Differentiation: Practical Differentiation: Practical Strategies for the Strategies for the

classroomclassroom

L.DunneL.Dunne

Let’s do a fuel gauge Let’s do a fuel gauge checkcheck

Pre – Test!Pre – Test!

1/4 tank: in need of more “fuel”

1/2 tank: enough to take short trips

3/4 tank: ready for a long journey

full tank: enough fuel to share with others

Write a definition of differentiation Write a definition of differentiation on your post-it note.on your post-it note.

Why Differentiate?Why Differentiate?

““One size fits all” One size fits all” instruction does not instruction does not address the needs of address the needs of many students.many students.

Kids come in Kids come in different shapes and different shapes and sizes as well as sizes as well as interests, learning interests, learning profiles, and profiles, and readiness levels.readiness levels.

DefinitionDefinition

Differentiation is an approach to teaching Differentiation is an approach to teaching that attempts to ensure that that attempts to ensure that allall students students learn well, despite their many differences. learn well, despite their many differences. Catch phrases which go some way to Catch phrases which go some way to capturing this concept include:capturing this concept include:

‘‘Coping with differences’.Coping with differences’.

‘‘Learning for all’ orLearning for all’ or

‘‘Success for all’.Success for all’.

I know you came up with a more I know you came up with a more useful and clearer definition than useful and clearer definition than

the following…the following…‘‘Differentiation is….. the process of identifying, with each learner, the most Differentiation is….. the process of identifying, with each learner, the most

effective strategies for achieving agreed targets’.effective strategies for achieving agreed targets’. (Weston 1992)(Weston 1992)

‘‘Differentiation is the process whereby teachers meet the need for Differentiation is the process whereby teachers meet the need for progress through the curriculum by selecting appropriate teaching progress through the curriculum by selecting appropriate teaching methods to match the individual student’s learning strategies, within a methods to match the individual student’s learning strategies, within a group situation’.group situation’.

(Visser 1993)(Visser 1993)

‘ ‘Differentiation should be seen as integral to learning, not an add-on for Differentiation should be seen as integral to learning, not an add-on for those situations when things do not go as well as planned and those situations when things do not go as well as planned and problems occur. Differentiation is not about troubleshooting. It is a problems occur. Differentiation is not about troubleshooting. It is a concept that has to be seen in an inclusive way, applying to everyone.’concept that has to be seen in an inclusive way, applying to everyone.’

Obstacles to DifferentiationObstacles to Differentiation

What are the main obstaclesWhat are the main obstacles which could which could prevent differentiation in practice in this prevent differentiation in practice in this college?college?

Common misconceptions about Common misconceptions about differentiation.differentiation.

Some believe that it is something ‘added on’ to normal Some believe that it is something ‘added on’ to normal teaching and that it just requires a few discrete extra teaching and that it just requires a few discrete extra activities in the lesson. activities in the lesson. In fact, differentiation permeates everything a good In fact, differentiation permeates everything a good teacher does and it is often impossible to ‘point’ to a teacher does and it is often impossible to ‘point’ to a discrete event that achieves it. discrete event that achieves it. Good objectives does not guarantee differentiation. It is Good objectives does not guarantee differentiation. It is the strategies, not the objectives that achieve the strategies, not the objectives that achieve differentiation, and this should be the focus of our differentiation, and this should be the focus of our interests.interests.Differentiation is not new, good teachers have always Differentiation is not new, good teachers have always done it. However, it does chime with a new conception done it. However, it does chime with a new conception of the teacher’s role. Once we teachers taught courses, of the teacher’s role. Once we teachers taught courses, subjects and classes. But no more. Now we are subjects and classes. But no more. Now we are teaching individuals. We need to personalise learning!teaching individuals. We need to personalise learning!

Waste time to save time!Waste time to save time!Know and listen to your learnersKnow and listen to your learners

Do you talk with the kids, ask them their opinions on things? Do you talk with the kids, ask them their opinions on things? Sit down with them for a minute or two to see how things Sit down with them for a minute or two to see how things are going? Listen to them and find out what they are are going? Listen to them and find out what they are interested in? All that feeds back into instruction. interested in? All that feeds back into instruction.

Do you create a sense of community in the classroom. Have Do you create a sense of community in the classroom. Have you pulled this class together as a team? you pulled this class together as a team?

Do you believe in the quality of the curriculum being used? If Do you believe in the quality of the curriculum being used? If you really think all the kids are capable of learning, then you really think all the kids are capable of learning, then you will want to give them the most robust materials, not you will want to give them the most robust materials, not the watered-down stuff. the watered-down stuff.

Suggestions for working with Suggestions for working with struggling learners struggling learners

Look for the learner’s positives.

Don’t let what’s broken extinguish what works.

Pay attention to relevance.

Go for powerful learning.

Teach up.

Use many avenues to learning.

See with the eyes of love.Tomlinson, How to Differentiate Instruction in Mixed-Ability Classrooms, ASCD

‘ ‘ We do much better if we start with what we consider to We do much better if we start with what we consider to be high-end curriculum and expectations—and then be high-end curriculum and expectations—and then differentiate to provide scaffolding, to lift the kids up. The differentiate to provide scaffolding, to lift the kids up. The usual tendency is to start with what we perceive to be usual tendency is to start with what we perceive to be grade-level material and then dumb it down for some grade-level material and then dumb it down for some and raise it up for others. But we don’t usually raise it up and raise it up for others. But we don’t usually raise it up very much from that starting point, and dumbing down very much from that starting point, and dumbing down just sets lower expectations for some kids.’just sets lower expectations for some kids.’

Carol Ann TomlinsonCarol Ann Tomlinson

Be informed!Be informed!NameName NAPLANNAPLAN

Reading, Writing, SpellingReading, Writing, Spelling

Pre - testPre - test NotesNotes

Tom SmithTom Smith 6.2, 5.28, 5.336.2, 5.28, 5.33 80/10080/100 QA – needs more QA – needs more responsibility in responsibility in independent independent learninglearning

Joan SmithJoan Smith 3.96, 4.0, 3.03.96, 4.0, 3.0 40/10040/100 LD/VE– pair with LD/VE– pair with stronger pupil, stronger pupil, focus on inference focus on inference and deduction skills and deduction skills

In the classroom!In the classroom!

Set up the differentiationSet up the differentiationGreet Pupils at the doorGreet Pupils at the door

Post - it notesPost - it notes

PlenaryPlenary

A-Z listsA-Z lists

Question sheet - what do I still not know?Question sheet - what do I still not know?

Set up groups/pair activity (on whiteboard)Set up groups/pair activity (on whiteboard)

Question on board to discuss with partnerQuestion on board to discuss with partner

Target 4/5 pupils every lessonTarget 4/5 pupils every lesson

Pupils plan the lesson in groupsPupils plan the lesson in groups

Nine Different StrategiesNine Different StrategiesDifferentiation by ContentDifferentiation by Content

The pupils study different materials within the same topic area but do The pupils study different materials within the same topic area but do the same activities.the same activities.

Differentiation by ActivitiesDifferentiation by ActivitiesThe pupils study the same content but do different activities.The pupils study the same content but do different activities.

Differentiation by NegotiationDifferentiation by NegotiationThe pupils study different materials within the same topic area and also The pupils study different materials within the same topic area and also do different activities. Teachers help pupils to select appropriate do different activities. Teachers help pupils to select appropriate materials.materials.

Differentiation by SupportDifferentiation by SupportThe pupils study the same materials, do the same activities, but The pupils study the same materials, do the same activities, but receive different amounts of support from the teacher or from extra receive different amounts of support from the teacher or from extra printed information.printed information.

Differentiation by ExtensionDifferentiation by ExtensionThe pupils study the same materials and do the same activities. The pupils study the same materials and do the same activities. Extension work is given to the most able after they have finished the Extension work is given to the most able after they have finished the basic activities.basic activities.

Differentiation by ResponseDifferentiation by ResponseThe pupils are set open-ended assignments that can be interpreted at The pupils are set open-ended assignments that can be interpreted at different levels.different levels.

Differentiation by Group WorkDifferentiation by Group WorkThe pupils work in mixed ability groups. Pupils help each other by The pupils work in mixed ability groups. Pupils help each other by working together and interpreting the tasks at different levels.working together and interpreting the tasks at different levels.

Differentiation by GradationDifferentiation by GradationThe pupils are given the same information and activities. The activities The pupils are given the same information and activities. The activities become progressively more difficult. The pupils work through the become progressively more difficult. The pupils work through the activities at different rates and therefore only the more able do the activities at different rates and therefore only the more able do the more difficult tasks.more difficult tasks.

Differentiation by RoleDifferentiation by RoleThe pupils carry out different activities depending on the role they are The pupils carry out different activities depending on the role they are playing in a simulation. The roles are matched to the abilities, aptitudes playing in a simulation. The roles are matched to the abilities, aptitudes and needs of the pupil. and needs of the pupil.

Bloom’s Taxonomy/three storey Bloom’s Taxonomy/three storey intellectintellect

How can I use these in How can I use these in the classroom?the classroom?

Let’s review the fuel Let’s review the fuel gauge checkgauge check

1/4 tank: in need of more “fuel”

1/2 tank: enough to take short trips

3/4 tank: ready for a long journey

full tank: enough fuel to share with others

Final thoughts….Final thoughts….

Have fun.Have fun.

Start small.Start small.

Keep it simple.Keep it simple.

Just do Just do it!!!it!!!

ReferencesReferences

http://www.curriculumsupport.education.nsw.gov.auhttp://www.curriculumsupport.education.nsw.gov.au

www.www.caroltomlinsoncaroltomlinson.com.com

daretodifferentiate.wikispaces.comdaretodifferentiate.wikispaces.com

Infusion thinking – Michael PohlInfusion thinking – Michael Pohl