This document discusses differentiation in teaching and provides guidance for teachers. It defines differentiation as teaching the same curriculum to all pupils by using different strategies to meet their individual learning needs. It emphasizes adapting teaching based on students' strengths and needs. The document encourages teachers to consider students' various differences, preferred learning styles and intelligences, and to devise lesson plans that engage students in different ways. Teachers are advised to differentiate instruction by content, tasks, resources, outcomes, time, and support provided. The intended learning outcomes are for teachers to understand differentiation, account for learning differences in planning, and apply strategies to set differentiated objectives and outcomes in their own lessons.

1. Differentiation:
The Personalised Classroom
Which Standards?
• Adapt teaching to respond to the strengths an needs
of all pupils (2)
• Have secure knowledge of subject, foster and
maintain pupils’ interest and address
misunderstandings (3)
• Impart knowledge and develop understanding
through effective use of lesson time (4)
RP5 – Session
1 of 3:
Alison Morgan

2. Intended Learning Objectives
 Know what differentiation is and why it is an
essential part of effective teaching
 Understand the importance of learning style
and of challenge in shaping learners' attainment
 Know how to devise differentiation strategies
in your own subject to meet individual learner
needs

3. Intended Learning Outcomes
 Identification of differences leading to the
need for differentiation
 Show in your planning your understanding of
the importance of pupil difference, learning
intelligence and learning style in shaping
learners' attainment
 Use of differentiation of learning objectives
and outcomes for your lessons.

4. What is differentiation?
Differentiation

5. “… differentiation encourages the teacher to „break
out of mechanistic models of teaching‟, and
develop more creative and varied pedagogical styles
This may not be a belief shared by all teachers, but
from my own perspective as a trainee, it is certainly
an inspiring one.” (Faultley and Savage 2010, p. 21).

6. Planning for differentiation
 Differentiation involves teaching the same
curriculum to all pupils by using a range of
teaching strategies to meet the different learning
needs of individual pupils.
 (Standard 5 – adapt teaching to respond to the
strengths and needs of all pupils)

7. What differences do pupils bring
to school?
 Make a list of differences pupils bring
to school:
Mixed
Group
Task –
10 mins
(feedback
10 mins)

8. Pupil differences? Of…
 Gender
 Learning styles
 Attitude
 Reading ages
 Spatial awareness
 Prior knowledge
 special educational needs
 physical dis/abilities
 social and cultural backgrounds
 ethnic groups including
travellers, refugees and asylum seekers
 diverse linguistic backgrounds

9. Are there learning differences?
 In groups discuss your
differences in learning
styles
 What is your preferred
learning style?
 Does your lesson
planning and/or subject
area reflect your
preferred learning style?
What is your
preferred learning
style?
• Wholistic
• Analytical
• Verbaliser
• Imager
(Riding and
Cheema 1991)

10. Learning Intelligences
 In your planning when do you use…?

11. Howard Garner’s
Multiple
Intelligences
Frames of
Mind, 1983

12.  Interpersonal
intelligence is concerned
with the capacity to
understand the
intentions, motivations and
desires of other people. It
allows people to work
effectively with others.
Educators, salespeople, reli
gious and political leaders
and counsellors all need a
well-developed
interpersonal intelligence.

13. Intrapersonal
intelligence entails the
capacity to understand
oneself, to appreciate
one's feelings, fears and
motivations. In Howard
Gardner's view it involves
having an effective
working model of
ourselves, and to be able
to use such information
to regulate our lives.

14.  Spatial
intelligence
involves the
potential to
recognize and
use the patterns
of wide space
and more
confined areas

15. Bodily-kinesthetic
intelligence entails the
potential of using one's
whole body or parts of the
body to solve problems. It
is the ability to use mental
abilities to coordinate
bodily movements.
Howard Gardner sees
mental and physical
activity as related

16.  Logical-mathematical
intelligence consists of the
capacity to analyse problems
logically, carry out
mathematical operations, and
investigate issues scientifically.
In Howard Gardner's words, it
entails the ability to detect
patterns, reason deductively
and think logically. This
intelligence is most often
associated with scientific and
mathematical thinking.

17.  Linguistic intelligence
involves sensitivity to
spoken and written
language, the ability to
learn languages, and the
capacity to use
language to accomplish
certain goals. This
intelligence includes the
ability to effectively use
language.

18.  Musical intelligence
involves skill in the
performance, composition, an
d appreciation of musical
patterns. It encompasses the
capacity to recognize and
compose musical
pitches, tones, and rhythms.
According to Howard
Gardner musical intelligence
runs in an almost structural
parallel to linguistic
intelligence

19. Naturalist Intelligence
This is the ability to
recognise and categorise
animals and plants.
Learners with a strong
naturalist intelligence are
good at drawing upon
certain features of the
environment

20.  What sort of intelligence
do you have?
 Score yourself out of 10
for each for each of the 7
intelligences.
 Compare with someone
from a different subject
 Consider which
intelligences are the most
and the least compatible
with your subject

21. Differentiation is clearly linked with
the principle of equality of
opportunity …
 The opportunity to learn effectively is a right
for all pupils, and it is enshrined in most schools'
mission statement and curriculum aims and
objectives. Differentiation is necessary to secure
an effective curriculum. It puts the emphasis
firmly on what is learnt, rather than what is
taught

22. So we need to think about how we
can:
 identify need
 set learning objectives and learning outcomes
 organise learning experiences
 develop appropriate resources
 assign tasks
 assess achievement

23. tasks
response support
resources
content
Differentiation
can be by:

24. How does differentiation take place?
 Whilst pupil outcomes vary, it is the teacher's
response to these outcomes that allows
differentiation to take place. To deliver the content
of the curriculum, resources are necessary and
tasks have to be designed help pupils acquire
knowledge and understanding as well as develop skills.
Whilst working at tasks, the pupils should have
support from the teacher, who will help and guide
them through the learning process

25. How does differentiation take place
in your subject?
 Attention to learning styles/
intelligences
 teacher's response
 content
 resources
 tasks
 support
Subject Group
Task – 10 mins

26. How might a typical lesson plan
engage these pupils?
What different
strategies can be
used to
differentiate in
your lessons?
Give some specific
examples and
state which
pupils they would
suit best.
Group work –
15 mins

27. Nominated a group member to report back.
Trainee to raise whiteboard/paper to show
differentiation by:
 task
 resource
 outcome
 time
 support
Feedback –
15 minutes

28. Should …
Must …
Could …
Differentiated
Learning Objectives
and Outcomes …
Objectives:
*should learn
*must learn
*could learn
Outcomes:
*all pupils…
*most pupils…
*some pupils…

29.  Explanation of what differentiation is and why it
is an essential part of effective teaching.
 Show understanding of the importance of
learning styles in shaping learners' attainment.
 Use of differentiation strategies in your own subject
to plan.
 Use of differentiation of learning outcomes for
your lessons.
Individual Reflection – 5 mins
Intended Learning Outcomes