TThe Neville Lovett Community School
DIFFERENTIATION POLICY PRINCIPLES Neville Lovett School aims “to offer opportunities to each pupil to develop to the full, his or her own abilities and aptitudes.” We wish to provide a curriculum which is flexible and meaningful to our pupils at different ages and stages of development and which will be responsive to their needs and interests. Aims or ideals such as these can only be achieved through effective forms of “Differentiation”. This term has been interpreted in a variety of ways, but a definition, which encompasses the essence of the term without hiding it in a jungle of theoretical jargon, was suggested by one of the County Inspectorate: “Differentiation is the provision of quality learning experiences for each and every member of a teaching group.” (Geoff Dinkele, County Geography Inspector.) Quality learning experiences which: (a)
enable each pupil to develop his/her own abilities to the full,
(b)
provide a relevant and meaningful curriculum for each pupil,
(c)
is responsive to the needs and interests of individuals.
Allowing pupils to achieve success and feel learning experiences have been worthwhile require: (a)
an appropriate curricula,
(b)
planning of that curricula which involves: • • • • •
aims and objectives which are clear to both staff and pupils appropriate resources appropriate organisation/methodology appropriate tasks (allowing for support and enrichment) assessment at a relevant time and in a relevant form, which will be used in such a way as to inform and benefit both pupil and teacher in terms of progression and reinforcement needs and strategies.
It must however be noted that when discussing any aspect of “Differentiation” it will inevitably be done in the context and practicalities of 30+ in a classroom, limited preparation time and financial restriction upon resources available. Nevertheless, departments will take responsibility for striving to achieve those ideals set out above. PROCESS How can it be achieved? /mnt/conversion/splitting/100913103017-e07439963cf042e498a064b3afe5b717.file
Planning: Schemes of work/individual lessons. Identifying clear learning objectives, anticipating pupils’ needs/difficulties, reinforcement and extension activities. (See Must, Should, Could Grid/Supporting & Enriching Learning/consider Core & Options.) Teaching Organisation: Differentiation should accommodate different learning styles, rates of learning, interest and motivational level. The following questions may help to focus on this issue: (a) (b) (c)
In what circumstances do you vary your methods? Why do you use the styles you do? When and why do you: • instruct the whole class? • work with groups of children? • support an individual learner? • stand back and let a learner wrestle with a difficulty?
(d) (e) (f) (g) (h)
When to question? When are your questions open? closed? How do you respond to their outcomes? How do you intervene in what a child is doing? How? Why? How do you challenge particular children? • consider the issues of SETTING/MIXED ABILITY/A COMBINATION. Justify/explain your organisation.
Tasks/Accessibility of resources: Appropriate textbooks/Range of textbooks? Worksheets (see Accessibility Booklet) Support and Extension or Enrichment opportunities? Video work – length/preparation/activities? Variety of tasks – discussion/enquiry/creative constructive/presentation/problem solving etc. Assessment: When do you assess? What do you assess? Who carries out the assessment? Does the child know what is being assessed? How are the results of the assessed? Language Is the language likely to cause a reading problem? (Independent/Instructional/Frustration? Avoid long sentences BUT be careful, short sentences can also cause problems! /mnt/conversion/splitting/100913103017-e07439963cf042e498a064b3afe5b717.file
Consider previous knowledge. Interest can be generated through the use of personal words. Consider size of print/style of print. CONSIDER THE USE OF CAPITAL LETTERS. Do not justify text on the right hand side. Consider the density of technical terms. Readability is not the same as comprehension. Subject Content Have clear lesson objectives/aims. Be aware of the knowledge/skills/concepts, needed by pupils to successfully start. What k/s/c, need to be imparted or developed during the lesson? Is the subject matter suitable for every pupil: in terms of Relevance/Interest/Aptitude/Ability or Background? Ensure the main message is clear. BEWARE: Technical jargon in different subjects with different meanings! Is The Task Clearly Described? The problem of us as Specialists (Simple & Obvious OR Difficult & Complicated). Consider the assumptions we make about: Previous Knowledge Understanding Skills Danger of ambiguity – we know what we want! A summary at the beginning or at the end is useful. Key word lists can be very helpful. Are the instructions too complex? (Need to give step by step instructions.) Think about memory and sequencing skills of many children! Have difficult or technical words been explained or reinforced? Positive statements are easier to understand than negative ones. Use Headings/Sub-Headings and Headings in the form of questions are helpful. Appropriate Activities Pupils should be able to set about tasks without frequent recourse to the teacher for clarification. Is/Are the activity(s) the most effective way of achieving lesson objectives for every child? Selection of Technique. Supported/Controlled Independent/Open This can eliminate dead time at both ends of the ability range. Be aware of the concentration span. There is a need to feed but not saturate a pupil’s curiosity. Participation by all should be a goal. Does the task provide a route to achieve aims?
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Does the task provide practice in consolidating new skills or knowledge? Does the task test the extent of success? Can it be structured to do all three? Design Visual impact/Attractiveness. consistency without boredom. Simple line drawings. Selective use of diagrams and charts. Generous layout. Do not clutter with irrelevant distractions. Double spacing as I have used on this page. Remember a summary at the beginning or end. Provide a variety of tasks to keep interest. Distinguish between information and task(s). Plan your worksheet so that you are not cramped at the end and cannot finish what you wish to say or include. Accessing the Teacher Consider the language used by the teacher. Consider method of delivery/classroom organisation. Active learning techniques – releases the teacher to work with individuals or groups. If materials have been carefully selected and structured pupils should be able to work more independently. Team Teaching/Special Needs Support. Time to discuss progress (Assessment/Negotiation) – It should influence future content and/or activities (learning routes)!
Signed: ………………………………………………….. Elizabeth Webb, Chairman of Governors Date: ……………………..
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