Differentiation of . . . Activity: - How can we differentiate . . . The pupils: Allowing pupils to have ownership of their learning e.g. Variety of tasks to choose from When research is being undertaken pupils generate their own questions. The resources: By resourcesVariety of dictionaries e.g. Ace, Hawker ‘Spell it yourself’, Spellmaster ICT e.g. Alphasmart, Dana, Clicker, predictive word processor e.g. Penfriend Taped stories/novels Pencil grips, triangular pencils, softer/harder pencils Write angle, Move and Sit cushion Labels for a diagram for pupil who might struggle to copy labels from board By textDifferentiated textbooks e.g. Reading for Information, Longman with Access/Standard levels Differentiated questions e.g. Looking and Thinking, Learning Materials Ltd Reading levels of novels, worksheets can be ascertained using Fry Readability scale Font, size and spacing, colour of worksheet The teaching: A variety of methodology is important to not only suit learning styles but increase multiple intelligence. The outcome: Pupils can present their learning through a variety of mediums e.g. poster, booklet, video, IT, talk, demonstration, model. Continual assessment is preferable to a one off test were pupils can achieve small steps that raises self-esteem and informs future learning. Self assessment and peer assessment.
Differentiation Audit
Strategies
Tick if
Examples
in use An appropriate variety of tasks Tasks which require different types of activity e.g. listening, writing, IT Tasks matched to pupil abilities, aptitudes and interests Mechanisms identified to ensure that pupils stay on task Tasks with clear short steps Resource based / individualised learning Resources matched o pupil abilities, aptitudes and interests ‘Help’ sheets available Suitable reading age appropriate text Clearly presented text Different responses expected depending on pupil ability, e.g. written, verbal etc (differentiation by outcome) Response that reflects what pupil has achieved Variety in form of presentation, e.g. photographs, graphs Clearly, attractively presented materials Other adults in class Individualised education plan Buddy system Variety of groupings employed Co-operative teaching
2
Teaching Styles If we never have the opportunity to use our preferred styles of learning, we tend not to learn effectively . . . It is also believed, however, that we need to learn to use our less preferred styles of learning to be effective learners. Teaching for effective Learning (1996)
Activity:- Think over the last week in the classroom, the work done and how it was carried out. In the boxes below, try to list as many curricular activities as you can which reflect the particular teaching styles. EXPOSITION (watching)
DISCUSSION (feeling)
ACTIVITY (doing)
ENQUIRY (thinking)
3
Meeting Pupils’ Needs Activity: - Think about how your department tries to meet pupils’ learning needs. What do we do and how could we do it better? Theme
What are we doing?
Where do we go from here?
Are targets, tasks and resources well matched to the needs of pupils?
Are your learning and teaching approaches likely to help pupils achieve their targets?
4