DEMYSTIFYING DIFFERENTIATION

Sue CrawshawAssistant Headteacher: Director of InclusionBlue Coat School

THE MYTHS

I need to plan 25 different lessons

I need a TA if lower ability students are

going to learn

There is stuff they need to know, I

haven’t got time to focus on skills and

go over things

I just don’t have the time to differentiate

well

Know your

students

Plan, teach, check, teach,

reteach

Assess

Data/categories/eportal

Objectives, task, question, mini-plenaries, repeat, reinforce, challenge and extend

Forensic assessment, marking, dialogue

Know your studentsDesign a seating

planPlan for groupings

Tier/level objectivesLink tasks and questions to objectives

Check/chunk/visualise

Pace Question Assess

Know your studentsDesign a seating

planPlan for groupings

Tier/level objectivesLink tasks and questions to objectives

Check/chunk/visualise

Pace Question Assess

KNOW YOUR STUDENTS

• Low/middle/ high ability

• Last teacher assessment

• Record of progress over time

• SEN

• EAL

• Have they had any other interventions in the past

Know your studentsDesign a seating

planPlan for groupings

Tier/level objectivesLink tasks and questions to objectives

Check/chunk/visualise

Pace Question Assess

DESIGN A SEATING PLAN

• Supportive peers

• Considerations for Dyslexic students

• Away from interference

• Easily accessible by the TA

• This should not be a fixed document

Know your studentsDesign a seating

planPlan for groupings

Tier/level objectivesLink tasks and questions to objectives

Check/chunk/visualise

Pace Question Assess

PLAN FOR GROUPINGS

• Mixed ability and similar ability

• Easier to manage task and pace

• Code/Name/Colour

Know your studentsDesign a seating

planPlan for groupings

Tier/level objectivesLink tasks and questions to objectives

Check/chunk/visualise

Pace Question Assess

TIER/LEVEL OBJECTIVES

Know your studentsDesign a seating

planPlan for groupings

Tier/level objectivesLink tasks and questions to objectives

Check/chunk/visualise

Pace Question Assess

LINK TASKS TO OBJECTIVES

To know the meaning of Owen’s poem Dulce et Decorum est

Highlight 5 verbs and explain or draw an image to show their meaning. If you use a dictionary, use

the word in a new sentence

To understand how Owen uses language to convey meaning

Using the quotation cards, discuss the connotations

of the words used. Use the prompts to help your

discussion

Guided discussion and annotation

To be able to analyse the devices used by Owen to convey meaning

Know your studentsDesign a seating

planPlan for groupings

Tier/level objectivesLink tasks and questions to objectives

Check/chunk/visualise

Pace Question Assess

CHECK/CHUNK/VISUALISE

• Ask the lower ability students to explain back to you what they need to do. Go to them first!

• Differentiate how much information you give. No more than 3 things at once

• Print out a modified version of your powerpoint so the instructions are staggered. Highlight the key words

• Emphasise key points and language

Know your studentsDesign a seating

planPlan for groupings

Tier/level objectivesLink tasks and questions to objectives

Check/chunk/visualise

Pace Question Assess

Know your studentsDesign a seating

planPlan for groupings

Tier/level objectivesLink tasks and questions to objectives

Check/chunk/visualise

Pace Question Assess

Know your studentsDesign a seating

planPlan for groupings

Tier/level objectivesLink tasks and questions to objectives

Check/chunk/visualise

Question

Know your studentsDesign a seating

planPlan for groupings

Tier/level objectivesLink tasks and questions to objectives

Check/chunk/visualise

Pace Question Assess