Differentiation and the Individual Learning Journey

Aim of this sessionTo share and explore

a process for planning

differentiated learning.

Teaching for a Social Purpose

Teaching your

ValuesReflexive Practice

Win/Win/Win

Embedding Diversity

DEFINITIONS Differentiation vs Personalisation Differentiation – the art of teaching

each individual in their stretch zone… (tutor’s responsibility = assessment)

Personalisation – ensuring that the student can be recognised as an individual throughout their whole learning experience (organisation’s responsibility = evaluation)

DEFINITIONS Differentiation Differentiation – the art of teaching

each individual in their stretch zone…

…so that they are challenged and excited by the learning and not frightened of it.

The Zones

Comfort Stretch Panic Differentiation

‘The’ Teaching CycleInitial

Assessment

Planning

Delivery

Assessment

Evaluation

‘The’ Teaching CycleInitial Assessment

Planning

Delivery

Assessment

Evaluation

‘The’ Teaching CycleInitial Assessment

Planning

Delivery

Assessment

Evaluation

Differentiation

‘The’ Teaching CycleInitial

Assessment

Planning

Delivery

Assessment

Evaluation

Differentiation

Initial AssessmentQuestions

What do you assess and how?

How do you avoid making assumptions about individuals?

Reflexive Practice Reflection = I did this, this happened,

I’ll do this next.

Reflexion = I did this because (this is how my values played out, that theory held true), this happened, I’ll do this next.

Teaching for a Social Purpose

Teaching your

ValuesReflexive Practice

Win/Win/Win

Embedding Diversity

‘The’ Teaching CycleInitial

Assessment

Planning

Delivery

Assessment

Evaluation

Differentiation

Values and Practice Principles Value = deeply held guiding belief, shaped

by life’s experiences.

Practice Principle = how values play out in your practice as a teacher (or life in general).

What is one of your practice principles? Which value is this grounded in, for you?

SMART Learning Outcomes Aim = general statement of intent.

Learning Outcome = a measurable target of achievement, phrased thus: by the end of the session, the learner will be able to…

DON’T BE A HOSTAGE TO FORTUNE!All students should be able to achieve all

learning outcomes comfortably.

SMART Learning OutcomesSpecificMeasureableAchievable RelevantTime Framed

A Differentiated Learning Process: Check In 11. Course is written on scheme of work

(basic SMART, values-linked learning outcomes).

2. Selection is confirmed (everyone should be able to achieve).

3. Initial assessment is carried out (selection is part of this – it includes every interface you’ve had with each student before the course begins).

‘The’ Teaching CycleInitial

Assessment

Planning

Delivery

Assessment

Evaluation

Differentiation

DEFINITIONS Differentiation Differentiation – the art of teaching

each individual in their stretch zone…

…so that they are challenged and excited by the learning and not frightened of it.

‘The’ Teaching CycleInitial

Assessment

Planning

Delivery

Assessment

Evaluation

Differentiation

(stretch)

Individual Learning GoalsTwo approaches:

1. Students write their own (and gain a valuable life skill)

2. You produce a differentiation rubric for the course and support students to identify their own stretch

Individual Learning Goals 1Student Led1. SMART (of course)2. Congruent with personal values (be

explicit)3. Recorded in Individual Learning Plan

This process is strongly ipsative and therefore in line with the College’s own values of empowerment and transformation.

Individual Learning Goals 2Differentiation Rubric1. SMART (of course)2. Congruent with the values of the

course3. Recorded in Individual Learning PlanLearning Outcome

Stretch 1 Stretch 2

List local voluntary organisations

Research two local voluntary organisations

Contact one local voluntary organisation

Individual Learning Goals 21. SMART (of course)2. Congruent with the values of the

course3. Recorded in Individual Learning PlanLearning Outcome

Stretch 1 Stretch 2

List local voluntary organisations

Research two local voluntary organisations

Contact one local voluntary organisation

Must – Should – Could Dangers… Locus of control with teacher not student

(spectrum of independence)

Putting individuals into groups

Danger of making assumptions

Missed opportunity to develop valuable life-skills

Recording each Student’s Progress

My Learning Space (MLS)

Northern College’s under-utilised Individual Learning Plan software.

http://www.northern.ac.uk

Recording your Intent Scheme of Work

Under-utilised on short courses

NC Scheme of Work 2012 (available via TeachNorthern blog and Northern Eye)

NC Scheme of Work 2012Assessment Strategy

1. Initial Assessment

2. Formative Assessment

(3. Ipsative Assessment)

4. Summative Assessment

A Process for DifferentiationCheck-In 21. Course is written on scheme of work (basic

SMART, values-linked learning outcomes).2. Selection is confirmed (everyone should be able to

achieve).3. Initial assessment is carried out (selection is part

of this – it includes every interface you’ve had with each student before the course begins).

4. Values work with students: help them identify their five key values.

5. Each student to identify SMART, values-linked personal learning outcomes/complete differentiation rubric

6. Regular check-in points to assess and summarise learning.

‘The’ Teaching CycleInitial Assessment

Planning

Delivery

Assessment

Evaluation

Differentiation

‘The’ Teaching CycleInitial Assessment

Planning

Delivery

Assessment

Evaluation

Differentiation

Over to you… Create an action plan for improving

differentiated learning in your own practice.

SMART goals please!

What’s next? Share good activities and ideas via the

Good Practice Guide at www.northern.ac.uk/teachnorthern (NC staff only)

Reflect on your practice using the TeachNorthern blog http://teachnorthern.wordpress.com/ (www)

Finally… Get differentiation right and you are

automatically beginning to embed diversity in your practice. Diversity of opinion Resonating with those identities present (Reflecting absent identities.)

Every student is an unique human being.