EFFECTIVE DIFFERENTIATION Hollingworth Professional Learning Effective Differentiation Hollingworth...

EFFECTIVE DIFFERENTIATION

Hollingworth Professional LearningEffective Differentiation

Hollingworth Professional Learning

EFFECTIVE DIFFERENTIATION


Session Plan

1. What is differentiation?2. Why is differentiation important?3. How can we effectively differentiate?4. A draft route map for the process of differentiation

at Hollingworth.


Part 1What is differentiation?

What is differentiation? Some definitions:


“The matching of work to the differing capabilities of individuals or groups of pupils in order to extend their learning.” OFSTED

“Differentiation is the process whereby teachers meet the need for progress through the curriculum by selecting appropriate teaching methods to match the individual student’s learning strategies, within a group situation.” Visser (1993)

“Differentiation is the right of every pupil to be taught in a way specifically tailored to their individual learning needs. The process of differentiation, consequently, is the adjustment of the teaching process to meet the differing needs of the pupils.” Clare (2004)

What is differentiation?Commonly agreed approaches:


Differentiation by Task Design This involves the teacher setting different tasks for pupils of different abilities.

Differentiation by OutcomeThis involves setting open ended tasks and allowing pupil response at different levels.

Differentiation by SupportThis involves giving more help to certain pupils within the group.

Underlying Assumptions….


1. All good teachers differentiate – even if they only do so intuitively.

2. We recognise that all children are different. 3. Consequently, there will never be a lesson where

the teacher will not have to make adjustments to differentiate the lesson in order to meet the individual learning needs of pupils.

This leaves us with two issues:


Given the importance of differentiation to pupil learning it can not be left solely to professional intuition.

Which teaching methods differentiate best?

Differentiation is not….


1. About having to write 30 different lesson plans for each class.2. Saying that differentiation is not necessary because the pupils

are in sets.3. About abandoning whole class teaching in favour of “death by

a thousand differentiated worksheets”.4. Solely expecting that some pupils will do better than others

and calling it “differentiation by outcome”.5. Considering that the only way of stretching the most able is to

give them “extension” work after they have completed their “regular” work.

Edited and adapted from Clare (2004)


Part 2Why is differentiation important?

Why is differentiation important?


Good lessons at HBEC all tend to contain high quality: Classroom management. Climate for learning and professional relationships. Subject knowledge of the teacher. Thorough planning. Objective led lessons. Standards of pupil behaviour. Clear and considered exposition from the teacher.


Part 3How can we differentiate

more effectively?

How can we differentiate more effectively?


In this section we will examine: How a wide range of commonly used teaching methods

can contribute towards effective differentiation. How to differentiate by task design using Bloom’s

Taxonomy. How to help pupils with extended writing tasks.

In examining the above points we will consider approaches to differentiation currently used by colleagues.



Task 1:

In pairs categorise the teaching methods, if used in isolation, into one of three groups:

Can differentiate well. Can differentiate reasonably well. Does not differentiate well.

Please be aware: Every method, if used badly, will not differentiate well.

Adapted from Petty (1998)



Task 2:Rank in order each set of teaching methods within

each category with the most effective on the left and the least effective on the right.

To think about ………(time permitting)How could you adapt some of the least effective

methods, in terms of differentiation, in order to make them more effective?

How to differentiate by task design using Bloom’s Taxonomy


Bloom’s Taxonomy deals with cognitive learning and is a spectrum of task difficulty.

Task design encompasses everything you ask pupils to do both in and beyond the classroom.

In order to improve the quality of differentiation in your classroom, consider using a mixture of Mastery Tasks and Developmental Tasks.



Mastery Tasks can be mastered by all learners in a short period of time. They are not dependent upon prior learning. They allow weaker students to succeed. Without this success they are likely to give up.

Mastery Tasks are confined to the lower order elements of Bloom’s



Development Tasks are reliant upon prior learning and serve to stretch the more able, develop the skills necessary for academic success and further progression, and develop real understanding.

Development Tasks promote higher order thinking skills and processes.



Task

In two groups consider the examples which have been shared by colleagues.

How has cognitive challenge been differentiated to meet the needs of a wide range of learners?

How to help pupils with extended writing tasks.


Writing Frames


Advantages

Scaffold process and to a lesser extent content.

Helps pupils to understand the structure of a range non-fiction writing.

Discourages copying by providing a structure that helps pupils to understand, select and structure information appropriately.

Can help pupils embed appropriate subject specific vocabulary.

Disadvantages

Can limit creativity. Could lead to pupil

dependency. Spoon feeding the most

able? Inflexible teacher

dependency: Death by a thousand writing frames.

Part 4A draft route map for the process of

differentiation at Hollingworth


EFFECTIVE DIFFERENTIATION Hollingworth Professional Learning Effective Differentiation Hollingworth...

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