Differentiation

Practical Ideas for the Classroom

JAS – by Outcome

rapidprogress-in-my-classroom via Ross McGill @TeacherToolkitvisible progress via Jon Tait @TeamTait

An ethic of excellence

On not accepting mediocrity

Berger and the ‘Ethic of Excellence’http://classteaching.wordpress.com/2013/11/11/an-ethic-of-excellence/ via @shaun_allisonaustins-butterfly-and-not-accepting-mediocrity/ via Tom Sherrington @headguruteacher

What it isn’t…

“…differentiation is unquestionably a key teaching skill. Being seen to differentiate? That’s just jumping hoops.” Michael Tidd here

What it is…

• “…the process by which differences between pupils are accommodated so that all students have the best possible chance of learning"

(to quote the old TDA here )• “Essentially differentiation is teachers engaging with

individuals and helping them to make progress.”(A Plain Man’s Guide to Differentiation here)• “Teachers use well-judged and often imaginative teaching

strategies, [...] that, together with clearly directed and timely support and intervention, match individual needs accurately.”

(OFSTED criteria for Outstanding Lessons)

Session OverviewDifferentiation by Outcome• John Smith: On not accepting mediocrity: an ethic of excellence (based on Berger, McGill) 4:05-4:15 Differentiation by Grouping• Liam Gilbert: The Jigsaw Approach: a simple way to achieve differentiation by flexible grouping and task without

making any students feel stigmatised 4:15 – 4:20

Differentiation by Feedback• Naomi McGough: Using teacher (and student) feedback to provide students with individual (or group) learning

opportunities. 4:20 - 4:25

Differentiation by Support • Phil Heath: Handle differentiation with care! (based on Bennet) 4:25 – 4:30• Sam Broadbent: Writing Frames 4:30 – 4:35

Differentiation by Task• John Smith: Extension, a Minimum Scheme of Work, Minimum homework, Graded Tasks and “Take-away homework”

(McGill) 4:35 – 4:40

A Differentiation Survey• David Key: a department survey – Continuing the conversation in departments 4:45 – 4:50

What do the researchers say?

• "Of all the impossible tasks expected of poor, over-worked teachers, differentiation is the most troublesome. Why? Because on the one hand, if you did it properly every lesson you’d be reduced to a dribbling wreck in less than a week…on the other hand, …it’s really really important. Therein lies our dilemma: we know we should be doing (a lot) more of it but we just don’t have the time or energy to do it properly." David Didau (in this_blog )

• "...I am interested in the spirit of differentiation as much as the techniques. For me, Great Lessons are characterised by teaching and learning where differentiation is integral to the entire process. ie the notion that one size does not fit all and that different learners will be progressing and different rates is absolutely explicit and embedded. (To those who think this is just obvious, well, you’d be surprised how often it isn’t!)." Tom Sherrington here

Homeworkvia @TeacherToolkit #100ideas @Ashley_Loynton

Differentiation takeawayStarters• http://inspiringtchers.wordpress.com/ 50 ideas for differentiation by Jude Enright • http://michaelt1979.wordpress.com/2013/10/21/the-scourge-of-differentiation/ • What differentiation is not and…• http://edulike.blogspot.co.uk/2013/10/differentiation-whatever-people-say-it.html?m=1

Mains• http://www.learningspy.co.uk/english-gcse/building-challenge-differentiation-thats-quick-and-works/ David

Didau• http://headguruteacher.com/2013/02/03/great-lessons-4-differentiation/ Tom Sherrington

Dessert• https://www.smore.com/e9hf-connected A one-stop shop for Differentiation from Jon Tait's e-magazine

Connected• http://frog.calderstones.co.uk/index.phtml?d=440833 Differentiation treasure trove• https://www.ncetm.org.uk/resources/43169 this is what a twitter chat looks like

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