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

2. 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)

3. 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.

4. 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.

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

6. 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

7. 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.

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

9. 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)

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

11. 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

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

13. 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

14. 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

15. 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 …?)

16. 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

17. 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

18. 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

19. Raising Aspirations, Raising Achievement, Enriching Partnerships
Year 7 French

20. Raising Aspirations, Raising Achievement, Enriching Partnerships
Year 8 Science

21. Raising Aspirations, Raising Achievement, Enriching Partnerships
Year 9 English

22. 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?