A Session for teachers - Differentiation: what it is, and what it isn't.

1. Differentiation
Practical Ideas for the Classroom
JAS

2. Practical Ideas
• Traffic Light Post-its (by Task) – group session
• ‘Minimum’ homework (set time limit!)
Also http://frog.calderstones.co.uk/index.phtml?d=1091490
• Rapid Progress (by Outcome)
http://teachertoolkit.me/2013/04/30/rapidprogress-in-my-classroom-how-itis-made-and-how-do-i-know-it-blogsync/
via Ross McGill @TeacherToolkit

3. What is it?
The 5 Minute Lesson Plan by
@TeacherToolkit Ross McGill

4. Accommodating difference
• Differentiation 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 )

5. 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. T’other hand though is that 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 )

6. • "...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

7. By Task
“In all task-setting (written and oral) the level of challenge may also be varied through
using:
• closed or open questions
• a greater or lesser degree of “steer” towards correct response
• higher or lower order of questioning (again, referenced to Bloom’s taxonomy)
• questions which require a greater or lesser degree of subject knowledge or
understanding
• single-step or multi-step questions etc.
• tasks in which pupils are asked to work out the question having been given the
answer
• tasks in which pupils are asked to work out the general rule or the exception from
a number of particular examples etc.
• tasks in which pupils order or arrange pre-prepared cards, words etc. rather than
working in a more open-ended way from their own knowledge”
http://frog.calderstones.co.uk/index.phtml?d=441273

8. By Outcome
“Differentiation by outcome discriminates between the work produced
by different pupils, as judged in terms of, for example:
• length
• quality
• complexity
• standard of work (including the extent to which it meets criteria for
different NC levels)
• pace
• intellectual sophistication (e.g. see 'Bloom’s Taxonomy' in
'Assessment for Learning')
• the sophistication or technical accuracy of the language used, the
measurements taken or the conclusions reached etc.”
http://frog.calderstones.co.uk/index.phtml?d=441273

9. S.O.R.T.
• http://frog.calderstones.co.uk/index.phtml?d=
441273

10. Further Reading / Ideas
• http://inspiringtchers.wordpress.com/ 50 ideas for differentiation
by Jude Enright
• http://edulike.blogspot.co.uk/2013/10/differentiation-whateverpeople-say-it.html?m=1 What its not by Rachael Stevens
• http://www.learningspy.co.uk/english-gcse/building-challengedifferentiation-thats-quick-and-works/ David Didau
• http://headguruteacher.com/2013/02/03/great-lessons-4differentiation/ Tom Sherrington
• 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