differentiation training
TRANSCRIPT
Effective Differentiation Effective Differentiation
How many did you know?
There are 47 of them!How many did you know?
There are 47 of them!
Just your everyday class…How do we as teaches respond to the needs of all our learners?
Just your everyday class…How do we as teaches respond to the needs of all our learners?
You will be able to answer the following questions by the end of this session...
Swimming
Cooking
Playing a musical instrument
DIY
Using a PC
SingingJuggling
Driving
Writing reports
Managing difficult situations
Socialising with new people
Managing your time
Supporting others Being
patient
Maths
We all have different skills and strengths…
We like differences at Cheney School!
What is Differentiation?
• Individually, identify one word that ‘springs’ to mind when I say differentiation.
• Write your answer on:• A Post-it, • Via a Text Message
https://www.polleverywhere.com/free_text_polls/lhz2j421FodjRas
• Now working in your group, use as many words as you can to define ‘differentiation’.
Definitions...
• The term differentiation refers to anything you do that accommodates differences in your learners, leading them to learn effectively.
• Know your students
Know your students...
• SEN/D• Pupil Premium/FSM• Pupil Premium Plus- LAC/Adopted• Cheney +• Young Carers• EAL• (Exam Access)
You are the expert...
• Marking• Questioning• Homework marks/grades/scores• Test results• Quality of book work• Subject knowledge• Conversations
How can we help...
• E-Portal- SIMS• Pupil Profiles• SEN/D register• EAL strategies• Exam Access Doc• Physical Disability Register
• Me?!
Seating Plans
• Why?• Responsive?• Adaptable?• Short term?
Physical/Sensory Physical disability (PD), Hearing Impaired (HI), Visually Impaired (VI) Likely to have been an early diagnosis, possibly pre-school Adaptive routines, including risk assessments in place. Appropriate support in place. Teacher awareness, hearing and sight can be contributory aspects of other SEN.
Cognitive & Learning Attainment low despite intervention Slow progress; substantially below expectation Language delay; oral and/or written Maths understanding poor Motor skills delay Difficulty grasping concepts Poor memory/processing Motivation low; poor concentration Social/emotion immaturity Limited social skills/low self- esteem Includes: Dyslexia, dyscalculia, dyspraxia, dysgraphia, Processing disorder.
Communication & Interaction Language is a barrier to social interaction and learning Communications skills not age appropriate Receptive/expressive language delay/disordered Emotions, language, behaviour may be misread, creating social issues, challenge or frustration
ASD
Aspects of above, plus Inflexibility in thinking, reactions, communications Rigid/ritualistic behaviours Expressive language difficulty Non-recognition of emotions
Have You?Differentiated for evidence needs.Personalised targets and tracking.Used alternative strategies.Intervened, supported and resourced.Analysed outcomes, described and sought patterns.Discussed with the Child and ParentsKept a clear record of the aboveSEND supporting checklist email to:[email protected]
Have You?Differentiated for evidence needs.Personalised targets and tracking.Used alternative strategies.Intervened, supported and resourced.Analysed outcomes, described and sought patterns.Discussed with the Child and ParentsKept a clear record of the aboveSEND supporting checklist email to:[email protected]
Now discuss the child with the SENCo.
Follow through on decisions
Now discuss the child with the SENCo.
Follow through on decisions
Social, Emotional, Mental Health Poor social and emotional skills, relationships, e.g. Distractibility, mismatch ability/progress, relationship issues, frustration, non- cooperation, emotional literacy, withdrawal;, non-attendance. Manifests as behavioural challenge. Underlying issues, home, school, peers, environment Persists despite positive intervention Possible link to learning/cognition.By @ChrisChivers2
@davidfawcett27
Using the information sheet tick on there the methods you already use in your lessons to differentiate?
ZPD-Vygotsky
• Zone of Proximal Development• Just out of reach... (Stretch and challenge.)
@TeacherTweaks
@Shaun_Allison
Backward planning
Start with the end in mind: plan for learning. Establish a clear objective and tangible outcomes
Strategies to HELP
@Humannotrobots
@Humannotrobots
@Humannotrobots
The SEND Register includes the reading ages of all of our students in Year 7- they are reassessed if need be. Take note of the strategies that we have suggested for you..
IN CONTEXT??
@Humannotrobots
@Humannotrobots
So that...
Help Desk/Stuck PowerPoint/Post Its
Scaffolding/Tick lists
Questioning
Develop your
skills
Practice
Rehearse
Pause time...
• Dreaded silence• Thinking time• Working time
Expecting Excellence
SOLO Taxonomy
Slow writing...
Generic worksheets...
@davidfawcett27
Magenta Principles
@MikehughesETS
What differentiation is not!
• Writing out 30 different lesson plans with 30 different worksheets
• Thinking it is not needed because the students are setted
• Work at a the same pace so everybody is at the same level
• Some/Most/All• Letting students pick their tasks?
Top tips...• Know your class and demonstrate this through up-to-date, annotated seating
plans and student profiles. Gather information that enables you to connect to them as individuals.
• Challenge them and have really high expectations. Keep the bar high, always. Present learning without limits. Share excellence with them so they can see and understand your high expectations. Use modelling and explanation so that they are clear about what constitutes excellence.
• Encourage your students to make and learn from mistakes. Then feedback can come into play. Don’t be tempted to say “If you’ve got a problem, put your hand up and I will come and help”. Try to help them build resilience in the face of difficulty. Make them sweat.
• Opportunities for students to express their understanding and articulate their thoughts should be designed into any lesson. Great teachers are great listeners too. Be a flexible, adaptive and responsive teacher.
• Mark their books and provide your students with more work. Provide them with an opportunity to make your suggested improvements: the only time you will ever have 30 different lesson plans – gold plated differentiation!
Adapted from @ChrisMoyse
How will you now LEAD
differentiation in your area?
Follow me on twitter www.twitter.com/astsupportaali
• Further reading:• www.newtothepost.wordpress.com
Step by Step...
• Take things one step/gain at a time…
Special thank you to...
• @ChrisChivers- http://www.inclusionmark.co.uk/
• @ChrisMoyse- http://chrismoyse.wordpress.com/
• @Humansnotrobots-http://www.humansnotrobots.co.uk/
• @FurtherEdagogy- • @TeacherTweaks- http://cheneyagilitytoolkit.blogspot.co.uk/2014/10/tlt14_18.html?q=differentiation
• I appreciate the time and effort you have taken to share your resources with others. I have learnt a lot reading your blogs/toolkits.
