Voluntary Teaching & Learning Meeting

Eve Hedley

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Diff

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Tonight’s Session

Why differentiate?

Different ways to differentiate.

Practical examples e.g.• 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)

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

Multiple Intelligences (Howard Gardiner)

Mumford & Honey

Learning style Attributes Activities

ActivistActivists 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.

•brainstorming •problem solving •group discussion •puzzles •competitions •role-play

TheoristThese 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'.

•models •statistics •stories •quotes •background information •applying theories

Pragmatist

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.

•time to think about how to apply learning in reality •case studies •problem solving •discussion

Reflector

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.

•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.

1. Je joue au golf. Level 22. Je joue au tennis et je joue au basket.3. Je fais de l’athlétisme parce que c’est génial.4. J’adore le football parce que c’est super et je joue au

foot tous les jours. Level 35. 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

temps9. I play rugby from time to time but I play basketball

everyday because it’s fun. Level 3a10. 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.

Le sport

Choose to do number 10 as a paragraph, lyrics to a song ,a power point or a cartoon strip

by gradation, by choice, by outcome, by learning style

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.

Translate the paragraph into English

Use Mira 2 and dictionariesNEED HELP?NEED CHALLENGE ?

-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.