1. Differentiating learning in the Literacy classroom

2. Key issues addressed by the study  This study explored: ─the ways in which teachers differentiated literacy learning for pupils of different abilities ─methods for personalising learning

3. Ways to differentiate learning  The study used various ways of differentiating learning, including ─introducing tiered activities and varying group sizes ─personalising literacy learning ─highlighting and representing texts ─using journal entries

4. Tiered activities and group sizes  The researchers created a comfortable environment for differentiated tasks through ─tiered activities - working towards the same understanding but pitched at different levels of complexity ─varying group sizes to ensure that those most in need of extra help were in smaller groups

5. Personalising literacy learning  Activities to help personalise literacy learning included: ─providing a menu of activities to allow pupils to continue with new activities without further instruction ─‘echo reading’ led by a skilled reader to allow learners to gain confidence in reading aloud

6. Highlighting texts  Activities for highlighting and representing texts included ─writing a ‘top ten list’ of favourite foods, animals or friends in order to describe and categorise words ─using drawings to represent literacy concepts

7. Using journal entries  Children developed literacy skills by writing journal entries in a table format  This involved ─ writing a meaningful quote or element of the story in the first column ─ explaining their thoughts on this in a second column ─ gaining feedback from a teacher or classmate in a third column

8. How differentiation worked  Differentiation created choices for pupils by ─building a framework of activities for pupils to complete before, during and after reading –highlighting the value of differentiation in teacher professional development

9. Who were the children in the study?  10 classes of mixed-year classrooms (Years 3 and 4) in a Canadian school district  10 teachers of mixed-grade classrooms

10. How was the information gathered?  Researchers held two 3-hour workshops which included the following elements: ─ observational field notes describing anything relevant to a teacher’s understanding of differentiation ─video recordings of each classroom, which teachers commented on ─three 45-minute visits to each classroom, two of which were followed by semi-structured interviews

11. How might teachers use this evidence?  The study highlighted the importance of varying the size of groups to support differentiation  Could you experiment with groups of different sizes to support different learning needs in your lessons?  You might like to consult your learners on their preferred group size and reasons for this

12. How might school leaders use this evidence?  The study showed that the kinds of differentiation a teacher provides can depend on their available resources and personality  Could you offer more professional development for teachers to enhance and improve differentiation methods?  You might like to encourage teachers who are good at differentiation to share advice with colleagues

13. Follow-up reading  Study reference: Differentiating learning in the literacy classroom. Tobin, R. & McInnes, A., (2009) Literacy, 42 (1), pp.3-9. [Original title: Accommodating differences: variations in differentiated literacy instruction in Grade 2/3 classrooms]  Summary available at: www.standards.dfes.gov.uk/research/themes/inclusion/di fferentiating/ www.standards.dfes.gov.uk/research/themes/inclusion/di fferentiating/ www.standards.dfes.gov.uk/research/themes/inclusion/di fferentiating/

14. Feedback  Did you find this useful?  What did you like?  What didn’t you like? Any feedback on this Research Bite would be much appreciated. Please email your feedback to: research.summaries@dcsf.gsi.gov.uk