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Differentiation Made Easy
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Fiodhna Gardiner-HylandFollow
Consultant at Abu DhabiAdvertisement
Differentiation Made Easy
- Differentiation Made Realistic – 12 strategies Dr. Fiodhna Gardiner-Hyland
- Based on the student’s… Retrieved from://www.learnerslink.com/curriculum.htm Readiness How students perform in your class, such as their reading ability, pace of learning, dependence on the teacher, or independence, …. Interests What does the student enjoy? Learning Profile What learning preference does the student have? Auditory, visual, kinesthetic? Multiple Intelligence preference(s)?
- Product Differentiation Multiple Intelligences
- Differentiation is ‘learning for all’.
Editor's Notes
- I will be referring to this later in my presentation.
- It is like juggling, the more balls, the more difficult to manage.Tiered instruction:“A flexible approach to teaching in which the teacher plans and carries out varied approach to context, process and product in anticipation of and in response to student differences in readiness, interests and learning needs”.(Tomlinson, C.A.) The idea is that tiered instructions meets the needs of all students. Often gifted students are not appropriately challenged. All students are regularly offered CHOICES. Based on the student's readiness levels, interests, and learning profile , we modify the content, process, product and/or learning environment . D ifferentiating instruction makes teaching more interesting and effective as YOU meet the needs of your students.
- Purpose and types: Why bother differentiating? Whole class teaching is much simpler. Different styles of content and delivery of content, process and product (different ways to express knowledge). It is a blend of whole, small group and individual learning. Focuses on student learning. Supportive learning environment, Continuous assessment of flexible groupings
- Different starting points for different children, varied resources. Allow movement between groupings so children don’t become stuck in one group. Six thinking hats: blue: thinking; black: caution; red: feelings: yellow: optimism and benefits; green – creativity; white: facts
- Accomodating multiple learning needs in which children feel valued
- Lesson should set individual, group and whole class targets Assessment of tiered learning can involve rubrics, tests, checklists, contracts, self-evaluation, peer evaluation, or conferences.
- Learning is focused. Teachers can reflect on students’ development. Higher leveled students need more challenging tasks and lower leveled students need less intrusive tasks. Enrichment programmes. Research shows… A form of continuous assessment, if groupings are flexible and children can move from one to another.
- All kids can do extension activities – early finishers. Differentiated activities are not necessarily extra activities. Below grade level: use concrete materials
- Strategies and management: Lower students on floor, one group working with assistant, other working independently. Assess using checklists, ruberics etc.
- Structured play: involving classifying, sorting, sequencing, givign reasons for opinions, predicting outcomes, applying imagination, becoming confident. Choices box: – library, vocab, computer. Above grade level (extension activities)
- Structured play: involving classifying, sorting, sequencing, givign reasons for opinions, predicting outcomes, applying imagination, becoming confident. Choices box: – library, vocab, computer. Above grade level (extension activities)
- Write on a flip chart: obstacles; possibilities. Feedback. Subject co-ordinators plan for differentiation. Al children learn objective as same tests. Small classes pose logistical problems for differentiated work that involves kinesthetic activities. However, worksheets can be handed out to different groups and no movement is required. In the education of children we continually assess the individual's progress. Tiered instruction lends to this perfectly (IEPs) With assignments that appropriately challenge students 'real' progress occurs. Like any other teaching strategy we must use a wide range of assessment tools.
- Brown bear story: Lower: Point to the picture and say initial sound Middle: Match animal words to pictures Top: Attempt Sentence level: Rashid, rashid, what can you see, I see a ….looking at me. Lower students on floor, one group working with assistant, other working independently. Below grade level: point to pictures At grade level: describe pictures Above grade level: describe favourite character; part of book/scene Stories, organized thematically Non-fiction books Extension readers Poems Big books Workbooks – phonic, comprehension and grammar , spelling Teacher’s Guide Multimedia – CD-Roms, audiocassettes Kits – alphabet cards, word cards etc. Core Support Extension Brown bear brown bear/Hamda’s surprise. When do you differentiate e.g. in the ppp lesson. Practice stage of the lesson. Divide group in groups, 5, 5, 4,4,4. Your group is going to focus only on one of those areas.
- When to differentiate? Use classroom assistants for reading groups and reading records
- Al Yasat School, 2009 Shared Reading for Second Language Learners © Fiodhna Hyland Differentiation is not new, good teachers have always done it. However, it does chime with a new conception of the teacher’s role. Once we teachers taught courses, subjects and classes. But no more. Now we are teaching individuals. Once education was a sieve. The weaker students were ‘seived out’ and they left the classroom for the world of work, while the able students were retained for the next level. This is no longer thought to be the case. Experts on the brain and on learning now stress that everyone can learn more, if they are taught appropriately, whatever they have previously acheived. Differentiation is about giving each child the opportunity to learn to the best of his capabilities. It doesn’t guarantee success for each child, but all we can do is try. Tell me one thing you learned in this lesson. An effective EFL classroom will have a combination of teacher-directed and selected activities, learner-centered and selected activities, whole class, small group and individual instruction
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