Differentiation: a workshop Fiona Copland

Learning Outcomes All participants will develop knowledge and understanding of the concept of differentiation Most participants will apply this knowledge and understanding to developing resources. Some participants will share their differentiation practices.

Differentiation: a definition ‘Differentiation is adopting different strategies that ensure success in learning for all, by accommodating individual differences of any kind.’ Petty G. (2004) Teaching Today. Cheltenham/Nelson Thornes

How then can we differentiate according to: Outside interests? 1. Show and tell. 2. Targeted language for particular students (one student a week?) 3. Project work.

How can we differentiate according to: Educational background? 1. Share educational experiences. 2. What students like/don’t like about learning. 3. Cater for students who have formal understanding of language/don’t have formal understanding of language.

Differentiation according to level All students will watch the talk and complete the worksheet by adding verbs in the imperative. Most students will write in the words from cues Some students will fill in the words independently.

Differentiating according to level – key factors Provide extension tasks for those students who finish quickly. Make sure that the first questions/activities are easily completed by all students. Make use of questioning. Are your questions meant to challenge or to instil confidence??

Which is the most difficult question to answer? Put in order, simplest first: How do you make scones? Do you like scones? What is the difference between a scone and a biscuit? What ingredients do you need to make scones?

Differentiation and learning preferences ‘The teacher would do most of the talking and when we needed to practise something, she would go round the whole group one person at a time. If there was a dialogue, she would take the other part….The whole thing would take about twenty minutes and you only got your 3 minutes of glory. I found that quite boring’. Phoebe, student at Brasshouse.

Differentiation and learning preferences ‘The lack of variety doesn’t help. I find that quite a barrier. The fact that the class always starts in the same way means I switch off mentally – oh no, not that again! Generally I am someone who needs a lot of variety.’ Clara, student at Brasshouse

Different kinds of learning preferences: Visual, aural, kinaesthetic Analytical/holistic Whole class/group/pair/individual Intrinsically motivated/extrinsically motivated.

Your practice Do you use differentiated questioning in your practice? Please explain your answer. Do you use other kinds of differentiation?