Differentiation MAGT Students Raising Aspirations, Raising Achievement, Enriching Partnerships Differentiation MAGT Students

Raising Aspirations, Raising Achievement, Enriching Partnerships A definition Differentiation can be referred to as an educational philosophy that requires teachers to tailor their learning, teaching and assessment whilst adjusting the curriculum to the needs of children with SEN [including MAGT students] rather than expecting pupils to fit the existing curriculum. (Cole 2008; Rogers, 2007)

What about OFSTED? OFSTED states that: Raising Aspirations, Raising Achievement, Enriching Partnerships What about OFSTED? OFSTED states that: Differentiation is the matching of work to the differing capabilities of individuals or groups of learners in order to extend their learning.

Who do we differentiate for? Raising Aspirations, Raising Achievement, Enriching Partnerships Who do we differentiate for? All learners are different and are capable of some achievement Every class is a mixed-ability group Knowing individual pupils well is essential to good differentiation Children with SEN or MAGT, like their peers, are all on a ‘continuum of learning'.  This fact makes formative assessment even more important as we cannot assume pupils will always be operating at the same level.

How can we differentiate? Raising Aspirations, Raising Achievement, Enriching Partnerships How can we differentiate? Differentiation by instruction Differentiation by process Differentiation by product

What does instruction mean? Raising Aspirations, Raising Achievement, Enriching Partnerships What does instruction mean? amount and type of new content degree of complexity and abstractness number and sophistication of resources to be accessed depth of study learner interests

Instruction for MAGT Use higher order verbs from Bloom’s Taxonomy. Raising Aspirations, Raising Achievement, Enriching Partnerships Instruction for MAGT Use higher order verbs from Bloom’s Taxonomy. Open the process and the product to the next stage or level. Increase the level of the benchmarks or criteria for achievement of the product.

Raising Aspirations, Raising Achievement, Enriching Partnerships Bloom’s Taxonomy

Raising Aspirations, Raising Achievement, Enriching Partnerships Instruction in ICT The benchmark for levels is wide and the process is open. Students know what to do in order to achieve the level they want to achieve. Depth of study clearly progressive (Explain > Identify > Discuss)

What does process mean? thinking complexity learning pace Raising Aspirations, Raising Achievement, Enriching Partnerships What does process mean? thinking complexity learning pace learning style

Raising Aspirations, Raising Achievement, Enriching Partnerships Process for A,G&T Process for A, G&T students should involve and encourage: • higher- level thinking (e.g. analysis, synthesis and evaluation) or open-ended thinking skills (e.g. paradox, analogy, intuitive expression, tolerance for ambiguity…) • discovery • proof and reasoning • freedom of choice • group interactions

Process in MFL – Differentiated task Raising Aspirations, Raising Achievement, Enriching Partnerships Process in MFL – Differentiated task

Differenciation in Process: Science Raising Aspirations, Raising Achievement, Enriching Partnerships Differenciation in Process: Science Pupil A (non-MAGT) Pupil B (MAGT) Content: The Solar System Challenge 1: Remember the names and order of the planets. Challenge 2: Exploring atmospheres Content: The Solar System Challenge 1: apply the criteria of what makes a planet a planet to another celestial body in order to determine the difference between the two. Challenge 2: consider what would happen to the solar system if an asteroid hit the earth or evaluating whether that “tenth planet” is really a planet and why

Raising Aspirations, Raising Achievement, Enriching Partnerships What does product mean? tasks capable of reflecting different learning levels, interests and learning styles appropriate feedback and targets

Product for MAGT Precise feedback and SMART (yet challenging) targets Raising Aspirations, Raising Achievement, Enriching Partnerships Product for MAGT Precise feedback and SMART (yet challenging) targets (Additional Targets for MAGT students) Use of Bloom’s Taxonomy in feedback (How can you ensure that …?)

Differenciation in Product: English Raising Aspirations, Raising Achievement, Enriching Partnerships Differenciation in Product: English Pupil A (non-MAGT) Pupil B (MAGT) Product: Creative Writing 150 words Some attempts at complex sentences, a few basic spelling and grammar mistakes. Assessed on complete syntax Product: Creative Writing 150 words Sophisticated and stringent style. Mistakes only appear when using very complex sentences. Assessed on Complete sentences

What about those students who are both SEN and A,G&T? Raising Aspirations, Raising Achievement, Enriching Partnerships What about those students who are both SEN and A,G&T? Dyslexic Autistic EAL Impairements Physical Disabilities

Raising Aspirations, Raising Achievement, Enriching Partnerships Where do we go now? Checking schemes of work offer opportunities of differentiation for Special Educational Needs Students as well as More Able, Gifted and Talented Students

Raising Aspirations, Raising Achievement, Enriching Partnerships Year 7 French

Raising Aspirations, Raising Achievement, Enriching Partnerships Year 8 Science

Raising Aspirations, Raising Achievement, Enriching Partnerships Year 9 English

For your consideration Raising Aspirations, Raising Achievement, Enriching Partnerships For your consideration • Would all students want to be involved in such learning experiences? • Could all students be involved in such learning experiences? • Should all students be expected to succeed in such learning experiences?