Meeting Individual Learning Needs in the Classroom Learning Works
5 x 14 = 25
The more ‘able’ students <ul><li>“ If you are willing to deal effectively with the needs of able students you will raise t...
Spotting the difference? Asks the questions Is highly curious Already knows Manipulates information Creates a new design I...
Characteristics of a ‘gifted’ student <ul><li>Uses advanced vocabulary, learns and comprehends quickly and easily, makes j...
However the student may… <ul><li>Demand perfection from self and others </li></ul><ul><li>Incomplete assignment and projec...
<ul><li>“ A good teacher makes you  </li></ul><ul><li>think even when </li></ul><ul><li>you didn’t want to.” </li></ul><ul...
QUESTIONS??? <ul><li>My mother made me a scientist without ever intending to. Every other Jewish mother in Brooklyn would ...
Is this a thinking lesson? <ul><li>High quality open-ended tasks </li></ul><ul><li>Critical thought/Creativity/Imagination...
Wait time… <ul><li>The length of time a teacher pauses after asking a question </li></ul><ul><li>3-5 seconds </li></ul><ul...
The type of questions teachers ask… <ul><li>Bloom’s Taxonomy </li></ul>High-order thinking Creating Evaluating Analysing A...
Spot the ‘creating’-type questions! <ul><li>Who can tell me what a simile is? </li></ul><ul><li>Make up a new simile for a...
Creative thinking… <ul><li>Teaching strategies for an activity may include… </li></ul><ul><li>Considering all factors (CAF...
<ul><li>It ain’t what you do it’s  </li></ul><ul><li>the way that you do it … </li></ul>
Strategies to help match tasks to pupil’s abilities <ul><li>Start pupils on a task at an  appropriate level of difficulty ...
Opening up a task… <ul><li>Change part of a question / task </li></ul><ul><li>Remove some of the information </li></ul><ul...
E.g Remove some of the information <ul><li>9367 – 2649 =  </li></ul><ul><li>What if… </li></ul><ul><li>9 67 – 2649 =  </li...
Early finishers should be given: <ul><li>in depth work </li></ul><ul><li>a different aspect of the work </li></ul><ul><li>...
Practical Suggestions <ul><li>A  =  All   must do   </li></ul><ul><li>C  =  Choice  of writing tasks for group members (gr...
21 ideas from Deborah Eyre <ul><li>Plan – Do – Review  </li></ul><ul><li>Involve pupils in planning learning activity </li...
MOTIVATION <ul><li>CAPTIVATION: Does it grab my attention? </li></ul><ul><li>CHOICE: Can I do it my way? </li></ul><ul><li...
<ul><li>“  If the child doesn’t learn the way you teach, can you teach the way he learns?”   </li></ul>
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Meeting individual learning needs in the classroom by Christoulla Polychroni

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Meeting individual learning needs in the classroom by Christoulla Polychroni

  1. 1. Meeting Individual Learning Needs in the Classroom Learning Works
  2. 2. 5 x 14 = 25
  3. 3. The more ‘able’ students <ul><li>“ If you are willing to deal effectively with the needs of able students you will raise the achievement of all pupils” </li></ul><ul><li>Mike Tomlinson </li></ul><ul><li>Director, Ofsted </li></ul>
  4. 4. Spotting the difference? Asks the questions Is highly curious Already knows Manipulates information Creates a new design Is highly self-critical Knows the answers Is interested Learns with ease Absorbs information Copies accurately Is pleased with own learning Gifted Pupil Bright Pupil
  5. 5. Characteristics of a ‘gifted’ student <ul><li>Uses advanced vocabulary, learns and comprehends quickly and easily, makes judgements and decisions </li></ul><ul><li>Original, flexible, curious, problem solver, feels free to disagree, transforms and combines ideas, intellectually playful </li></ul><ul><li>Sets own goals, motivated, perseveres, has leadership ability </li></ul>
  6. 6. However the student may… <ul><li>Demand perfection from self and others </li></ul><ul><li>Incomplete assignment and projects </li></ul><ul><li>Frequently daydreams </li></ul><ul><li>Be disruptive and interruptive </li></ul><ul><li>Challenge authority </li></ul><ul><li>Resist completing rote or repetitive tasks </li></ul><ul><li>Resist conventional approaches or responses </li></ul>
  7. 7. <ul><li>“ A good teacher makes you </li></ul><ul><li>think even when </li></ul><ul><li>you didn’t want to.” </li></ul><ul><li>R. Fisher </li></ul>
  8. 8. QUESTIONS??? <ul><li>My mother made me a scientist without ever intending to. Every other Jewish mother in Brooklyn would ask her child after school: </li></ul><ul><li>So? Did you learn anything today? But not my mother. ‘Izzy’, she would say, ‘did you ask a good question today?’ </li></ul><ul><li>That difference – asking good questions-made me become a scientist. </li></ul><ul><li>Isidor Isaac Rabi, U. S atomic physicist. </li></ul><ul><li>“ Great Minds Start with Questions” </li></ul>
  9. 9. Is this a thinking lesson? <ul><li>High quality open-ended tasks </li></ul><ul><li>Critical thought/Creativity/Imagination </li></ul><ul><li>Pace, Breadth, Depth and Complexity </li></ul><ul><li>Higher order thinking/questioning </li></ul><ul><li>Aptitudes, Interests and ability considered </li></ul>
  10. 10. Wait time… <ul><li>The length of time a teacher pauses after asking a question </li></ul><ul><li>3-5 seconds </li></ul><ul><li>no hands up question (promotes thinking) </li></ul>
  11. 11. The type of questions teachers ask… <ul><li>Bloom’s Taxonomy </li></ul>High-order thinking Creating Evaluating Analysing Applying Understanding Remembering
  12. 12. Spot the ‘creating’-type questions! <ul><li>Who can tell me what a simile is? </li></ul><ul><li>Make up a new simile for an old person </li></ul><ul><li>Share a happy memory of an old person </li></ul><ul><li>How successful was the poet in… </li></ul><ul><li>Use a well known simile to describe… </li></ul>
  13. 13. Creative thinking… <ul><li>Teaching strategies for an activity may include… </li></ul><ul><li>Considering all factors (CAF) </li></ul><ul><li>First Important Priorities (FIP) </li></ul><ul><li>Plus, Minus, Interesting Points (PMI) </li></ul><ul><li>Consequences and Sequel (C & S) </li></ul><ul><li>Aims, Goals and Objectives (AGO) </li></ul><ul><li>Alternatives, Possibilities, Choices (APC) </li></ul><ul><li>Other Points of View (OPV) </li></ul>
  14. 14. <ul><li>It ain’t what you do it’s </li></ul><ul><li>the way that you do it … </li></ul>
  15. 15. Strategies to help match tasks to pupil’s abilities <ul><li>Start pupils on a task at an appropriate level of difficulty </li></ul><ul><li>Use challenging questions to extend thinking </li></ul><ul><li>Extend and open up tasks </li></ul><ul><li>Organise peer support and collaboration </li></ul>
  16. 16. Opening up a task… <ul><li>Change part of a question / task </li></ul><ul><li>Remove some of the information </li></ul><ul><li>Give the answer </li></ul><ul><li>Ask what is the same / different </li></ul>
  17. 17. E.g Remove some of the information <ul><li>9367 – 2649 = </li></ul><ul><li>What if… </li></ul><ul><li>9 67 – 2649 = </li></ul>
  18. 18. Early finishers should be given: <ul><li>in depth work </li></ul><ul><li>a different aspect of the work </li></ul><ul><li>inventive/creative work </li></ul><ul><li>research </li></ul><ul><li>problem solving </li></ul><ul><li>further challenge </li></ul>
  19. 19. Practical Suggestions <ul><li>A = All must do </li></ul><ul><li>C = Choice of writing tasks for group members (group decides who does which) </li></ul><ul><li>O = Oral Work – Group chooses ONE and works together </li></ul><ul><li>D = Design – work using information from the book (group decides who does which) </li></ul><ul><li>E = Extension wider reading – own reading </li></ul>
  20. 20. 21 ideas from Deborah Eyre <ul><li>Plan – Do – Review </li></ul><ul><li>Involve pupils in planning learning activity </li></ul><ul><li>Offer choices in how to handle content </li></ul><ul><li>Encourage decision making </li></ul><ul><li>Model thinking skills </li></ul><ul><li>Set problem-solving and enquiry tasks </li></ul><ul><li>Use questions to promote higher-order thinking </li></ul><ul><li>Teach study skills </li></ul><ul><li>Use more difficult text </li></ul><ul><li>Present a range of text and information </li></ul><ul><li>Develop inferential and critical thinking </li></ul><ul><li>Only use a single text or artefact </li></ul><ul><li>Provide study guides </li></ul><ul><li>set time restrictions </li></ul><ul><li>No correct answer </li></ul><ul><li>Give the answer </li></ul><ul><li>Record responses in an unusual way </li></ul><ul><li>Use technical vocabulary </li></ul><ul><li>Reward with puzzles, games, competitions etc </li></ul><ul><li>Use experts </li></ul><ul><li>Anticipate early finishers ! </li></ul>
  21. 21. MOTIVATION <ul><li>CAPTIVATION: Does it grab my attention? </li></ul><ul><li>CHOICE: Can I do it my way? </li></ul><ul><li>COLLABORATION: Can I do it with my friends? </li></ul><ul><li>COMPETENCE: Is it going to be too simple or too challenging? </li></ul><ul><li>CONNECTION: Does it contribute to my personal learning goals? </li></ul>
  22. 22. <ul><li>“ If the child doesn’t learn the way you teach, can you teach the way he learns?” </li></ul>

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