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Differentiation(Primary)

NIPTWS07

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Working together in the workshops will involve…

Confidentiality

ParticipationContributing to group learning

Asking questions/clarifying issuesTaking responsibility for your own learning

Please check that your phone is offfor the duration of the workshop

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Overview

Differentiation

1. Concept

2. Teacher 3. Classroom

4. Reflection

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Walking Debate - Traffic Lights

1. Every pupil should have the same books and resources.

2. Using different tasks and resources may draw more attention to students with difficulties.

3. A differentiated curriculum could become an impoverished curriculum.

4. As a teacher, I know all I need to know about differentiation in the classroom from my initial teacher education experience.

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“…attending to the learning needs …of students, rather than teaching a class as though all …were basically alike .”

(C.A. Tomlinson, 2000)

“…teaching mindfully …to support the success of each

human being for whom we accept professional responsibility.” (Sousa and Tomlinson, 2011)

“… process of varying content, activities, teaching, learning methods and resources to take into account the range of interests, needs and experiences of individual students.”

(NCCA, 2007)5

Differentiation is …

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Recognise the need to differentiate

Identify and

understand student needs

Identify key concepts, skills and principles

Create a classroom environment that

respects difference

Use a range of differentiation strategies

Manage a differentiated classroom

The Teacher needs to…

(Adapted from Carol Ann Tomlinson, 2011)

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7

Differentiation…

Commonsense Methods for Children with Special Educational NeedsPeter Westwood (ISBN 0-415-29849-0)

Needs

Experiences/Interests/Skills

Intelligences

Learning Style

Content Activities Resources Product Environment

Teaching Strategies

Pace Amount of assistance

Testing Classroom Groups Homework

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Variety of

Instructional

Strategies

Respectful

Activities

Variety of

Products

On-going Assessm

ent

Variety of

Question Types

In the Classroom

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1. I have two students in my class who have difficulty with reading. I also have a group of very able readers. How can I cater for all of these students?

2. I have some students in my class having difficulty with writing. Their letter formation is poor and, when they write, there are no spaces between their words. How can I cater for the needs of the students experiencing difficulty, yet challenge the other students?

3. A student in my class takes a long time to take down his homework. Sometimes I take it down for him and, other times, I get another student to help. Also, he often forgets the books he needs for that night. What can I do to help him become more independent?

4. In our school we use a spelling notebook with weekly lists. Three students in my class go to Learning Support and are unable to do the class list. Three other children get all their spellings correct in the pre-test on Monday. How can I cater for these students – do I give them a separate list and test?

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5. I am new to the school and my class has some textbooks that I believe are not suited to the needs and abilities of some students. I feel I am expected to follow the textbooks to keep in line with school practice. However, the students are not motivated by the texts. How can I meet the learning needs of the students?

6. I have a number of students in my class whose first language is not English. I feel that they are at a disadvantage, particularly around Maths and English, as they frequently misunderstand conversation and instructions. What can I do to ensure that these students are catered for in my classroom?

7. I have a student in my class who has a physical disability. How can I

accommodate this student’s learning?

8. In my class, I have some students who are very able. They complete assignments very quickly and are always finished before the main group. Some complete the tasks successfully following my instructions. However, some students in this group hand up work that is inaccurate and untidy. How can I manage this situation?

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Developing a Differentiated Approach…Stage 1Choose

1/2 strategies

Stage 2Practise and

refine

Stage 3Strategies become

embedded

Adapted from Peter Anstee, Differentiation Pocketbook, 2011

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Challenges to Differentiation

1. Perso

nal

Reflection

Identify one

challe

nge

2. Give One/Get One

Share challenge in groups of 3

Get one suggestion/str

ategy

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Reflection in PracticeKey learning for me …

3

Resources/Ideas which appeal to me

 

2

Strategies I will implement in my

classroom practice

 

1

Thing I am already doing well

 

 

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Useful Websites

• www.pdst.ie

• www.sess.ie

• www.ncca.ie

• http://differentiationcentral.com

• www.geoffpetty.com/differentiation

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Additional Support Professional Support GroupsNIPT School Support Service

www.teacherinduction.ie

Contact the NIPTinfo@teacherinduction.ie

Please ask your Facilitator or EC for the contact details of the NIPT RDO assigned to your EC

To ask for support is a sign of strength…