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Meeting the needs of all learners in the classroom

Dughall McCormick

NQT Conference 9th October

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)

Task 1

Quotes From Learners

Mark Scheme

1 mark - Fence

1 mark – Grass 2 marks – Green grass

1 mark - Flowers

1 mark - Clouds

1 mark – Chimney stack5 marks – with smoke

1 mark - Door

1 mark - Sun

1 mark - Window2 marks - Windows3 marks - Curtains

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.

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.

LO!

…and behold!

PUTTING DIFFERENTIATION INTO PRACTICE

WHAT IS DIFFERENTIATION?

WHO ARE YOUR PUPILS?

WHAT DO PUPILS NEED?

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

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”

Presentation•How it is taught

Process•How it is done

Production•How to demonstrate knowledge

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

What are you already doing to differentiate learning in

your classroom?

You are going to POD and then snow ball your table’s ideas

Differentiation

Is a teacher’s response to learners’ needs

Guided by general principles of differentiation

Meaningful tasks Flexible grouping Continual assessment

Teachers can differentiate through

Content Process Product Affect/Environment

According to pupils’

Readiness Interest Learning Profile

PUTTING DIFFERENTIATION INTO PRACTICE

WHO ARE YOUR PUPILS?

Knowing the Interest of the pupils

Your Name

Write A Famous TitleOf Yourself

Things I Do Best How I Learn Best

Add Additional

Details, Items,

Facts, about

yourself

LEARNING STYLES?

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.

for

Interest – Readiness – Learning

by

Self – Peers - Teachers

Assessing for Differentiation

WHAT CAN BE ASSESSED?

Skills

Concepts

READINESS INTEREST LEARNINGPROFILE

ContentKnowledge

• Interest Surveys• Self-Selection

• Areas of Strength and Weakness• Work Preferences• Self Awareness

The importance of translation

PUTTING DIFFERENTIATION INTO PRACTICE

WHAT IS DIFFERENTIATION?

WHAT DO PUPILS NEED?

Content

PROCESS

Process... How they do it

Ways to differentiate process:Questioning StrategiesProjectsTiered / leveled activities by readinessGuided LearningPupil led learning / Peer teachingFlexible groupingsModify the environment

PROCESSFlexible groupings- Seating

plans• Pupil behaviour

• Use of IEPs/ANPs

• Showing fluidity and flexibility

• TA/non TA support

PROCESSQUESTIONING STRATEGIES - Blooms taxonomy

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

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.

Cubing1. Describe It

Look at the subject closely (perhaps with your senses in mind).

2. Compare ItWhat is it similar to? What is it different from?

3. Associate ItWhat 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 ItTell how it is made. If you can’t really know, use your imagination.

5. Apply ItTell what you can do with it. How can it be used?

6. Argue for It or Against ItTake a stand. Use any kind of reasoning you want—logical, silly, anywhere in between.

CUBING FRACTIONS

Side One: Locate ItIn two minutes, make a listof all of the places inwhich we find fractions inevery day life. Have yourpartner time you.

Side Two: Define ItWhat is a fraction? Howwould you explain whata fraction is to a year one child?

Side Three: Solve ItComplete fraction problems1-10 on page 65. Haveyour partner check yourwork.

Side Four: Analyze ItWhat are the parts of afraction? Define eachpart and describe theirrelationships to oneanother.

Side Five: Think About ItWhen dividing fractions,why do we have to “invertand multiply”? Show yourthinking on paper.

Side Six: Illustrate ItCreate a children’spicture bookabout fractions. Use “GiveMe Half!” as an example.

Fight!

MapDiagramSculptureDiscussionDemonstrationPoemProfileChartPlayDanceCampaignCassetteQuiz ShowBannerBrochureDebateFlow ChartPuppet ShowTour

LectureEditorialPaintingCostumePlacementBlueprintCatalogueDialogueNewspaperScrapbookLectureQuestionnaireFlagScrapbookGraphDebateMuseumLearning StationAdvertisement

Book ListCalendarColoring BookGameResearch ProjectTV ShowSongDictionaryFilmCollection

Trial

Machine

Book

Mural

Award

Recipe

Test

Learning Log

PuzzleModelTimelineToyArticleDiaryPosterMagazineComputer ProgramPhotographsTerrariumPetition DriveTeaching LessonPrototypeSpeechClubCartoonBiographyReviewInvention

The plenary

• Revisit the differentiated objective

• Celebrate all successes: Today I have learnt…

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.

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.

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NQT Conference 9th October

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