1. A good practice in differentiation in VET
9th of March 2016

2. Types of differences
How is differentiation addressed by Otxarkoaga?
The Adapted Initial VET programme.

3. 1. Types of differences
Differentiation is defined by the Training and Development Agency for Schools as ‘the process by which differences between learners are accommodated so that all students in a group have the best possible chance of learning’.
Differences between learners can be classified in 5 types:
Learning needs
Previous competences
Ways of learning
Interests
Level of development of multiple intelligences (according to Howard Gardner´s classification, there are 8 types of intelligences)

4. 2. How is differentiation addressed by Otxarkoaga?
Differentiation is addressed focusing on the different actors involved in VET.
Learners:
Initial evaluation to know previous competences.
Learning is defined according to the learning zone of the student.
Learning methodologies which:
Modify the traditional roles teacher / student
The attention is on the student, not the teacher. The teacher is a facilitator, a guide for learning.
Learning is addressed both to technical and transversal competences.
Students, above all, learn to learn.
Classes are dynamic and motivating.
Application of new technologies.
Following the principle: “Tell me how you evaluate and I will know what is important and what should I focus on”.

5. 2. How is differentiation addressed by Otxarkoaga?
Teachers: The objective is to increase their commitment, creativity, innovation and work team.
Periodical auto evaluation and evaluation by VET students of the competences of the teachers to detect training or adaptation needs.
Preparation of the classes in working teams, agreeing on what to teach and how.
Implementation of techniques to strengthen creativity and innovation (like the method of the Six Thinking Hats of Edward de Bono) and driving of multidisciplinary working teams to make innovation proposals.
Cooperation, benchmarking and training among with other VET centres.
Co-evaluation among teachers, attending each other´s classes.
Internal marketing
Recognition of achievements and facilitation of the professional and personal life conciliation.

6. 2. How is differentiation addressed by Otxarkoaga?
Companies:
Initial evaluation of the company to detect its needs regarding professional competences.
Generation of real expectations in companies, so they can have a realistic vision about what they can get from the VET centre.
Mutual cooperation during the training process.

7. 3. The Adapted Initial VET programme
Tipology of VET students.
26,74% from families with low economic resources
21,39% immigrants
20,32% in risk of exclusion
In general, students between years old, who show a attitude of defencelessness towards learning, come from a bad family, social or health environment and want to learn a profession to access the job market and adulthood.

8. 3. The Adapted Initial VET programme
Characteristics of the programme.
It is a hours programme, structured in 2 academic years. Students learn in the workshop of the profession chosen and join the rest of students from other specialties for the class hours, facilitating cohabitation.
Learning methodologies are oriented to make the student the owner of his/her learning path.
There is an initial and periodical evaluation to develop and update individual learning plans.
The interests of the students are brought to the class to keep them motivated (like cinema, theater and cookery).

9. 3. The Adapted Initial VET programme
Characteristics of the programme.
Orientation and follow up are a key part of the programme. It takes place from the first meeting with the still potential student in order to guide him/her to the programme more suitable to his/her interests anc previous competences, in order to minimize failure.
There are continuous meetings with families or the legal responsible.

10. Thank you very much for your attention!
Tamara Rodríguez
Responsible of International Projects
@trodriguezfer
Skype: trodriguezfer
@CF_Otxarkoaga