Training I delivered to the Humanities dept. at my school about Differentiation and some ideas.

1. Effective Differentiation
Effective Differentiation

2. How many did you know?
There are 47 of them!How many did you know?
There are 47 of them!

3. Just your everyday class…
How do we as teaches respond to the needs
of all our learners?
Just your everyday class…
How do we as teaches respond to the needs
of all our learners?

4. You will be able to answer the following questions by
the end of this session...

5. Swimming
Cooking
Playing a
musical
instrument
DIY
Using
a PC
SingingJuggling
Driving
Writing
reports
Managing
difficult
situations
Socialising
with new
people
Managing
your time
Supporting
others
Being
patient
Maths
We all have different skills and
strengths…

6. We like differences at Cheney School!

7. What is Differentiation?
• Individually, identify one word that ‘springs’
to mind when I say differentiation.
• Write your answer on:
• A Post-it,
• Via a Text Message
https://www.polleverywhere.com/free_text
• Now working in your group, use as many
words as you can to define ‘differentiation’.

8. Definitions...
• The term differentiation refers to anything
you do that accommodates differences in your
learners, leading them to learn effectively.
• Know your students

9. Know your students...
• SEN/D
• Pupil Premium/FSM
• Pupil Premium Plus- LAC/Adopted
• Cheney +
• Young Carers
• EAL
• (Exam Access)

10. You are the expert...
• Marking
• Questioning
• Homework marks/grades/scores
• Test results
• Quality of book work
• Subject knowledge
• Conversations

11. How can we help...
• E-Portal- SIMS
• Pupil Profiles
• SEN/D register
• EAL strategies
• Exam Access Doc
• Physical Disability Register
• Me?!

15. Seating Plans
• Why?
• Responsive?
• Adaptable?
• Short term?

16. Physical/Sensory
 Physical disability (PD), Hearing Impaired (HI), Visually Impaired (VI)
 Likely to have been an early diagnosis, possibly pre-school
 Adaptive routines, including risk assessments in place. Appropriate
support in place.
 Teacher awareness, hearing and sight can be contributory aspects of
other SEN.
Cognitive & Learning
 Attainment low despite
intervention
 Slow progress; substantially
below expectation
 Language delay; oral and/or
written
 Maths understanding poor
 Motor skills delay
 Difficulty grasping concepts
 Poor memory/processing
 Motivation low; poor
concentration
 Social/emotion immaturity
 Limited social skills/low self-
esteem
 Includes: Dyslexia, dyscalculia,
dyspraxia, dysgraphia,
Processing disorder.
Communication & Interaction
 Language is a barrier to social
interaction and learning
 Communications skills not age
appropriate
 Receptive/expressive language
delay/disordered
 Emotions, language, behaviour may
be misread, creating social issues,
challenge or frustration
ASD
 Aspects of above, plus
 Inflexibility in thinking, reactions,
communications
 Rigid/ritualistic behaviours
 Expressive language difficulty
 Non-recognition of emotions
Have You?
Differentiated for evidence needs.
Personalised targets and tracking.
Used alternative strategies.
Intervened, supported and resourced.
Analysed outcomes, described and
sought patterns.
Discussed with the Child and Parents
Kept a clear record of the above
SEND supporting checklist email to:
SEND@cheney.oxon.sch.uk
Have You?
Differentiated for evidence needs.
Personalised targets and tracking.
Used alternative strategies.
Intervened, supported and resourced.
Analysed outcomes, described and
sought patterns.
Discussed with the Child and Parents
Kept a clear record of the above
SEND supporting checklist email to:
SEND@cheney.oxon.sch.uk
Now discuss the child with
the SENCo.
Follow through on decisions
Now discuss the child with
the SENCo.
Follow through on decisions
Social, Emotional, Mental Health
 Poor social and emotional skills,
relationships, e.g. Distractibility,
mismatch ability/progress,
relationship issues, frustration, non-
cooperation, emotional literacy,
withdrawal;, non-attendance.
 Manifests as behavioural challenge.
 Underlying issues, home, school,
peers, environment
 Persists despite positive intervention
 Possible link to learning/cognition.
By @ChrisChivers2

17. @davidfawcett27

18. Using the information
sheet tick on there the
methods you already use
in your lessons to
differentiate?

19. ZPD-Vygotsky
• Zone of Proximal Development
• Just out of reach... (Stretch and challenge.)

20. @TeacherTweaks

21. @Shaun_Allison

22. Backward planning
Start with the end in mind: plan for
learning. Establish a clear objective
and tangible outcomes

23. Strategies to HELP

25. @Humannotrobots

26. @Humannotrobots

27. @Humannotrobots

28. The SEND
Register
includes
the reading
ages of all
of our
students in
Year 7-
they are
reassessed
if need be.
Take note
of the
strategies
that we
have
suggested
for you..

30. IN CONTEXT??
@Humannotrobots

31. @Humannotrobots

33. I wish my teacher knew

34. So that...

35. Students as resources

36. Help Desk/Stuck PowerPoint/Post Its

37. Hands Down

38. Scaffolding/Tick lists

39. Questioning
Develop your
skills
Practice
Rehearse

40. Pause time...
• Dreaded silence
• Thinking time
• Working time

41. Whiteboards

42. Marking and Feedback
@SeanhamRE

43. Dot Marking

44. Exit Tickets

45. Modelling

46. Modelling/Excellence...

47. Expecting Excellence

48. SOLO Taxonomy

49. Slow writing...

50. Generic worksheets...
@davidfawcett27

51. Magenta Principles
@MikehughesETS

52. What differentiation is not!
• Writing out 30 different lesson plans with 30
different worksheets
• Thinking it is not needed because the students
are setted
• Work at a the same pace so everybody is at
the same level
• Some/Most/All
• Letting students pick their tasks?

53. Top tips...
• Know your class and demonstrate this through up-to-date, annotated seating
plans and student profiles. Gather information that enables you to connect to
them as individuals.
• Challenge them and have really high expectations. Keep the bar high, always.
Present learning without limits. Share excellence with them so they can see and
understand your high expectations. Use modelling and explanation so that they
are clear about what constitutes excellence.
• Encourage your students to make and learn from mistakes. Then feedback can
come into play. Don’t be tempted to say “If you’ve got a problem, put your hand
up and I will come and help”. Try to help them build resilience in the face of
difficulty. Make them sweat.
• Opportunities for students to express their understanding and articulate their
thoughts should be designed into any lesson. Great teachers are great listeners
too. Be a flexible, adaptive and responsive teacher.
• Mark their books and provide your students with more work. Provide them with
an opportunity to make your suggested improvements: the only time you will ever
have 30 different lesson plans – gold plated differentiation!
Adapted from @ChrisMoyse

54. How will you now
LEAD
differentiation in
your area?

55. Follow me on twitter
www.twitter.com/astsupportaali
• Further reading:
• www.newtothepost.wordpress.com

56. Step by Step...
• Take things one step/gain at a time…

57. Special thank you to...
• @ChrisChivers- http://www.inclusionmark.co.uk/
• @ChrisMoyse- http://chrismoyse.wordpress.com/
• @Humansnotrobots-http://www.humansnotrobots.co.uk/
• @FurtherEdagogy-
• @TeacherTweaks- http://cheneyagilitytoolkit.blogspot.co.uk/2014/10/tlt14_18.html?q=differentiation
• I appreciate the time and effort you have taken to share your resources
with others. I have learnt a lot reading your blogs/toolkits.