1. ` Meeting the needs of all learners in the classroom Dughall McCormick NQT Conference 9 th October

2. Differentiation If a child does not learn the way you teach, then teach him the way he learns. Chasty, cited in Chinn and Ashcroft (1999)

3. Task 1

4. Quotes From Learners

5. Mark Scheme 1 mark - Fence 1 mark – Grass 2 marks – Green grass 1 mark - Flowers 1 mark - Clouds 1 mark – Chimney stack 5 marks – with smoke 1 mark - Door 1 mark - Sun 1 mark - Window 2 marks - Windows 3 marks - Curtains

6. Setting the scene Clearly labelled All, Most, Some objectives with levels where possible. Success criteria discussed with the pupils verbally. Success criteria shared with the pupils.

7. Objectives You will all be able to describe how you can embed a variety of differentiation strategies into your lessons. Most of you will be able to explain how assessment and knowing the learners can support differentiation. Some of you will analyse the effects of differentiation and how intervention can support progression in the classroom.

8. LO! …and behold!

9. PUTTING DIFFERENTIATION INTO PRACTICE WHAT IS DIFFERENTIATION? WHO ARE YOUR PUPILS? WHAT DO PUPILS NEED?

10. Differentiated Instruction Defined “Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to pupil differences. Rather than marching pupils through the curriculum lockstep, teachers should modify their instruction to meet pupils’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.” Carol Ann Tomlinson

11. Differentiated Instruction Defined Differentiating instruction means changing the pace, level, or kind of instruction you provide in response to individual learners’ needs, styles, or interests. -- Diane Heacox, Ed.D. “Differentiating Instruction in the Regular Classroom”

12. Presentation How it is taught Process How it is done Production How to demonstrate knowledge

13. Traditional Classroom Pupil differences are masked or acted upon when problematic Assessment is most common at the end of learning to see “who gets it” A relatively narrow sense of intelligence prevails A single definition of excellence exists Pupil interest is infrequently tapped Relatively few learning profile options are taken into account Whole-class instruction dominates Coverage of texts and curriculum guides derives instruction Mastery of facts and skills out-of-context are the focus of learning. Single option assignments are the norm Time is relatively inflexible A single text prevails Single interpretations of ideas and events may be sought The teacher solves problems The teacher provides whole-class standards for grading A single form of assessment is often used. Differentiated Classroom Pupil differences are studied as a basis for planning Assessment is ongoing and diagnostic to understand how to make instruction more responsive to learner needs Focus on multiple forms of intelligence is evident Excellence is defined in large measure by individual growth from a starting point Pupils are frequently guided in making interest- based learning choices. Many learning profile options are provided for Many instructional arrangements are used Pupil readiness, interest, and learning profile shape instruction. Use of essential skills to make sense of and understand key concepts and principles is the focus of learning Multi-option assignments are frequently used Time is used flexibly in accordance with pupil need Multiple materials are provided Multiple perspectives on ideas and events are routinely sought The teacher facilitates pupils’ skills at becoming more self-reliant learners Pupils help other pupils and the teacher solve problems Pupils work with the teacher to establish both whole-class and individual learning goals Pupils are assessed in multiple ways

14. What are you already doing to differentiate learning in your classroom? You are going to POD and then snow ball your table’s ideas

16. Differentiation Is a teacher’s response to learners’ needs Guided by general principles of differentiation Meaningful tasksFlexible groupingContinual assessment Teachers can differentiate through Content Process ProductAffect/Environment According to pupils’ ReadinessInterest Learning Profile

17. PUTTING DIFFERENTIATION INTO PRACTICE WHO ARE YOUR PUPILS?

18. Knowing the Interest of the pupils Your Name Write A Famous Title Of Yourself Things I Do Best How I Learn Best Three Little Known Facts About YOU ! Add Additional Details, Items, Facts, about yourself

19. LEARNING STYLES ?

20. Knowing the Readiness of the pupils Using data to set and plan activities / objectives Pre-assessments are diagnostic and determine the pupils’ levels of readiness regarding the topics. The purpose of pre- assessment is to determine what pupils know about a topic before it is taught.

21. for Interest – Readiness – Learning by Self – Peers - Teachers Assessing for Differentiation

22. WHAT CAN BE ASSESSED? Skills Concepts READINESS INTEREST LEARNING PROFILE Content Knowledge Interest Surveys Self-Selection Areas of Strength and Weakness Work Preferences Self Awareness

23. The importance of translation

24. PUTTING DIFFERENTIATION INTO PRACTICE WHAT IS DIFFERENTIATION? WHAT DO PUPILS NEED?

25. Content …Multiple options for the way it is delivered. Ways to differentiate content:  Curriculum review  Differentiate the objectives  Provide a variety of stimuli

26. PROCESS Process... How they do it Ways to differentiate process:  Questioning Strategies  Projects  Tiered / leveled activities by readiness  Guided Learning  Pupil led learning / Peer teaching  Flexible groupings  Modify the environment

27. PROCESS Flexible groupings- Seating plans Pupil behaviour Use of IEPs/ANPs Showing fluidity and flexibility TA/non TA support

28. P ROCESS QUESTIONING STRATEGIES - Blooms taxonomy Creating Evaluating Analyzing Applying Understanding Remembering

29. CUBING Cubing gives pupils a chance to look at a concept from a series of different perspectives. Cubing with its many sides, allows pupils to look at an issue or topic from a variety of angles and develop a multidimensional perspective rather than a single one. Cubing allows the teacher to differentiate for readiness in a very un-obvious way. Since all pupils are working with cubes, pupils are not aware that their neighbours might be doing something a little different.

30. Cubing 1.Describe It Look at the subject closely (perhaps with your senses in mind). 2.Compare It What is it similar to? What is it different from? 3.Associate It What does it make you think of? What comes to your mind when you think of it? Perhaps people? Places? Things? Feelings? Let your mind go and see what feelings you have for the subject. 4.Analyse It Tell how it is made. If you can’t really know, use your imagination. 5.Apply It Tell what you can do with it. How can it be used? 6.Argue for It or Against It Take a stand. Use any kind of reasoning you want—logical, silly, anywhere in between.

31. CUBING FRACTIONS Side One: Locate It In two minutes, make a list of all of the places in which we find fractions in every day life. Have your partner time you. Side Two : Define It What is a fraction? How would you explain what a fraction is to a year one child? Side Three: Solve It Complete fraction problems 1-10 on page 65. Have your partner check your work. Side Four: Analyze It What are the parts of a fraction? Define each part and describe their relationships to one another. Side Five: Think About It When dividing fractions, why do we have to “invert and multiply”? Show your thinking on paper. Side Six: Illustrate It Create a children’s picture book about fractions. Use “Give Me Half!” as an example.

32. Fight!

33. Map Diagram Sculpture Discussion Demonstration Poem Profile Chart Play Dance Campaign Cassette Quiz Show Banner Brochure Debate Flow Chart Puppet Show Tour Lecture Editorial Painting Costume Placement Blueprint Catalogue Dialogue Newspaper Scrapbook Lecture Questionnaire Flag Scrapbook Graph Debate Museum Learning Station Advertisement Book List Calendar Coloring Book Game Research Project TV Show Song Dictionary Film Collection Trial Machine Book Mural Award Recipe Test Learning Log Puzzle Model Timeline Toy Article Diary Poster Magazine Computer Program Photographs Terrarium Petition Drive Teaching Lesson Prototype Speech Club Cartoon Biography Review Invention

35. The plenary Revisit the differentiated objective Celebrate all successes: Today I have learnt…

36. Does your year group differentiate with task design? Get together in your year group. Consider some of the strategies you have seen and adapt your plans for next week to “enhance” differentiation. Trial the activities and share your successes.

37. Objectives You will all be able to describe how you can embed a variety of differentiation strategies into your lessons Most of you will be able to explain how assessment and knowing the learners can support differentiation. Some of you will analyse the effects of differentiation and how intervention can support progression in the classroom.

39. ` NQT Conference 9 th October tradedlearning.kirklees.gov.uk | Training & development | Courses |