This document discusses differentiation in teaching and learning. It defines differentiation as designing instruction to meet individual student needs. The document outlines four types of differentiation: by task, process, product, and support. It also notes that effective differentiation requires teachers to know their students well, and cautions that differentiation does not mean only helping below-level students, giving more work, or individualizing curriculum for each student. Overall, the document provides an overview of differentiation strategies and considerations for applying differentiation in the classroom.

1. BA JED 422 DL
Principles of Teaching and Learning in Jewish
Studies
20 credits
Session 3: differentiation
“The biggest mistake of past centuries in teaching has been to treat all
students as if they were variants of the same individual and thus to feel
justified in teaching them all the same subjects the same way.” Gardner, H.
1993. Education for Understanding, American School Board Journal, v180 n7 p20-24 Jul 1993

2. Aims of the session
• Understand how teaching and learning theories support
differentiation in the secular and Jewish Studies classroom
• Understand the principle of differentiation and know when to use
it
• Analyse lesson plans looking at differentiation
• Create differentiated activities

3. Differentiation
Did you think of other reasons in your questionnaire?
Why differentiate in class?
- to support good behaviour
- to raise the level of enjoyment
- to improve learning outcomes
- to support students understand their own strengths
and weaknessess

4. Differentiation in Teaching – What works
best
Visible Learning for teachers:
maximising impact on
teaching, J.Hattie (2012)
Peer Influence – group work & discussion: 0.82
Feedback and Assessment for Learning: 0.75
Positive student-teacher relationships: 0.72
Differentiation: 0.61
Clear learning objectives: 0.57
Challenging tasks and success criteria: 0.57
Providing worked examples: 0.55
Questioning strategies: 0.52
In his book, visible learning for teachers, Hattie shows that differentiation improves learning
0.61 time.
Look at how differentiation impacts
learning in comparison to other teaching
strategies.

5. Who do we differentiate work for?
1. SEND students
2. EAL students
3. Gender?
4. Pupil premium
5. New students
6. More able students
1. _ _ _ _ students
2. _ _ _ students
3. G_ _ _ _ _
4. Pupil p _ _ _ _ _ _
5. New _ _ _ _ _ _ _ _
6. M_ _ _ a_ _ _ students
Find 6 different types of students we may differentiate for
students SEND Premium More able EAL
Gender
1. Look at the list you wrote in your questionnaire
2. Click once on the ppt and complete the gap fill
3. Click one more time and check if you used the words below to complete the sentences correctly
4. Click one more time to check your answers
5. Had you written the same group of learners in your questionnaire?

6. Definition of differentiation
Click on this link to complete the exercice:

7. What does it mean to differentiate?
The SEND Code of Practice (2015) makes it clear that differentiation is an expectation:
‘High quality teaching that is differentiated and personalised will meet the individual needs of
the majority of children and young people’ (para. 1.24);
‘The UK government is committed to inclusive education of disabled children and young
people and the progressive removal of barriers to learning and participation in mainstream
education’ (para. 1.26);
Schools ‘must use their best endeavours to make sure that a child with SEN gets the
support they need – this means doing everything they can to meet children and young
people’s SEN’ (para. 6.2); they ‘must make reasonable adjustments….to prevent them being
put at a substantial disadvantage.
source: NASBTT, www.nasen.org.uk

8. Let’s look at different types of differentiation

9. In this case, the teacher designs different types of activities to suit the
learners’ needs.
Examples of differentiating activities:
● Match vocabulary words to definitions.
● Read a passage of text and answer related questions.
● Think of a situation that happened to a character in the story and a different outcome.
● Differentiate fact from opinion in the story.
● Identify an author’s position and provide evidence to support this viewpoint.
● Create a PowerPoint presentation summarizing the lesson
Differentiation by task

10. In this case, the teachers plan to let students learn in a way they find
suitable to them.
Examples of differentiating the process:
● Provide textbooks for visual and word learners.
● Allow auditory learners to listen to audio books.
● Give kinesthetic learners the opportunity to complete an interactive assignment online.
Differentiation by process

11. In this case, the teachers expects students to differentiate the work by
producing different results:
Examples of differentiating the process:
● Write a poem
● Open-ended tasks. eg: Explain why we don’t eat bread at Pesach
● A project
Differentiation by
outcome

12. In this case, the teachers expects students to complete the same task
and expects the same result, but will support students to achieve this
Examples of differentiating the process:
● give students a writing frame
● give students a glossary of terms
● give students key words to use in their writing
● give students formulas
Differentiation by support

13. What do you think are the difficulties faced by
teachers and learners when differentiation is
used?

14. What differentiation is not
• only for the learners below expected level
• only for learners with special educational needs
• giving more of the same work to extend learners
• asking learners to learn different content
•creating an individualised curriculum for each learner
The only way to differentiate effectively is to
know your students well