The document discusses differentiation as a teaching strategy to meet different learning needs in a group. It provides 12 examples of differentiated strategies or activities, such as writing group/individual targets, adjusting questions, choice boards, and leveled reading. The document also outlines steps to differentiate, including introducing a concept to the whole class, dividing students into tiered groups, creating varied activities, and assessing students. Challenges of differentiation and ways to manage it in the classroom are also addressed.

1. Differentiation Made Realistic – 12 strategies Dr. Fiodhna Gardiner-Hyland

2. WALT What is differentiation? Steps to differentiation 12 example differentiated strategies Ways to manage differentiation

3. What is Differentiation? …” is a means of teaching one concept and meeting the different learning needs in a group.” (Regina Public Schools, 2003, retrieved from http://www.saskschools.ca/curr_content/bestpractice/tiered/index.html)

4. Think 7 to Differentiate Instruction Retrieved from://www.learnerslink.com/curriculum.htm By addressing student You can differentiate the Content Readiness Interests Learning Profile Process Product Learning Environment

5. 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)?

6. Process: Tiered activities based on ‘readiness ; pace of learning, varying strategies through which students understand and increase in skill e.g. Six Thinking Hats Content : What students learn based on curricular concepts We might differentiate the… Retrieved from://www.learnerslink.com/curriculum.htm Product : Multiple Intelligences How students demonstrate and extend what they have learned, format Learning Environment: Seating and flexible groupings, movement, atmosphere, resources

7. Product Differentiation Multiple Intelligences

8. Differentiation and Target Setting in a UAE context “ teaching ensures that all students are challenged and supported…what they offer all students will be challenging, interesting and fun…and based on realistic targets that students understand” (ADEC, 2010).

9. Strengths Learning is scaffolded and students are appropriately supported or challenged Addresses student learning styles Focus can remain on key lesson concept Facilitates IEPs Students experience success Maximizes student-centred learning A form of continuous assessment

10. Limitations Requires additional planning Involves ongoing formative assessment Classroom management issues Time management issues Difficult to administer one summative assessment to all groups, unless core concept has been taught to all

11. Differentiation is not… New Just another way to group students Expecting less of struggling learners Engaging in extension activities Intended to replace whole class teaching

12. Steps Introduce a concept to the whole class and emphasize WALT Divide students into tiered groups according to readiness, interest or learning profile. Create activities that focus on the concept and adjust to provide different levels of difficulty. Decide on strategies and management style Plenary: gather all groups together and reinforce/re-teach core concept Assess students’ work and re-tier if necessary.

13. 12 Example differentiated strategies/activities Write group/individual targets on table/board/books Group chart with flexible groups Adjusting questions Sound, word, sentence, text levels Adjusting stimuli e.g. concrete materials, listening materials, graphic organizers Choice box/board

14. 12 Example differentiated strategies/activities SSSTTF words (Sight, sound, smell, touch, taste, feelings) Guided reading Learning Centers Differentiated structured morning play Differentiated homework Portfolios

15. Leveled/Graded Reading Prior knowledge assessed. New vocabulary is introduced. Purpose set for individual/group reading. Student/Teacher Conferences –reading by the student, discussion, checking automaticity of reading, comprehension and word recognition. Record keeping Individual/small group follow-up enrichment activities.

16. Think, pair, share In groups, discuss how you can differentiate in an EFL setting. Consider: Student needs Time constraints - single or double classes Planning for differentiation Seating arrangements and class size Classroom management Accessibility of materials Teaching approaches Assessment

17. Let’s Differentiate! Examine a reading lesson plan for next week. In groups, design 3 differentiated activities for the practice stage of the lesson.

18. Ways to manage differentiation Devise ability groups based on baseline assessment Limit number of groups Integrate with other approaches, e.g. whole class teaching Limit kinesthetic activities Differentiate during double lessons Use aids to organize groups – charts, checklists Use partial differentiation – practice stage Involve others e.g. classroom assistants, parent helpers; paired work

19. Differentiation is ‘learning for all’.

20. Recommended Source www.learnerslink.com/curriculum.htm for ideas, research, and examples of differentiation strategies, Six Hats activities, lessons and units.