1. Differentiation

2. Produced originally for differentiation and schools

3. Differentiation & the Code of Practice Differentiation & the Code of Practice Defining differentiation Defining differentiation Teaching Issues Teaching Issues Learning Issues Learning Issues Multiple Intelligences Multiple Intelligences Consensus Activity Consensus Activity

4. Materials from Dr John Vissar University of BirminghamDifferentiation …seeks to develop effective ways of overcoming barriers to learning and sustaining effective teaching through the analysis and assessment of student’s needs, by monitoring the quality of teaching and standards of student’s achievements, and by setting targets for improvement. Primary para. 5.31 Secondary para. 6.33 See also Key Areas of SEN co-ordination  Teaching & Learning, Leading & Managing staff (p12 & 13 National Standards for SEN Co-ordinators)

5. Differentiation as a Process ‘Differentiation is the process whereby teachers meet the need for progress through the curriculum by selecting appropriate teaching methods to match an individual student’s learning strategies, within a group situation’. Visser 1993

6. Why differentiation? To raise standards To raise standards –encapsulates the tasks of teaching and learning. It goes on every day –meeting the needs of all students and gives them their curriculum entitlement. Woven into the guidelines for OFSTED Woven into the guidelines for OFSTED –OFSTED sees quality of teaching in terms of ‘suitable’ differentiation Student’s’ behaviour is affected by the way we teach. Student’s’ behaviour is affected by the way we teach. Goes with the job. We teach so they can learn Goes with the job. We teach so they can learn Stated clearly as an entitlement for all students. Stated clearly as an entitlement for all students.

7. Differentiation: making it work The curriculum should have : The curriculum should have : – BREADTH – BALANCE – RELEVANCE – DIFFERENTIATION – PROGRESSION – CONTINUITY – Put together they could read as - All students are entitled to a broad, balanced curriculum, delivered in a relevant and differentiated manner, enabling progression and continuity to be experienced

8. Differentiation : a Definition Differentiation is... Differentiation is... –‘ the separation and ranking of students according to a multiple set of criteria.’ Lacey 1970 –‘the identification of and effective provision for a range of abilities in one classroom, such that pupils in a particular class need not study the same things at the same pace and in the same way at all times.’ The Scottish Office, Simpson 1989 –the process of identifying with each learner, the most effective strategies for achieving agreed targets.’ Weston 1992 –Differentiation has become one of the educational jargon words of the mid 1990s- used by many, understood by some and put fully into practice by a few. J Vissar 2002

9. Differentiation and Students Diversity within any group Diversity within any group –age –ability –aptitude Differentiation is concerned with this diversity Differentiation is concerned with this diversity –groupings affect the width of diversity within any one area but will NOT do away with the need for diversity.

10. Differences Differences –how does it affect how we teach? outcome outcome task task your input your input your attitude, beliefs and values your attitude, beliefs and values –some amenable to change & development, some not. Most important difference is the manner in which students go about the process of learning. Most important difference is the manner in which students go about the process of learning.

11. Differentiation and teaching Planning for Differentiation Planning for Differentiation Assessment Assessment Priorities Priorities Matching Matching Ensuring access Ensuring access Evaluation Evaluation Recording Recording

12. Differentiation and Teaching Analyse teaching styles Analyse teaching styles Factors that influence particular strategies used Factors that influence particular strategies used –resources –availability of support –the classroom –the lesson content –behaviour of pupils –custom & practice –time available

13. Learning Styles & Multiple Intelligences What is learning style? What is learning style? ‘Learning style is the way in which each learner begins to concentrate on process & retain new and difficult information.’

14. Multiple Intelligences Linguistic Linguistic Logical/mathematical Logical/mathematical Musical Musical Spatial Spatial Body-kinaesthetic Body-kinaesthetic Interpersonal Interpersonal Intrapersonal Intrapersonal Naturalistic Naturalistic

15. Pupil Learning Styles Shared learning Shared learning Free choice Free choice Information technology Information technology Success Success Feedback Feedback Celebrating success Celebrating success

16. Policy on Differentiation Differentiation is once again a major factor to be implicit in all teaching Differentiation is once again a major factor to be implicit in all teaching Do you have a policy statement as to what this means for you and and your school ? Do you have a policy statement as to what this means for you and and your school ? Consensus Game. Consensus Game.

17. Summary Presentation on the web Presentation on the web Awareness of Code’s emphasis on differentiation Awareness of Code’s emphasis on differentiation Reminder of the importance of teaching & learning styles – multiple intelligences. Reminder of the importance of teaching & learning styles – multiple intelligences.