ONE SIZE DOESN’T FIT US ALL BY : PROF.LUMINITA MOCANUCerc pedagogic, 2010,Colegiul’N.Balcescu’

AIMS:

To share effective differentiationstrategies

Here to stay…

• ‘Differentiation in any classroom is good

• practice and a lack of differentiation is a

• factor in many inspection reports on

• unsatisfactory provision.’

• Weir (2009: 215)

Factors that diferentiatethe learners from one another

Defining differentiation

• ‘It is not enough to be to be doing very well

with most learners and failing a few. As

teachers we must reach all of the learners,

all of the time.’ ‘Differentiation is an

effective way of responding to diverse

learning needs, overcoming potential

barriers and setting suitable challenges for• all learners, whatever their abilities.’• Perry (2003: 22—3)

Differentiation strategy

• Grading tasks

• (receptive skills)

• LISTENING: 1. COMPLETE THE GAPS

• 2.UNDERLINE THE CORRECT WORD

1.Listening

LISTENING2:

DISCUSS:

• Which task was easier?

• Why?

• During the checking stage, who was in

• a more powerful position? Why?

Graded tasks: disadvantages

• More preparation for the teacher

• •Learners may be labelled as weak or strong

• The weaker learners may feel demotivated

• Stronger students may resent to work’harder’

Graded tasks:advantages

• All learners are challenged at an appropriate

• level of difficulty, and can succeed in completing

• the task

No one is left behind or has nothing to do

• The checking stage

• – encourages collaboration

• – empowers the weaker learners

Graded tasks:solutions

• • The tasks can be used again with other

• classes and by other teachers

• • Let the learners choose what task they want from time to time