Differentiation: Practical Strategies for the classroom L.Dunne

Let’s do a fuel gauge check 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 on your post-it note.

Why Differentiate? Why Differentiate? “One size fits all” instruction does not address the needs of many students. Kids come in different shapes and sizes as well as interests, learning profiles, and readiness levels.

Definition Differentiation is an approach to teaching that attempts to ensure that all students learn well, despite their many differences. Catch phrases which go some way to capturing this concept include: ‘Coping with differences’. ‘Learning for all’ or ‘Success for all’.

I know you came up with a more useful and clearer definition than the following… ‘Differentiation is….. the process of identifying, with each learner, the most effective strategies for achieving agreed targets’. (Weston 1992) (Weston 1992) ‘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) (Visser 1993) ‘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 problems occur. Differentiation is not about troubleshooting. It is a concept that has to be seen in an inclusive way, applying to everyone.’ ‘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 problems occur. Differentiation is not about troubleshooting. It is a concept that has to be seen in an inclusive way, applying to everyone.’

Obstacles to Differentiation What are the main obstacles which could prevent differentiation in practice in this college?

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

Waste time to save time! Know and listen to your learners 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 are going? Listen to them and find out what they are interested in? All that feeds back into instruction. Do you create a sense of community in the classroom. Have you pulled this class together as a team? Do you believe in the quality of the curriculum being used? If you really think all the kids are capable of learning, then you will want to give them the most robust materials, not the watered-down stuff.

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

Be informed! NameNAPLAN Reading, Writing, Spelling Pre - test Notes Tom Smith 6.2, 5.28, /100 QA – needs more responsibility in independent learning Joan Smith 3.96, 4.0, /100 LD/VE– pair with stronger pupil, focus on inference and deduction skills

In the classroom! Set up the differentiation Greet Pupils at the door Post - it notes Plenary A-Z lists Question sheet - what do I still not know? Set up groups/pair activity (on whiteboard) Question on board to discuss with partner Target 4/5 pupils every lesson Pupils plan the lesson in groups

Nine Different Strategies Differentiation by Content The pupils study different materials within the same topic area but do the same activities. Differentiation by Activities The pupils study the same content but do different activities. Differentiation by Negotiation The pupils study different materials within the same topic area and also do different activities. Teachers help pupils to select appropriate materials. Differentiation by Support The pupils study the same materials, do the same activities, but receive different amounts of support from the teacher or from extra printed information. Differentiation by Extension The pupils study the same materials and do the same activities. Extension work is given to the most able after they have finished the basic activities.

Differentiation by Response The pupils are set open-ended assignments that can be interpreted at different levels. Differentiation by Group Work The pupils work in mixed ability groups. Pupils help each other by working together and interpreting the tasks at different levels. Differentiation by Gradation The pupils are given the same information and activities. The activities become progressively more difficult. The pupils work through the activities at different rates and therefore only the more able do the more difficult tasks. Differentiation by Role The pupils carry out different activities depending on the role they are playing in a simulation. The roles are matched to the abilities, aptitudes and needs of the pupil.

Bloom’s Taxonomy/three storey intellect How can I use these in the classroom?

Let’s review the fuel gauge 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…. Have fun. Start small. Keep it simple. Just do it!!!

References daretodifferentiate.wikispaces.com Infusion thinking – Michael Pohl