1. Voluntary Teaching & Learning Meeting Eve Hedley Differentiation Wednesday 25 st May 3.20 -4.20pm Room 252 Refreshments Provided - All Welcome! Differentiation

2. Tonight’s Session  Why differentiate?  Different ways to differentiate.  Practical examples e.g. Billy Bone Vanessa Gibson Peter Mitchell Jed Manuel

3. Differentiation ‘Differentiation' is the process by which differences between pupils are accommodated so that all students have the best possible chance of learning.’ (Training and Development Agency for Schools)

4. Intelligence typeCapability and Perception Linguistic words and language Logical-Mathematical logic and numbers Musical music, sound, rhythm Bodily-Kinesthetic body movement control Spatial-Visual images and space Interpersonal other people's feelings Intrapersonal self-awareness Multiple Intelligences (Howard Gardiner)

5. Mumford & Honey Learning style AttributesActivities Activist Activists are those people who learn by doing. Activists need to get their hands dirty, to dive in with both feet first. Have an open-minded approach to learning, involving themselves fully and without bias in new experiences. brainstorming problem solving group discussion puzzles competitions role-play Theorist These learners like to understand the theory behind the actions. They need models, concepts and facts in order to engage in the learning process. Prefer to analyse and synthesise, drawing new information into a systematic and logical 'theory'. models statistics stories quotes background information applying theories Pragmatist These people need to be able to see how to put the learning into practice in the real world. Abstract concepts and games are of limited use unless they can see a way to put the ideas into action in their lives. Experimenters, trying out new ideas, theories and techniques to see if they work. time to think about how to apply learning in reality case studies problem solving discussion Reflector These people learn by observing and thinking about what happened. They may avoid leaping in and prefer to watch from the sidelines. Prefer to stand back and view experiences from a number of different perspectives, collecting data and taking the time to work towards an appropriate conclusion. paired discussions self analysis questionnaires personality questionnaires time out observing activities feedback from others coaching interviews

6. References to Differentiation in Ofsted Grade Descriptors Teachers are acutely aware of their pupils’ capabilities and prior learning and understanding. Teachers plan well to meet the needs of all pupils. Knowledge is applied to challenge and inspire pupils. Carefully planned activities guide and support pupils.

7. What differentiation isn’t Writing 30 different lesson plans Saying that differentiation is not necessary because the pupils are setted Teaching at a slow pace so that everyone can keep up Abandoning whole-class teaching, setting a task, and then letting pupils/groups work at their own pace through a worksheet Expecting some students to do better than others and calling it ‘differentiation by outcome’ Allowing less able learners to copy or draw Making more advanced learners do extension assignments after completing their "regular" work ("regular work, plus" inevitably seems punitive to pupils).

8. Look at the Geoff Petty handout and tick the forms of differentiation you use in your lessons. Are there any you haven’t tried that you could? Have a discussion about the best ways to differentiate in your subject area.

9. Tip! Don’t rely solely on differentiation by outcome. This is not seen as best practice and can mean that some children may choose to do less than they are capable of.

10. ‘No two children are alike. No two children learn in the identical way. An enriched environment for one student is not necessarily enriched for another. In the classroom we should teach children to think for themselves’ Marian Diamonds ( professor of Neuroanatomy at Berkley)

11. Tip! It’s good to encourage pupils making decisions about their own learning. Allowing pupils to choose whether they do an easy, middle or hard task means you are asking them to assess themselves and where they are in their learning.

12. Le sport Choose to do number 10 as a paragraph, lyrics to a song,a power point or a cartoon strip by gradation, by choice, by outcome, by learning style

13. El próximo año voy a ir a Portugal con mi marido. Voy a ir en avión y en coche porque es divertido y barato. Voy a quedarme dos semanas y voy a alojarme en un hotel con una piscina. Vamos a explorar los monumentos históricos tomar el sol y cenar en los restaurantes será fenomenal. Translate the paragraph into English Use Mira 2 and dictionaries - Change paragraph into 3 rd person -Change paragraph into past tense

14. Think about a lesson you are delivering tomorrow. Choose a form of differentiation that you don’t normally use and talk about how you could apply it to one of your lessons. Make some notes.

15. Do you have a better understanding why we need to differentiate? Are you going away with some practical ideas? Please pop on a post it what you’ve found useful and what areas of teaching and learning you’d like to work on.