of Work 2012’ available on NorthernEye

RECORDINGThe Tutor’s Intent

Assessment Strategy1. Initial AssessmentThird party recruitment – first time I’ve met the students, time invested in introductory activities – see session plan2. Formative AssessmentObservation, questions, daily reflective journal(3. Ipsative Assessment)ILP – see sample portfolio4. Summative AssessmentCompleted portfolio – see sample

A Differentiated Learning Process Check-In 21. Scheme of work written.2. Selection confirmed.3. Initial assessment carried out.4. Session(s) planned.5. Values work with students.6. Student to produce Individual Learning

Goals/complete Differentiation Rubric7. Check-in points to assess progress against

goals.8. Exit IAG completed and goals carried forward

Over to you… Create an action plan for improving

differentiated learning in your own practice.

SMART goals please!

What’s next? Share good activities and ideas via the

Good Practice Guide at www.northern.ac.uk/teachnorthern (NC staff only)

Reflect on your practice using the TeachNorthern blog http://teachnorthern.wordpress.com/ (www)

Finally… Get differentiation right and you are

automatically beginning to embed diversity in your practice. Diversity of opinion Resonating with those identities present (Reflecting absent identities.)

Every student is an unique human being.

Interested?Embedding Diversity

Conference at

The Northern College 15th June 2012

Some free places for staff!