Developing independent learners:Practical Differentiation Tips

Developing independent learners:Practical Differentiation Tips

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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)