Differentiation is an aspiration?

Planning learning with a high level of challenge so that all students can make effective progress.

Differentiation is an aspiration?

Planning learning with a high level of challenge so that all students can make effective progress.

Teaching and Learning Groups 2014-15Rationale

“Every teacher needs to improve; not because they are not good enough, but because they can be even better” (Dylan Wiliam)

Teaching and learning teams are designed to provide the time, space and opportunity to reflect on and improve our professional practice – not because it isn’t good enough, but because we can all be even better.

Practical ArrangementsGroups will meet as part of the Monday meeting cycle to discuss, plan and develop teaching and learning. The ideas and techniques generated from the group should then be used by all to improve teaching practice throughout the year.

Teaching and Learning leaders have two assigned non-contact periods to visit the classrooms of their team members to help with coaching, evaluation, and professional development. These observations are ……designed to assist with improvements in practice…..

Each group will share what they have developed through twilight inset sessions in the summer of 2015.

Our aims? Our aims?

• Discuss ways to ensure that all students make sustained

progress

• To encourage collaborative work and share good practice

• To further develop our coaching skills

• To develop a broader range of strategies for use in our lessons

You’re already doing it! You’re already doing it!

In every class you will find some form of differentiation i.e. pupils being active participants in their own learning

Please view what follows as affirmation of your good practice and an opportunity to look at how our practice may be further developed.

Teachers’ standards (2012): Adapt teaching to respond to the strengths and needs of all pupils Teachers’ standards (2012): Adapt teaching to respond to the strengths and needs of all pupils

• know when and how to differentiate appropriately, using approaches which enable pupils

to be taught effectively

• have a secure understanding of how a range of factors can inhibit pupils’ ability to learn,

and how best to overcome these

• demonstrate an awareness of the physical, social and intellectual development of

children, and know how to adapt teaching to support pupils’ …

• have a clear understanding of the needs of all pupils, including those with special

educational needs; those of high ability; those with EAL; those with disabilities

• to use and evaluate distinctive teaching approaches to engage and support them

A teacher must:

• Set high expectations which inspire, motivate and challenge pupils• Promote good progress and outcomes by all pupils• Demonstrate good subject and curriculum knowledge• Plan and teach well-structured lessons• Adapt teaching to respond to the strengths and needs of all pupils• Make accurate and productive use of assessment• Manage behaviour effectively to ensure a good and safe learning

environment• Fulfil wider professional responsibilities

ALL –MOST –SOME –

The BIG picture?

Engagement?

Stickability!

Differentiation AfL

Learning EpisodesTeacher Led or Student Led? Teacher Led or Student Led? Teacher Led or Student Led? Teacher Led or Student Led?

Objectives

•

Chew Valley 5 minute lesson planSubject: Activity:Class: Date:

All/Most/Some

•

• Too little differentiation treats all children as the same

• Too much differentiation can lead to frenzy of activity with too little focus

Getting the balance right Getting the balance right

Know when and how to differentiate Know when and how to differentiate

Differentiation…

•is a method of organising learning activities for individuals in the class

•is the match of what is offered to what is needed

•considers prior learning and the stage of learning that the learner has reached

•considers the pupils’ own skills and abilities

Task 2: The different ways of differentiating

By outcome rate effectiveness /5By product /5By resource /5By response /5By intervention /5By progressive questioning /5By grouping /5By task /5Any other…

http://www.youtube.com/watch?v=U1IjEC3Flg8

The different ways of differentiating – looked at separately (Ed Psych ratings)

By outcome 1/5By product 3/5By resource 3/5By response 2/5By intervention 2/5By progressive questioning 3/5By grouping 3/5By task 3/5

Blooms Revised Taxonomy Blooms Revised Taxonomy

Blooms Revised Taxonomy Blooms Revised Taxonomy

http://www.unc.edu/learnnc/kinetic-connect/noframes.html#6

Students Asking QuestionsStudents Asking QuestionsFat Question Starters Skinny Question Starters

How might…? How many…?

Who should…? Who was…?

When might…? When did…?

Predict…? What is…?

Why do you think…? Can…?

Where might…? Where did…?

In what ways…? Did…?

What do you think about…? Will…?

Why do you agree/disagree with…?

Do you agree/disagree with…?

What advice would you give…? How did…?

What else could…? What did…?

Homework can be an issue… Homework can be an issue…

Y8 Geography

Having spent two lessons learning about climate and vegetation in the rainforest: Imagine that you are a celebrity stuck in the jungle and you want to write a postcard home detailing your experiences. ALL: write about the vegetation (plants) that you have come across (as well as celebrity gossip).

MOST: write about the vegetation and the climate in the rainforest.

SOME: write about the vegetation, climate and animals - remember to link all three, for example: there is a lot of rainfall so the large leaves have drip tips in order to prevent them from becoming waterlogged. Tree frogs use these large leaves to shelter under.

Physical, social and intellectual development of children - know how to adapt teaching to support pupils’ …

Physical, social and intellectual development of children - know how to adapt teaching to support pupils’ …

• demonstrate an awareness of the physical, social and intellectual development of

children, and know how to adapt teaching to support pupils’ …

Understand what inhibits pupils’ ability to learn, and how best to overcome this Understand what inhibits pupils’ ability to learn, and how best to overcome this

• have a secure understanding of how a range of factors can inhibit pupils’ ability to learn,

and how best to overcome these

• http://dev.ncld.org/types-learning-disabilities/dyslexia/the-dyslexic-brain-must-see-video

Have a clear understanding of the needs of all pupils and… to use and evaluate distinctive teaching approaches to engage and support them: Have a clear understanding of the needs of all pupils and… to use and evaluate distinctive teaching approaches to engage and support them:

• have a clear understanding of the needs of all pupils, (including those with SEN; high

ability; EAL; disabilities) and to use and evaluate distinctive teaching approaches to

engage and support them

http://www.education.gov.uk/schools/teachingandlearning/reviewofstandards

http://www.unc.edu/learnnc/kinetic-connect/noframes.html Questioning with Blooms Taxonomy

http://www.umich.edu/~elements/probsolv/strategy/cthinking.htm Socratic Questioning

http://www.youtube.com/watch?v=U1IjEC3Flg8 Teacher’s TV

http://andybucksfizz.wordpress.com/2013/10/05/harnessing-the-benefits-of-dialogic-teaching/ Questioning and more

Further reading? Further reading?

Full on Learning Zoe Elder

Outstanding Teaching - Engaging Learners Griffith & Burns

100 Ideas for Secondary Teachers Ross McGill

Pimp Your Lesson Wallace & Kirkman

The Questioning Technique Pocketbook Gordon Pope

The Differentiation Pocket Book Peter Anstee

The Lazy Teachers Handbook Jim Smith

The Seven T’s of Practical Differentiation Sue Cowley

Differentiation in Action Judith Dodge

The Teacher’s Toolkit Paul Ginnis