developing independent learners: practical differentiation tips
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Developing independent learners:Practical Differentiation Tips
Developing independent learners:Practical Differentiation Tips
I’m on twitter…@arthurterrygeog
Ideas, feedback or any further correspondence. Feel free to
contact me at.msimmons@arthurterry.bham.sch.uk
Mike Simmons BSc. MEd.Jon Simmons BSc. MSc.
You have some tin foil. Can you make: -A country?
-A continent?-The entire world?
-Something else geographical?
School direct places
available!
School direct places
available!
What does an independent learner look like??
Activities that rely on the autonomy of the learner can help to lay these foundations.
Ability to think “outside the box”
Ability to ask searching questions
Ability to reach own conclusions
Understands when to narrow or
broaden focus
Can weigh relevance of information
Make their own decisions
Developing Independent LearningDeveloping Independent Learning
Do your students get the support and opportunity to be independent?
Do your students get the support and opportunity to be independent?
What ideas may you take away?
What ideas may you take away? What do you already do?What do you already do? What ideas will you
throw away or discard?What ideas will you
throw away or discard?
Gemma Collins, Gemma Merna, Ricky Groves, Michaela Strachan and Perri Kiely
I cant see without my glasses on!
Has the right body shape for
diving!
Slightly lacking confidence & never done
sport before!
More experienced.
Too confident?!
Afraid of heights,
doesn’t like water!
Is a man and loves a
challenge. Needs to see it!
‘Too much teaching is only satisfactory: 37% across all schools. ... Weaker teaching is often associated with a limited range of teaching approaches and mundane tasks which fail to engage pupils. Where the teaching is no better than satisfactory, not enough is expected of the pupils. ... Tailored support and challenge that might enable individual pupils to achieve their best are not precise enough in these lessons, and teaching is too often aimed mainly at the average.’The Annual Report of Her Majesty’s Chief Inspector … 2009/10 (Ofsted 2010)
Lack of differentiation!
So why are we all here?
‘It was surprising to find that in a large number of cases mixed ability classes were taught as though they were homogeneous groups. The work was usually pitched at a level thought appropriate for the majority of the class, and inevitably this was unsuitable for pupils at each end of the spectrum. Sometimes, the level aimed at was below what the average pupil could attain, and the result was a slow pace, undemanding work and general underachievement.’HMI Matters for Discussion 6 (DES 1978) cited in Hart, S. Differentiation and the Secondary Curriculum: Debates and Dilemmas (Taylor & Francis 1996)
Lack of differentiation!
So what stops us from differentiating?
Can we remove those barriers?
Learner differences
• Prior attainment • Prior learning experience• Attitudes to learning• Preferred learning styles. VARK. (develop these,
don’t pander to them)• Special educational needs• Others?
Barriers to Differentiation?
- Time- Reprographics
Restrictions
- Time- Reprographics
Restrictions
Other students knowing about
weaker students.
Other students knowing about
weaker students.
Examples of differentiation
’Differentiation is the provision teachers and schools make to help each child to achieve their full potential.’
‘Differentiation is a set of strategies which aims to ensure that each pupil leaves a lesson having moved on with their learning; knowing more; understanding more and in more depth; confidently applying skills and wanting to learn more.’
Brooks, Abbot & Bills (2007 p.76)
Task
Between the different people on your table we want you to come up with specific examples of
differentiation that you may do.
Swap your sheet with the table next to you.
Can you add any more examples to their sheet if you think appropriate??
Strategy Key features
Differentiation by task
• Different tasks for different class members.• Suitable material for each pupil.• Less structure for ‘more able’.• More planning time for teacher.
Differentiation by grouping
• ‘More able’ working with ‘less able’.• Pupils learn from those just ahead in their own learning.• Pupils demonstrate mastery when they can teach others.
Differentiation by outcome
(naming of this style of task is
disputed!)
• Common task, sufficiently ‘open’ so that learners can achieve different outcomes.
• Teacher can ‘fine tune’ – see what pupils can do and identify support needs.
• Pupil choice, but danger that they go for simplest outcome.
Differentiation by support
• Varying levels of support for individuals or groups.• Support from others ‘closes learning gaps’.• Peer-to-peer marking benefits both learners.• Criteria before grades – assessment for learning.
So why are we all here?
Who do we differentiate for?
Which is better?Which is better?
High Ability
Less Able
High Ability
Less Able
More AbleMore Able
High Ability
Less Able
High Ability
Less Able
More AbleMore Able
Is it better to push the G&T further and
support the more able and less able to strive to that level?
Is it better to push the G&T further and
support the more able and less able to strive to that level?
Or to set out 3 tasks one for high, more
or less able students?
Or to set out 3 tasks one for high, more
or less able students?
Who decides… the teacher of the
student?
Who decides… the teacher of the
student?
Or
Where can the support be targeted?
Where can the support be targeted?
Differentiation by Grouping
Differentiation by Grouping
I gave each individual student a playing card that they stuck on the
front of their books.
I knew the groupings but there was no obvious pattern.
So my G&T were actually 6’s and 7s.
Middle ability ranged throughout the numbers
Low ability were 9’s and 10’s.
I gave each individual student a playing card that they stuck on the
front of their books.
I knew the groupings but there was no obvious pattern.
So my G&T were actually 6’s and 7s.
Middle ability ranged throughout the numbers
Low ability were 9’s and 10’s.
Really easy way of getting into groups.-3’s all together
-4s,5s and 6s together-All odds/evens together
-In the different card suits
Really easy way of getting into groups.-3’s all together
-4s,5s and 6s together-All odds/evens together
-In the different card suits
Differentiation Methods
Should tasks be made easier and
or harder?
Should tasks be made easier and
or harder?
Differentiation by TaskDifferentiation by Task
“When young people are encouraged to think creatively and independently about their geographical work, their self esteem increases, as does their motivation and their sense of achievement. These are convincing reasons for teachers to develop this work further”. (Rawling and Westaway, 2003, pp.6–8)
Figure One -
http://educationaljargonschs.wikispaces.com/Bloom's+Taxonomy+(revised)
Differentiation by TaskDifferentiation by Task
Differentiation by TaskDifferentiation by Task
Increasing difficulty with
Solo Taxonomy.
Source: Durbin. C: http://www.sln.org.uk/geography/AfL.htm
Source: Durbin. C: http://www.sln.org.uk/geography/AfL.htm
The task get progressively
harder.
Students can use this as a scaffold to improve
their own descriptions
You have been provided with a number of cards to help you solve the mystery. With a partner, you need to read through the cards and come up with an answer that tells
me why the Victoria Village Inn is fully booked
You have been provided with a number of cards to help you solve the mystery. With a partner, you need to read through the cards and come up with an answer that tells
me why the Victoria Village Inn is fully booked
Red – your answer uses 4
cards in your explanation
Orange – you refer to 6 cards
in your explanationGreen – you
use 8 cards to help you
explain your answer
Write the points for your explanation on your mini whiteboard and be ready
to share with the class
Write the points for your explanation on your mini whiteboard and be ready
to share with the class
Alex McleishEx Birmingham City Manager
Mary DalesTax Payer
MohammedShop Owner
RitaResident close to the
current stadium.
CharlieResident close to
the new site.
Daniel GrundyBCFC Fan
£300million! What a waste of money. Spend the money on the entire population of Birmingham, improve the whole city like the Bullring did. Don’t waste money on football.
This is the perfect chance for us to move to a modern stadium. The stadium will create many jobs for the local people.
Oh no! This is not good for my shop and my family. If the stadium goes, I will have to go as well. There will be no customers left here for me.
What an excellent idea. Every other Saturday the traffic is chaos on a match day. On a weekday, the floodlights keep me awake. All my flowers have been ripped out by drunk football fans. Then there is all the rubbish they drop as well.
It’s not just the cost I’m against, it’s the fact it might be by my house. My husband works at a factory up there, he will lose his job if they build the stadium. Our roads are busy enough as it is. Keep it where it is!
I feel rather attached to St Andrews, its where all of our history is. I bet the ticket prices will go up to help fund it!
Alex McleishEx-Birmingham City Manager
Mary DalesTax Payer
MohammedShop Owner
RitaResident close to the
current stadium.
CharlieResident close to
the new site.
Daniel GrundyBCFC Fan
£300million! What a waste of money. The streets are full of litter, my bins only get emptied every two weeks and they want to spend my tax on a new stadium. Spend the money on the entire population of Birmingham, improve the whole city like the Bullring did. Don’t waste money on football.
This is the perfect chance for us to move to a modern stadium that has excellent transport links and good environment. The stadium will create many jobs for the local people. The extra money can be used by people to improve their life
Oh no! This is not good for my shop and my family. My shop is just a 5 minute walk from the current stadium. If the stadium goes, I will have to go as well. There will be no custom left here for me.
What an excellent idea. I don’t care about where they play or the cost, its awful living here. Every other Saturday the traffic is chaos on a match day. On a weekday, the floodlights keep me awake. All my flowers have been ripped out by drunk football fans and I am worried about going out when they play. Then there is all the rubbish they drop as well. I say, move it! Get them away from my house.
It’s not just the cost I’m against, it’s the fact it might be by my house. We have lived here for five years.. My husband works at a factory up there, he will lose his job if they build the stadium. Our roads are busy enough as it is. Keep it where it is!
I feel rather attached to St Andrews, its where all of our history is. I bet the ticket prices will go up to help fund it!
Alex McleishEx- Birmingham
City Manager
Mary DalesTax Payer
MohammedShop Owner
RitaResident close to the
current stadium.
CharlieResident close to
the new site.
Daniel GrundyBCFC Fan
£300million! What a waste of money. The streets are full of litter, my bins only get emptied every two weeks and they want to spend my tax on a new stadium. What do they need it for? They only get 20,000 at each game, it will be half empty. Spend the money on the entire population of Birmingham, improve the whole city like the Bullring did. Don’t waste money on football.
This is the perfect chance for us to move to a modern stadium that has excellent transport links and good environment. The stadium will create many jobs for the local people. The extra money can be used by people to improve their life. The club will be able to buy better quality players. The stadium could also be used to attract concerts and business events to make it a stadium the whole city can enjoy.
Oh no! This is not good for my shop and my family. My shop is just a 5 minute walk from the current stadium. We have owned our shop for 13 years. Most days we have very few customers, but on a match day we sell, sell sell. The 20 odd games the football club play at the ground each year look after me throughout the year when custom is lower. If the stadium goes, I will have to go as well. There will be no custom left here for me.
What an excellent idea. I don’t care about where they play or the cost, its awful living here. Every other Saturday the traffic is chaos on a match day. On a weekday, the floodlights keep me awake. All my flowers have been ripped out by drunk football fans and I am worried about going out when they play. Then there is all the rubbish they drop as well. I say, move it! Get them away from my house.
It’s not just the cost I’m against, it’s the fact it might be by my house. We have lived here for five years. It’s not a great area, but we don’t need all that lot coming down here. It wont be safe for my family. My husband works at a factory up there, he will lose his job if they build the stadium. Our roads are busy enough as it is. Keep it where it is!
I feel rather attached to St Andrews, its where all of our history is. On the other hand, a new stadium would be awesome. I worry though, who will pay for it? Will ticket prices go up to help fund it? Oh well, lets just hope it is better to get to and has more parking than the old one. Can be dreadful at the moment just getting to and from the old ground.
Difficulty rating 3/5
Thought needed 3/5
Difficulty weightings
The different tasks have a different weighting.
Imagine you are going to support your favourite sports team at “The Arena”
(or even a really famous singer who is singing at kick off)
Imagine you are going to support your favourite sports team at “The Arena”
(or even a really famous singer who is singing at kick off)
TASK: Describe (tell me what you see) the journey to the match from the map provided. Make it interesting but not too long as you still need to get there on time!
TASK: Describe (tell me what you see) the journey to the match from the map provided. Make it interesting but not too long as you still need to get there on time!
You need to use the telephone at the
corner of Little Green Lane and Eastleigh
Road
You need to go via the Bus station at
Southside to meet a friend
You need to meet a friend at Eastside
Parkway along the way..
If you chose Car then start at the star at Northside Car Park
If you chose Train then start at the square at
Northside Station
Reach 16 credits
• Describe the population pyramid for Niger for 2010. [4 Marks]
• Describe the population pyramid for Australia for 2010. [4 Marks]
• Compare the population structure shown in the year 2010 demographic pyramids. [4 Marks]
• Demographic structure can be used to demonstrate stages of development. Explain how the population pyramids show that Australia is more developed than Niger. [6 Marks]
• With reference to the population change shown between Niger 2010 and Niger 2050, what considerations will need to be made in the provision of services and employment between 2010 and 2050? [6 Marks]
• With reference to the population change shown between Australia 2010 and Australia 2050, what considerations will need to be made in the provision of services and employment between 2010 and 2050? [6 Marks]
Driving Question How are population pyramids a useful tool for monitoring past,
current and future populations for a country.
Bank those credits….
Also can be used as an
assessment tool
Also can be used as an
assessment tool
Can annotate what they have done either side
and tick off along the
central scale
Can annotate what they have done either side
and tick off along the
central scale
Can students accept the autonomy of
their own differentiation?
Differentiation by Outcome
Open ended differentiation
Create a route….
Have you located
the stadium?
Noticed the map symbols
you are going to pass?
Have you worked out
what things you pass?
What method of transport to
use?
Stopped at some places
along the way?
Explained what you will pass on your route?
Given yourself enough time?
Made the route
interesting?
Made the route
simple?
Scaffolding
Progression
Assessment
Task… Write an accompanying description that explains where Egypt is.
You will need to use your
sketch map to help!!
Directions
Countries
Cities
Seas
Distances
Desert
Continent
Capital
River Egypt is a country that is situated in the North of the African continent…
Who can build the tallest tower?
1 brick: Red Card Question2 bricks: Yellow Card Question3 bricks: Purple Card Question4 bricks: Orange Card Question
Who can build the tallest tower?
1 brick: Red Card Question2 bricks: Yellow Card Question3 bricks: Purple Card Question4 bricks: Orange Card Question
Lego TowerLego Tower
Make sure your partner isn’t cheating!!
Make sure your partner isn’t cheating!!
These increase in difficulty in
line with Blooms
These increase in difficulty in
line with Blooms
Can annotate what they have done either side and explain within the clouds
what they have found out.
Can annotate what they have done either side and explain within the clouds
what they have found out.
You will be working in pairs.Aim 1: How many points can you and your partner get together?Aim 2: Who will get the biggest break in the class?
Pot Black
RulesYou have to start by answering a red ball question. If you do so correctly then you can take on a coloured question.Be careful the more points you go for the harder the question is!!
These increase in difficulty in
line with Blooms
These increase in difficulty in
line with Blooms
Build your burger….Build your burger….
Rules-Everyone must start by answering the questions to get the top and bottom of the bun.-Then the filling you want is up to you! -Use the menu card and activities to create your burger!
Rules-Everyone must start by answering the questions to get the top and bottom of the bun.-Then the filling you want is up to you! -Use the menu card and activities to create your burger!
The different food items increase in difficulty
The different food items increase in difficulty
• Beef Burger
• Veggie Burger
• Lettuce
• Tomato
• Ketchup or Mustard
• Gherkin
• Cheese
• Mystery Ingredient
Each one is more difficult than others… but the kids don’t know!
Each one is more difficult than others… but the kids don’t know!
You will be working in pairs.Aim 1: How many pounds of fish can you and your partner get together?Aim 2: Who be able to get the biggest haul in today’s lesson?
You will be working in pairs.Aim 1: How many pounds of fish can you and your partner get together?Aim 2: Who be able to get the biggest haul in today’s lesson?
Been fishing?Been fishing?The weight of the fish increase
in difficulty
The weight of the fish increase
in difficulty
A bit of family funA bit of family fun
Each place has a specific question
or activity relating to the topic studied.
Play the game and take it in turn to try and own as
much as the board as possible!
Each place has a specific question
or activity relating to the topic studied.
Play the game and take it in turn to try and own as
much as the board as possible!
The difficulty of the question/activity is in line with the value of
each square
The difficulty of the question/activity is in line with the value of
each square
The Geography Department Challenge..The Geography Department Challenge..
Which teacher’s task are you going to take
on?
Which teacher’s task are you going to take
on?
Geography Department ChallengeGeography Department Challenge
Task 1 – Proportional Divided Circle – Miss WebsterTask 2 – Annotated Photograph – Mr SimmonsTask 3 – Isoline Diagram – Mr VaughanTask 4 – Logarithmic Scale – Mr NapperTask 5 – Scatter Diagram – Mr Bowater
Task 1 – Proportional Divided Circle – Miss WebsterTask 2 – Annotated Photograph – Mr SimmonsTask 3 – Isoline Diagram – Mr VaughanTask 4 – Logarithmic Scale – Mr NapperTask 5 – Scatter Diagram – Mr Bowater
Which one did you chose?
Which one did you chose?
Think : Are you going to stick with the one you have chose? Or swap for one that you
are or aren’t confident in?
Think : Are you going to stick with the one you have chose? Or swap for one that you
are or aren’t confident in?
Ext – 1) Check the mark scheme2) Try another teacher task!
Ext – 1) Check the mark scheme2) Try another teacher task!
Do your students get the opportunity to be independent?
Do your students get the opportunity to be independent?
What ideas may you take away?
What ideas may you take away? What do you already do?What do you already do? What ideas will you
throw away or discard?What ideas will you
throw away or discard?
Key Steps to Developing independent learners through differentiation
Key Steps to Developing independent learners through differentiation
• Explore schemes of work for appropriate areas where creative differentiation can be exploited.
• Remove the restrictions of ‘being correct’ by emphasizing the importance of process and explanation.
• ‘Letting go’ to allow students to explore their own lines of enquiry or representation.
• Explain to students it is a chance for them to showcase their knowledge (or acquisition of it) in a different way.
• Creativity should not be something that teachers do to their learners but rather it is an experience that both teachers and learners should share.
• Think about the other benefits of getting creative.
• Explore schemes of work for appropriate areas where creative differentiation can be exploited.
• Remove the restrictions of ‘being correct’ by emphasizing the importance of process and explanation.
• ‘Letting go’ to allow students to explore their own lines of enquiry or representation.
• Explain to students it is a chance for them to showcase their knowledge (or acquisition of it) in a different way.
• Creativity should not be something that teachers do to their learners but rather it is an experience that both teachers and learners should share.
• Think about the other benefits of getting creative.
Further ReadingFurther Reading- Anderson, L. W. and Krathwohl, D. R. (eds) (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.-Little. D. (1991) Learner Autonomy 1: Definitions, Issues and problems. Authentik. Dublin.- Rawling, E. and Westaway, J. (2003) ‘Exploring creativity’, Teaching Geography, 28, 1, pp. 5–8.- Renshaw. S. (2011) Creative thinking and geographical investigation, Teaching Geography, Vol. 36, number 2, pp 64-66.- Renshaw. S. (2011) Creative thinking : Assessing students’ learning, Teaching Geography, Vol. 36, number 3, pp 106-107.- Simmons. M and Mole. K (2014) Becoming Creative Geographers, Teaching Geography, Summer 2014 (Pending)
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