4.
On not accepting mediocrity
Berger and the ‘Ethic of Excellence’
http://classteaching.wordpress.com/2013/11/11/an-ethic-of-excellence/ via
@shaun_allison
austins-butterfly-and-not-accepting-mediocrity/ via Tom Sherrington @headguruteacher
5.
What it isn’t…
“…differentiation is unquestionably a key teaching skill. Being seen to
differentiate? That’s just jumping hoops.” Michael Tidd here
6.
What it is…
• “…the process by which differences between pupils are
accommodated so that all students have the best
possible chance of learning"
(to quote the old TDA here )
• “Essentially differentiation is teachers engaging with
individuals and helping them to make progress.”
(A Plain Man’s Guide to Differentiation here)
• “Teachers use well-judged and often imaginative
teaching strategies, [...] that, together with clearly
directed and timely support and intervention, match
individual needs accurately.”
(OFSTED criteria for Outstanding Lessons)
7.
Session Overview
Differentiation by Outcome
•
John Smith: On not accepting mediocrity: an ethic of excellence (based on Berger, McGill) 4:05-4:15
Differentiation by Grouping
•
Liam Gilbert: The Jigsaw Approach: a simple way to achieve differentiation by flexible grouping and task without
making any students feel stigmatised 4:15 – 4:20
Differentiation by Feedback
•
Naomi McGough: Using teacher (and student) feedback to provide students with individual (or group) learning
opportunities. 4:20 - 4:25
Differentiation by Support
•
Phil Heath: Handle differentiation with care! (based on Bennet) 4:25 – 4:30
•
Sam Broadbent: Writing Frames 4:30 – 4:35
Differentiation by Task
•
John Smith: Extension, a Minimum Scheme of Work, Minimum homework, Graded Tasks and “Take-away
homework” (McGill) 4:35 – 4:40
A Differentiation Survey
•
David Key: a department survey – Continuing the conversation in departments 4:45 – 4:50
8.
What do the researchers say?
• "Of all the impossible tasks expected of
poor, over-worked teachers, differentiation is the
most troublesome. Why? Because on the one
hand, if you did it properly every lesson you’d be
reduced to a dribbling wreck in less than a
week…on the other hand, …it’s really really
important. Therein lies our dilemma: we know we
should be doing (a lot) more of it but we just
don’t have the time or energy to do it properly."
David Didau (in this_blog )
9.
• "...I am interested in the spirit of differentiation as much
as the techniques. For me, Great Lessons are
characterised by teaching and learning where
differentiation is integral to the entire process. ie the
notion that one size does not fit all and that different
learners will be progressing and different rates is
absolutely explicit and embedded. (To those who think
this is just obvious, well, you’d be surprised how often it
isn’t!)." Tom Sherrington here
10.
Homework
via @TeacherToolkit #100ideas @Ashley_Loynton
11.
Differentiation takeaway
Starters
•
•
•
•
http://inspiringtchers.wordpress.com/ 50 ideas for differentiation by Jude Enright
http://michaelt1979.wordpress.com/2013/10/21/the-scourge-of-differentiation/
What differentiation is not and…
http://edulike.blogspot.co.uk/2013/10/differentiation-whatever-people-say-it.html?m=1
Mains
•
•
http://www.learningspy.co.uk/english-gcse/building-challenge-differentiation-thats-quick-andworks/ David Didau
http://headguruteacher.com/2013/02/03/great-lessons-4-differentiation/ Tom Sherrington
Dessert
•
https://www.smore.com/e9hf-connected A one-stop shop for Differentiation from Jon Tait's emagazine Connected
• http://frog.calderstones.co.uk/index.phtml?d=440833
Differentiation treasure trove
• https://www.ncetm.org.uk/resources/43169 this is what a twitter chat looks like
Please take photos and share your work…
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