DEMYSTIFYING DIFFERENTIATION
Sue CrawshawAssistant Headteacher: Director of InclusionBlue Coat School
THE MYTHS
I need to plan 25 different lessons
I need a TA if lower ability students are
going to learn
There is stuff they need to know, I
haven’t got time to focus on skills and
go over things
I just don’t have the time to differentiate
well
Know your
students
Plan, teach, check, teach,
reteach
Assess
Data/categories/eportal
Objectives, task, question, mini-plenaries, repeat, reinforce, challenge and extend
Forensic assessment, marking, dialogue
Know your studentsDesign a seating
planPlan for groupings
Tier/level objectivesLink tasks and questions to objectives
Check/chunk/visualise
Pace Question Assess
Know your studentsDesign a seating
planPlan for groupings
Tier/level objectivesLink tasks and questions to objectives
Check/chunk/visualise
Pace Question Assess
KNOW YOUR STUDENTS
• Low/middle/ high ability
• Last teacher assessment
• Record of progress over time
• SEN
• EAL
• Have they had any other interventions in the past
Know your studentsDesign a seating
planPlan for groupings
Tier/level objectivesLink tasks and questions to objectives
Check/chunk/visualise
Pace Question Assess
DESIGN A SEATING PLAN
• Supportive peers
• Considerations for Dyslexic students
• Away from interference
• Easily accessible by the TA
• This should not be a fixed document
Know your studentsDesign a seating
planPlan for groupings
Tier/level objectivesLink tasks and questions to objectives
Check/chunk/visualise
Pace Question Assess
PLAN FOR GROUPINGS
• Mixed ability and similar ability
• Easier to manage task and pace
• Code/Name/Colour
Know your studentsDesign a seating
planPlan for groupings
Tier/level objectivesLink tasks and questions to objectives
Check/chunk/visualise
Pace Question Assess
TIER/LEVEL OBJECTIVES
Know your studentsDesign a seating
planPlan for groupings
Tier/level objectivesLink tasks and questions to objectives
Check/chunk/visualise
Pace Question Assess
LINK TASKS TO OBJECTIVES
To know the meaning of Owen’s poem Dulce et Decorum est
Highlight 5 verbs and explain or draw an image to show their meaning. If you use a dictionary, use
the word in a new sentence
To understand how Owen uses language to convey meaning
Using the quotation cards, discuss the connotations
of the words used. Use the prompts to help your
discussion
Guided discussion and annotation
To be able to analyse the devices used by Owen to convey meaning
Know your studentsDesign a seating
planPlan for groupings
Tier/level objectivesLink tasks and questions to objectives
Check/chunk/visualise
Pace Question Assess
CHECK/CHUNK/VISUALISE
• Ask the lower ability students to explain back to you what they need to do. Go to them first!
• Differentiate how much information you give. No more than 3 things at once
• Print out a modified version of your powerpoint so the instructions are staggered. Highlight the key words
• Emphasise key points and language
Know your studentsDesign a seating
planPlan for groupings
Tier/level objectivesLink tasks and questions to objectives
Check/chunk/visualise
Pace Question Assess
Know your studentsDesign a seating
planPlan for groupings
Tier/level objectivesLink tasks and questions to objectives
Check/chunk/visualise
Pace Question Assess
Know your studentsDesign a seating
planPlan for groupings
Tier/level objectivesLink tasks and questions to objectives
Check/chunk/visualise
Question
Know your studentsDesign a seating
planPlan for groupings
Tier/level objectivesLink tasks and questions to objectives
Check/chunk/visualise
Pace Question Assess