DifferentiationDifferentiation

Produced originally for Produced originally for differentiation and schoolsdifferentiation and schools

•Differentiation & the Code Differentiation & the Code of Practiceof Practice

•Defining differentiationDefining differentiation

•Teaching IssuesTeaching Issues

•Learning IssuesLearning Issues

•Multiple IntelligencesMultiple Intelligences

•Consensus ActivityConsensus Activity

Materials from Dr John Vissar UniMaterials from Dr John Vissar University of Birminghamversity of Birmingham

DifferentiationDifferentiation……seeks to develop effective ways of seeks to develop effective ways of

overcoming barriers to learning and overcoming barriers to learning and sustaining effective teaching through sustaining effective teaching through the analysis and assessment of the analysis and assessment of student’sstudent’s needs, by monitoring the needs, by monitoring the quality of teaching and standards of quality of teaching and standards of student’sstudent’s achievements, and by achievements, and by setting targets for improvement.setting targets for improvement.

Primary para. 5.31Primary para. 5.31Secondary para. 6.33Secondary para. 6.33

See also Key Areas of SEN co-ordination Teaching & Learning , Leading & Managing staff (p12 & 13 National Standards for SEN Co-ordinators)

Differentiation as a Differentiation as a ProcessProcess

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

Visser 1993Visser 1993

Why Why differentiation?differentiation?

• To raise standardsTo raise standards– encapsulates the tasks of teaching and encapsulates the tasks of teaching and

learning. It goes on every daylearning. It goes on every day– meeting the needs of all students and meeting the needs of all students and

gives them their curriculum entitlement.gives them their curriculum entitlement.

• Woven into the guidelines for OFSTEDWoven into the guidelines for OFSTED– OFSTED sees quality of teaching in terms OFSTED sees quality of teaching in terms

of ‘suitable’ differentiationof ‘suitable’ differentiation

• Student’s’ behaviour is affected by the way Student’s’ behaviour is affected by the way we teach.we teach.

• Goes with the job. We teach so they can learnGoes with the job. We teach so they can learn• Stated clearly as an entitlement for all Stated clearly as an entitlement for all

students.students.

Differentiation: making it Differentiation: making it workwork• The curriculum should have :The curriculum should have :

– BREADTHBREADTH– BALANCEBALANCE– RELEVANCERELEVANCE– DIFFERENTIATIONDIFFERENTIATION– PROGRESSIONPROGRESSION– CONTINUITYCONTINUITY

– Put together they could read Put together they could read asas - - All All studentsstudents are entitled to a are entitled to a broad, balanced curriculum, broad, balanced curriculum, delivered in a relevant and delivered in a relevant and differentiated manner, enabling differentiated manner, enabling progression and continuity to be progression and continuity to be experiencedexperienced

Differentiation : a Differentiation : a DefinitionDefinition

• Differentiation is ...Differentiation is ...– ‘ ‘ the separation and ranking of students according the separation and ranking of students according

to a multiple set of criteria.’ Lacey 1970to a multiple set of criteria.’ Lacey 1970– ‘‘the identification of and effective provision for a the identification of and effective provision for a

range of abilities in one classroom, such that range of abilities in one classroom, such that pupils in a particular class need not study the pupils in a particular class need not study the same things at the same pace and in the same way same things at the same pace and in the same way at all times.’ The Scottish Office, Simpson 1989at all times.’ The Scottish Office, Simpson 1989

– the process of identifying with each learner, the the process of identifying with each learner, the most effective strategies for achieving agreed most effective strategies for achieving agreed targets.’ Weston 1992targets.’ Weston 1992

– Differentiation has become one of the educational Differentiation has become one of the educational jargon words of the mid 1990s- used by many, jargon words of the mid 1990s- used by many, understood by some and put fully into practice by understood by some and put fully into practice by a few. J Vissar 2002a few. J Vissar 2002

Differentiation and Differentiation and StudentsStudents

• Diversity within any groupDiversity within any group– ageage– abilityability– aptitudeaptitude

• Differentiation is concerned with Differentiation is concerned with this diversitythis diversity– groupings affect the width of groupings affect the width of

diversity within any one area but diversity within any one area but will NOT do away with the need for will NOT do away with the need for diversity.diversity.

• DifferencesDifferences– how does it affect how we teach?how does it affect how we teach?

•outcomeoutcome

•tasktask

•your inputyour input

•your attitude, beliefs and valuesyour attitude, beliefs and values

– some amenable to change & some amenable to change & development, some not.development, some not.

• Most important difference is the Most important difference is the manner in which students go about manner in which students go about the process of learning.the process of learning.

Differentiation and Differentiation and teachingteaching•Planning for DifferentiationPlanning for Differentiation

•Assessment Assessment

•PrioritiesPriorities

•MatchingMatching

•Ensuring accessEnsuring access

•EvaluationEvaluation

•RecordingRecording

Differentiation and Differentiation and TeachingTeaching

• Analyse teaching stylesAnalyse teaching styles

• Factors that influence Factors that influence particular strategies usedparticular strategies used– resourcesresources– availability of supportavailability of support– the classroomthe classroom– the lesson contentthe lesson content– behaviour of pupilsbehaviour of pupils– custom & practicecustom & practice– time availabletime available

Learning Styles & Multiple Learning Styles & Multiple IntelligencesIntelligences

• What is learning style?What is learning style?

‘‘Learning style is the way in which Learning style is the way in which each learner begins to each learner begins to concentrate on process & retain concentrate on process & retain new and difficult information.’new and difficult information.’

Multiple IntelligencesMultiple Intelligences

• LinguisticLinguistic

• Logical/Logical/mathematicalmathematical

• MusicalMusical

• SpatialSpatial

• Body-Body-kinaesthetickinaesthetic

• InterpersonalInterpersonal

• IntrapersonalIntrapersonal

• NaturalisticNaturalistic

Pupil Learning Styles Pupil Learning Styles

• Shared learningShared learning

• Free choiceFree choice

• Information technologyInformation technology

• SuccessSuccess

• FeedbackFeedback

• Celebrating successCelebrating success

Policy on Differentiation Policy on Differentiation

• Differentiation is once again a major Differentiation is once again a major

factor to be implicit in all teachingfactor to be implicit in all teaching

• Do you have a policy statement as Do you have a policy statement as

to what this means for you and and to what this means for you and and

your school ?your school ?

• Consensus Game.Consensus Game.

SummarySummary

• Presentation on the webPresentation on the web

• Awareness of Code’s emphasis Awareness of Code’s emphasis on differentiationon differentiation

• Reminder of the importance of Reminder of the importance of teaching & learning styles – teaching & learning styles – multiple intelligences.multiple intelligences.