Differentiation by processes usedPresentationLanguageActivitiesQuestionsTeaching methodsThinking processes
Its about varying your RESOURCESand approach to activities
What the learner does is more important than what the teacher doesGeoff PettyThe greatest sign of success for a teacher is to be able to say The children are now working as if I did not existMaria MontessoriWhat are differentiated resources?
They are resources that address the wide range ofKnowledge, Ability levels, Interests andLearning styles students bring to the classroom and that address different instructional strategies.
OFSTED REPORT June 2010Students enjoy lessons and do particularly well where teaching is challenging and encourages them to participate actively in learning. They are very keen to learn new things but can become disengaged when lessons fail to challenge or motivate them. This was noted across a number of lessons where, for example, teachers made use of effective strategies for questioning students or encouraging them to reflect on their own learning. Where teaching was not as effective, teachers did not provide enough challenge for students of different ability and information and communication technology was not used effectively enough to support teaching and learning.
OFSTED REPORT June 2010The quality of teaching is good overall across the school. In lessons observed where teaching was good or outstanding, teachers had confident subject knowledge and formed very good relationships with students. There were clear and effective learning objectives and lessons had challenge and pace with well-managed activities. These lessons were characterised by active and purposeful activities.
By the end of todays TLC session:All of you will be able to pinpoint how you can combine many tools to aide differentiation in your lessonsMost of you will be able to incorporate at least 1 or 2 in future lessonsMost of you will be able to reduce planning & preparation time by using many new or old amendable templatesSome of you will be able to highlight where and how they could use more than 2 of the differentiation strategies and resources from todays sessionEasy differentiation ToolkitDifficultQuite difficultEasiest
Differentiation of startersExpect pupils to articulate rules or patterns to clarify understanding orally or in writing or in a few sentences on MWBsHave tasks or examples that require higher-order thinking skills.Use differentiated or open-ended questioning.Make a statement and ask for it to be justified.Exploit the power of the follow-up question: What makes you think that?Have a range of tasks based on the same text or focus.Ask abler pupils to articulate the skills involved in completing particular tasks.
Differentiate your starter:Use as a pre-emptive tool towards a new topicGet the pupils to find out the terminology needed before teaching a new topicRe-use it later as a revision toolHomework tool
Habla: en parejas menciona los trabajos en espaol (In pairs name as many jobs in Spanish you can think of)Un mdicoA doctorUna azafataASuccess Criteria:Name as many jobs as you can in Spanish between you in 1 minuteName new ones you found or more obscure vocabRally Robin
Green = 1 point, Orange = 2 points, Red = 3 pointsLos documentalesLos concursosLas series dramticasLos culebronesLas pelculasLos programas culturalesLos programas de ciencia ficcinLas seriesLas telenovelasLos programas policicosLas noticiasLas comedas
STEP 1: AfL Traffic Light templatesSimply type in your own objectives/ sentencesBenefits:Instant differentiation by objective/ task/ outcomePerfect AfL practice in your lessonDyslexia friendly backgroundsCreates a challenge and sense of aiming higherCan be used as a starter/ MWB activity/ hinge question background/ plenary
Whole class differentiationUse differentiated questions.Differentiate expectations/ objectives. (Colour code)Prepare questions targeted on particular pupils that reflect their needs and personalities.Prime able pupils for contributions that extend the experience of all.Pitch texts just above the independent reading level of the class.Avoid over-exposure of able pupils.Involve pupils in modelling if appropriate. (Washing lines MWBs)Ask able pupils to articulate explanations and principles.Make it possible for able pupils to enter tasks at a higher point. (Hinge Questions)Model problem-solving at different levels.
I do well in
I get goodmarks in
I am passionate about
I am crazy about
The teacher isKind
Me encanta el espaol porque es desafiante y divertida
Elige la respuesta corecta(choose the correct answer)1. Cmo se dice: I live in a house in the countryside?Vivo en un piso en la ciudadVivo en una casa en el campoVivo en un chalet en el norte de la ciudadVivimos en una casa en las montaas
2. Cmo se dice: he lives in an old block of flats in the centre?Vive en (un piso en) un bloque antiguo en las afuerasVivo en (un piso en) un bloque moderno en el centro de la ciudadVive en (un piso en) un bloque antiguo en el centroViven en un chalet en las montaas
Tengo un hamster.
Aim higher: Say what colour / how old/ what its name is Or what pet you would like?
Tengo un hamster.
Differentiation of groupsTypes of group make-upAbility group (according to the subject, the aspect of the subject, the topic, the kind of task)Mixed ability groupGender groupMixed gender groupFriendship groupExpert groupAge group
Differentiation of groupsGrouping in two strands:Collaborative vs. Co-operative Group WorkAlthough these terms are often used interchangeably, a helpful distinction can be made:
Collaborative Work - work shared by two or more pupils whose design, planning and / or materials etc. are left to the group to decide.Co-operative Work - work shared by two or more pupils where the task and / or resources etc. and possibly the children's roles are specified by the teacher.
Differentiation of groups
Differentiation of groupsIssues to consider:
Why are the children grouped in a particular way?What are the advantages and disadvantages of grouping in different ways according to gender, ability etc?How do you plan to divide your time between different groups?Are the groups fixed / dynamic?Are the planned groups working effectively?Is the grouping appropriate to the learning intention?Is the grouping appropriate to the activity?How do you prepare for, and manage group work?How do you give the class a clear rationale for why you have decided that working in groups is an appropriate way to do the task and for the selection of group members?How do you know if the groups are working effectively?
Discuss the Ground Rules for discussion and respect in your groups. As a team check that the words you used to categorise each group of individuals are acceptable and understandableAlso decide on 5 Ground rules that are necessary in order to create fair discussion. Next, plan Who is going to take which role when planning the role for the new character in your soap!Chief Producer: highlights task and keeps it orderlyTeam Leader (final decision maker!!)ScribeNote taker?Ideas people (x2)This also helps differentiate in Learning Style (VAK)
Habla: en parejas give your opinion on school subjects (Talk about your school subjects and the other person takes notes)Cual es tu asignatura preferida y por qu? Por un lado me gusta el espaol porque esY t?PuesSuccess Criteria:Mention as many subjects as you canGive more than one opinionSay what the teacher is likeSay what you like and dont likeMixed Pair Share
Habla: En parejas: (In pairs answer the following questions)Dnde vives exactemente?Vivo en Leeds en el norte*Cmo es tu casa?En mi casa hay/ tiene5 minutes to cover all success criteria:*say where (north, south.., what type of house, where exactly is it?)*mention what there is on different floors of the house.. Abajo hayTimed pair share
Differentiating the PlenaryList 3 things you learnt todayDraw a spider diagram showing what you have learnt todayStudents put questions on post-it notes at lesson start after aims/objectives have been shared by teacher (good base-line exercise)Miniwhiteboards answer question from lesson aimWrite definitions for 3 new terms learned todayShow extract from anonymous students work class identify 2 strengths and 2 weaknessesTrue or false? Relevant or irrelevant? Alike or different? Fact/opinion?Hinge questionsDraw a timeline or chart showing cause and effect, sequence, chronological order
Differentiating BEYOND the classroomHomework tasksOn the internet: Stixy.com/ answergarden.ch/ Realsmart CloudYoutubeWikispacesBlogsCreate the next starter for a new topicMore able children are given a homework to read something to feed back and teach the lesson (Co-Construction)Build a prezi highlighting the main points of a new topic/ revision topic
Busca y corrige el error Find and correct the error(s)No me gusta el espaol porque la divertidoNo me gusta el espaol porque es divertidoOdio la geografa porque el proffesora es estrictoOdio la geografa porque el profesor es estrictoNo me gusta la informatica porque es abburidaNo me gusta la informtica porque es aburridaMe encantan las ciencias las ciencias porque es divertidaMe encantan las ciencias porque son divertidasMe gu