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A Session for teachers - Differentiation: what it is, and what it isn't.

A Session for teachers - Differentiation: what it is, and what it isn't.



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Differentiation Differentiation Presentation Transcript

  • Differentiation Practical Ideas for the Classroom JAS
  • Practical Ideas • Traffic Light Post-its (by Task) – group session • ‘Minimum’ homework (set time limit!) Also http://frog.calderstones.co.uk/index.phtml?d=1091490 • Rapid Progress (by Outcome) http://teachertoolkit.me/2013/04/30/rapidprogress-in-my-classroom-how-itis-made-and-how-do-i-know-it-blogsync/ via Ross McGill @TeacherToolkit
  • What is it? The 5 Minute Lesson Plan by @TeacherToolkit Ross McGill View slide
  • Accommodating difference • Differentiation 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 ) View slide
  • 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. T’other hand though is that 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 )
  • • "...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
  • By Task “In all task-setting (written and oral) the level of challenge may also be varied through using: • closed or open questions • a greater or lesser degree of “steer” towards correct response • higher or lower order of questioning (again, referenced to Bloom’s taxonomy) • questions which require a greater or lesser degree of subject knowledge or understanding • single-step or multi-step questions etc. • tasks in which pupils are asked to work out the question having been given the answer • tasks in which pupils are asked to work out the general rule or the exception from a number of particular examples etc. • tasks in which pupils order or arrange pre-prepared cards, words etc. rather than working in a more open-ended way from their own knowledge” http://frog.calderstones.co.uk/index.phtml?d=441273
  • By Outcome “Differentiation by outcome discriminates between the work produced by different pupils, as judged in terms of, for example: • length • quality • complexity • standard of work (including the extent to which it meets criteria for different NC levels) • pace • intellectual sophistication (e.g. see 'Bloom’s Taxonomy' in 'Assessment for Learning') • the sophistication or technical accuracy of the language used, the measurements taken or the conclusions reached etc.” http://frog.calderstones.co.uk/index.phtml?d=441273
  • S.O.R.T. • http://frog.calderstones.co.uk/index.phtml?d= 441273
  • Further Reading / Ideas • http://inspiringtchers.wordpress.com/ 50 ideas for differentiation by Jude Enright • http://edulike.blogspot.co.uk/2013/10/differentiation-whateverpeople-say-it.html?m=1 What its not by Rachael Stevens • http://www.learningspy.co.uk/english-gcse/building-challengedifferentiation-thats-quick-and-works/ David Didau • http://headguruteacher.com/2013/02/03/great-lessons-4differentiation/ Tom Sherrington • https://www.smore.com/e9hf-connected A one-stop shop for Differentiation from Jon Tait's e-magazine Connected • http://frog.calderstones.co.uk/index.phtml?d=440833 Differentiation treasure trove