English and Maths and Differentiation in the classroom

Tutor CPD

Energiser!

CPD Learning Outcomes (Part 1)

• To explore individual and group understanding of differentiation

• To identify perceived obstacles which may hinder differentiation in practice

• To identify catalysts which may stimulate differentiation in practice.

• To identify ways to stretch all learners to maximise their potential

CPD Learning Outcomes (Part 2)

• To understand what embedded English and maths is, and how it relates to your subject

• To understand what are ACL expectations for embedded English and maths

• To identify opportunities for developing English and maths

What is differentiation?

Task – Snowball Exercise

1. Participants pair up and combine/ revise their definitions. (5 mins)

2. Two pairs then combine /revise their definitions (5 mins)

3. Each group then writes their definition on a flip chart. (5 mins)

A

B

AB AB

CD

ABCD

Some Definitions

• ‘Differentiation is….. the process of identifying, with each learner, the most effective strategies for achieving agreed targets’.

• ‘Differentiation is the process whereby teachers meet the need for progress

through he curriculum by selecting appropriate teaching methods to match the individual student’s learning strategies, within a group situation’.

• ‘Differentiation should be seen as integral to learning, not an add-on for

those situations when things do not go as well as planned and problems occur. Differentiation is not about troubleshooting. It is a concept that has to be seen in an inclusive way, applying to everyone.’

• ‘Differentiation is adapting strategies that ensure success in learning for

all, by accommodating individual differences of any kind’.

How do you cope with difference?

• We have all heard of ‘mixed ability teaching’, but it is not just ability that can be ‘mixed’.

• Our learners on ACL courses have many differences that affect their learning and so affect our teaching.

Exploring the meaning of differentiation

• Task – brainstorm in pairs

• brainstorm the differences between learners that you must cope with in the classroom. (2 mins)

• Share your differences with the facilitator and whole group and discuss (7 mins)

• ‘differentiation’ is about ‘coping with these and other differences’. (1 min)

Obstacles to Differentiation

Task: Group work and round robin • Each working group identifies and writes on their flip chart up to 3

major obstacles in making differentiation happen in Adult and Community Learning ( 5 mins)

• Groups rotate and try to identify solutions / catalysts to overcome

the obstacles identified by the other group/s ( 10 mins) • Groups move on to next flip chart and try to add to solutions /

catalysts identified by the previous group ( 5 mins) • Whole group discussion and summary (10 mins)

'Blooming Extensions'

Sharing differentiation strategies

Task – voting activity

• Decide if these activities would work in your delivery to offer opportunities for stretch and differentiation.

Teacher Talk/Lecture The teacher gives a verbal input, explaining and describing etc,

Teacher Talk/Lecture The teacher gives a verbal input, explaining and describing etc,

Teacher questions, learners

answer “Question and answer” used in the traditional way. The teacher asks a

question, then learners either put up their hands or call out the answer.

Teacher questions, learners

answer “Question and answer” used in the traditional way. The teacher asks a

question, then learners either put up their hands or call out the answer.

Teacher demonstrates The teacher shows learners how to do something. This could be a

practical procedure or showing learners how to do something on the board. For example a teacher showing learners how to punctuate a

sentence or solve a mathematical problem.

Teacher demonstrates The teacher shows learners how to do something. This could be a

practical procedure or showing learners how to do something on the board. For example a teacher showing learners how to punctuate a

sentence or solve a mathematical problem.

Teacher questions with ‘wait time’ “Question and answer” in pairs.

The teacher asks a thought provoking high order question, or

at least an open question, and then leaves learners to work on this in pairs for say one minute.

Then the teacher asks for answers from volunteers.

Teacher questions with ‘wait time’ “Question and answer” in pairs.

The teacher asks a thought provoking high order question, or

at least an open question, and then leaves learners to work on this in pairs for say one minute.

Then the teacher asks for answers from volunteers.

Buzz Group Learners work in a small group for a few

minutes to answer a question or complete a task. The teacher asks for volunteers to

give their groups’ answers.

Buzz Group Learners work in a small group for a few

minutes to answer a question or complete a task. The teacher asks for volunteers to

give their groups’ answers.

Assertive Questioning Learners are asked an open question. Learners work on this individually, or

better in pairs, for one to five minutes. Teacher asks learners if they have an answer. If they don’t, help is given.

Teacher nominates learners to give their answers, (not volunteers).

Assertive Questioning Learners are asked an open question. Learners work on this individually, or

better in pairs, for one to five minutes. Teacher asks learners if they have an answer. If they don’t, help is given.

Teacher nominates learners to give their answers, (not volunteers).

Buzz Group (Assertive style) Learners work in a small group for a few

minutes to answer a question or complete a task.

The teacher asks the groups if they have an answer, and helps those that do not or

ask for help. The teacher nominates groups to give

their answers (not volunteers)

Buzz Group (Assertive style) Learners work in a small group for a few

minutes to answer a question or complete a task.

The teacher asks the groups if they have an answer, and helps those that do not or

ask for help. The teacher nominates groups to give

their answers (not volunteers)

Learners create a leaflet or poster Learners are given a ‘design brief’ such as ‘design a leaflet/poster

summarising the main means of ensuring effective dental care’ and work alone or in pairs to create it.

Learners create a leaflet or poster Learners are given a ‘design brief’ such as ‘design a leaflet/poster

summarising the main means of ensuring effective dental care’ and work alone or in pairs to create it.

Teacher led whole class discussion The teacher asks learners a question and then volunteer

learners , or nominated learners give their answer to the class. Some learners may also ask questions or make contributions.

Teacher led whole class discussion The teacher asks learners a question and then volunteer

learners , or nominated learners give their answer to the class. Some learners may also ask questions or make contributions.

Individual writing task for learners Learners are asked to write an assignment, essay or similar in class or on

their own.

Individual writing task for learners Learners are asked to write an assignment, essay or similar in class or on

their own.

Learners watch a video or film This just involves watching the video or film, no other activity is set.

However you might like to consider as a group how this method might be made to differentiate better

Learners watch a video or film This just involves watching the video or film, no other activity is set.

However you might like to consider as a group how this method might be made to differentiate better

Worksheet Learners are given a worksheet

with a range of graduated questions: that is, starting easy

and getting harder.

Worksheet Learners are given a worksheet

with a range of graduated questions: that is, starting easy

and getting harder.

Past Paper exam questions Learners are given a worksheet with a range of questions,

starting easy getting harder.

Past Paper exam questions Learners are given a worksheet with a range of questions,

starting easy getting harder.

Tests and Quizzes This is the usual way of doing tests or quizzes where questions are asked, learners respond. The teacher then establishes the correct answers and

learners or teacher marks the learners’ responses.

Tests and Quizzes This is the usual way of doing tests or quizzes where questions are asked, learners respond. The teacher then establishes the correct answers and

learners or teacher marks the learners’ responses.

Formative Tests and Quizzes Questions are asked by the teacher, and learners respond. Learners mark

their own responses from model answers provided. Learners establish which questions they got wrong and work on these.

The test/quiz is given again a day/week later but learners only do the questions they got wrong the first time.

Formative Tests and Quizzes Questions are asked by the teacher, and learners respond. Learners mark

their own responses from model answers provided. Learners establish which questions they got wrong and work on these.

The test/quiz is given again a day/week later but learners only do the questions they got wrong the first time.

Experiment/practical ‘recipe style’ Learners are given a task to do along with the materials needed, and are also

given a detailed description of how to do the task.

Experiment/practical ‘recipe style’ Learners are given a task to do along with the materials needed, and are also

given a detailed description of how to do the task.

Experiment/practical ‘discovery style’ Learners are given a task to do but not

told how to do it. Learners plan a method, then check this with the

teacher before starting. Learners who cannot work out how to do it are given a ‘recipe’ style help sheet or helped in

some other way.

Experiment/practical ‘discovery style’ Learners are given a task to do but not

told how to do it. Learners plan a method, then check this with the

teacher before starting. Learners who cannot work out how to do it are given a ‘recipe’ style help sheet or helped in

some other way.

Learners create a handout Learners are given a ‘design brief’ such as ‘design a handout summarising the main means of ensuring effective dental care’ and work alone or in pairs to create it.

Learners create a handout Learners are given a ‘design brief’ such as ‘design a handout summarising the main means of ensuring effective dental care’ and work alone or in pairs to create it.

Paired Learner Practice Learners work in pairs on a written task to complete, which requires them to practise a skill demonstrated by the teacher. For example doing calculations,

punctuating a sentence etc.

Paired Learner Practice Learners work in pairs on a written task to complete, which requires them to practise a skill demonstrated by the teacher. For example doing calculations,

punctuating a sentence etc.

Pair Checking Learners check each other’s work. For example check each other’s

calculations, punctuation etc after this work has been done individually.

Pair Checking Learners check each other’s work. For example check each other’s

calculations, punctuation etc after this work has been done individually.

Case Studies Learners are given a case study with graded questions. E.g. Business

Studies students, after studying marketing, are given the marketing strategy of a small hotel and are asked questions about it. Both mastery and

developmental questions are included.

Case Studies Learners are given a case study with graded questions. E.g. Business

Studies students, after studying marketing, are given the marketing strategy of a small hotel and are asked questions about it. Both mastery and

developmental questions are included.

Visits or visitors Learners have appropriate visits or visitors, perhaps arranging aspects of

the visit themselves.

Visits or visitors Learners have appropriate visits or visitors, perhaps arranging aspects of

the visit themselves.

Explaining Tasks Maths/science: Learners study worked examples and then explain the ‘how’

and the ‘why’ of the method to each other. Other subjects: learners explain the key points of a lesson to each other at

the end of that lesson. In both cases the teacher then gives model

explanations

Explaining Tasks Maths/science: Learners study worked examples and then explain the ‘how’

and the ‘why’ of the method to each other. Other subjects: learners explain the key points of a lesson to each other at

the end of that lesson. In both cases the teacher then gives model

explanations

Reading Learners read appropriate texts. Choose whether the texts are given

Reading Learners read appropriate texts. Choose whether the texts are given

Researching Learners are given a topic to research using books, internet, CDRom etc.

Learners may be given references or asked to find the material for themselves.

Learners’ understanding is then checked with a short test

Researching Learners are given a topic to research using books, internet, CDRom etc.

Learners may be given references or asked to find the material for themselves.

Learners’ understanding is then checked with a short test

Learner Presentation Learners are given a topic to explain to the class. They may work alone or in a small group to prepare, plan

and deliver the presentation. Materials and plans are checked by

the teacher before the presentation.

Learner Presentation Learners are given a topic to explain to the class. They may work alone or in a small group to prepare, plan

and deliver the presentation. Materials and plans are checked by

the teacher before the presentation.

Guided Discovery Learners are given a question or task to

reason out for themselves. E.g. ‘How should business meetings be run for maximum

effectiveness?’ Learners present their answer.

The teacher comments on these, confirms good answers, and adds what learners have

missed by explaining this.

Guided Discovery Learners are given a question or task to

reason out for themselves. E.g. ‘How should business meetings be run for maximum

effectiveness?’ Learners present their answer.

The teacher comments on these, confirms good answers, and adds what learners have

missed by explaining this.

Break

10 mins

CPD Learning Outcomes (Part 2)

• To understand what embedded English and maths is, and how it relates to your subject

• To understand what are ACL expectations for embedded English and maths

• To identify opportunities for developing English and maths

Key question

• Experience of English and maths curriculums?

English, Maths

and IT

Functional English: grammar terminology used e.g. verb, noun,

pronoun, adjective and adverb and explained to learners where

necessary to ensure they recognise terminology.

Functional Maths: ordinal and cardinal numbers used; how

currency is expressed in Italian which differs slightly to how

English currency is expressed: ensure learners understand

terminology.

Functional IT: basic IT functions re-visited and terminology learned

in Italian also; use of tablets/computers to access quizzes/ videos

and learning resources.

How does English and maths relate to your subject?

What are ACL expectations?

• Ofsted briefing sheet

• Suggestions page

Initial assessment

• How did we assess your English and maths skills today?

– Discuss in pairs

What is differentiation?

Task – Snowball Exercise

1. Participants pair up and combine/ revise their definitions. (5 mins)

2. Two pairs then combine /revise their definitions (5 mins)

3. Each group then writes their definition on a flip chart. (5 mins)

A

B

AB AB

CD

ABCD

Snowball exercise

Initial assessment

• How did we assess your English and maths skills today?

Informal assessment

Learner self-assessment

Learner interest

While on this course…

English:

it is important to me to improve my skills

it’s not the main reason I’m here but it would be good to improve my skills

my skills are OK, but it’s always good to keep in practice

this isn’t important to me

Citizens’ Curriculum

• DDU scheme of work

• French example

Identifying English and maths opportunities in session plans

• Use your session plan to identify naturally occurring opportunities to embed English and maths.

• Resources: CC documents, highlighter pens

3,2,1… Plenary and evaluation

Thanks for coming!