differentiating learning in the literacy classroom
TRANSCRIPT
Differentiating learning in the Differentiating learning in the Literacy classroomLiteracy classroom
Key issues addressed by the studyKey issues addressed by the study
This study explored:This study explored:─ the ways in which the ways in which
teachers differentiated teachers differentiated literacy learning for literacy learning for pupils of different pupils of different abilitiesabilities
─ methods for methods for personalising learning personalising learning
Ways to differentiate learningWays to differentiate learning
The study used various The study used various ways of differentiating ways of differentiating learning, includinglearning, including─ introducing tiered activities introducing tiered activities
and varying group sizesand varying group sizes─ personalising literacy personalising literacy
learning learning ─ highlighting and highlighting and
representing textsrepresenting texts─ using journal entriesusing journal entries
Tiered activities and group sizesTiered activities and group sizes
The researchers created a comfortable The researchers created a comfortable environment for differentiated tasks throughenvironment for differentiated tasks through─ tiered activities - working towards the same tiered activities - working towards the same
understanding but pitched at different levels of understanding but pitched at different levels of complexitycomplexity
─ varying group sizes to ensure that those most in need varying group sizes to ensure that those most in need of extra help were in smaller groupsof extra help were in smaller groups
Personalising literacy learningPersonalising literacy learning Activities to help personalise Activities to help personalise
literacy learning included:literacy learning included:─ providing a menu of activities to providing a menu of activities to
allow pupils to continue with new allow pupils to continue with new activities without further instructionactivities without further instruction
─ ‘‘echo reading’ led by a skilled echo reading’ led by a skilled reader to allow learners to gain reader to allow learners to gain confidence in reading aloudconfidence in reading aloud
Highlighting textsHighlighting texts Activities for highlighting and representing texts Activities for highlighting and representing texts
includedincluded─ writing a ‘top ten list’ of favourite foods, animals or writing a ‘top ten list’ of favourite foods, animals or
friends in order to describe and categorise wordsfriends in order to describe and categorise words─ using drawings to represent literacy conceptsusing drawings to represent literacy concepts
Using journal entriesUsing journal entries
Children developed literacy skills Children developed literacy skills by writing journal entries in a by writing journal entries in a table formattable format
This involvedThis involved─ writing a meaningful quote or writing a meaningful quote or
element of the story in the first element of the story in the first columncolumn
─ explaining their thoughts on this in explaining their thoughts on this in a second columna second column
─ gaining feedback from a teacher or gaining feedback from a teacher or classmate in a third columnclassmate in a third column
How differentiation workedHow differentiation worked
Differentiation created choices Differentiation created choices for pupils byfor pupils by─ building a framework of activities building a framework of activities
for pupils to complete before, for pupils to complete before, during and after readingduring and after reading
– highlighting the value of highlighting the value of differentiation in teacher differentiation in teacher professional developmentprofessional development
Who were the children in the study?Who were the children in the study?
10 classes of mixed-year classrooms (Years 3 10 classes of mixed-year classrooms (Years 3 and 4) in a Canadian school districtand 4) in a Canadian school district
10 teachers of mixed-grade classrooms10 teachers of mixed-grade classrooms
How was the information gathered?How was the information gathered?
Researchers held two 3-hour workshops which Researchers held two 3-hour workshops which included the following elements:included the following elements:─ observational field notes describing anything relevant observational field notes describing anything relevant
to a teacher’s understanding of differentiationto a teacher’s understanding of differentiation─ video recordings of each classroom, which teachers video recordings of each classroom, which teachers
commented oncommented on─ three 45-minute visits to each classroom, two of which three 45-minute visits to each classroom, two of which
were followed by semi-structured interviews were followed by semi-structured interviews
How might teachers use this evidence?How might teachers use this evidence?
The study highlighted the importance of varying The study highlighted the importance of varying the size of groups to support differentiationthe size of groups to support differentiation
Could you experiment with groups of different Could you experiment with groups of different sizes to support different learning needs in your sizes to support different learning needs in your lessons? lessons?
You might like to consult your learners on their You might like to consult your learners on their preferred group size and reasons for thispreferred group size and reasons for this
How might school leaders use this How might school leaders use this evidence?evidence? The study showed that the kinds of The study showed that the kinds of
differentiation a teacher provides can depend on differentiation a teacher provides can depend on their available resources and personalitytheir available resources and personality
Could you offer more professional development Could you offer more professional development for teachers to enhance and improve for teachers to enhance and improve differentiation methods?differentiation methods?
You might like to encourage teachers who are You might like to encourage teachers who are good at differentiation to share advice with good at differentiation to share advice with colleaguescolleagues
Follow-up readingFollow-up reading
Study reference: Differentiating learning in the literacy Study reference: Differentiating learning in the literacy classroom. Tobin, R. & McInnes, A., (2009) classroom. Tobin, R. & McInnes, A., (2009) LiteracyLiteracy, 42 , 42 (1), pp.3-9. (1), pp.3-9.
[Original title: Accommodating differences: variations in [Original title: Accommodating differences: variations in differentiated literacy instruction in Grade 2/3 differentiated literacy instruction in Grade 2/3 classrooms]classrooms]
Summary available at: Summary available at: www.standards.dfes.gov.uk/research/themes/inclusion/differentiating/
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