+ All Categories
Home > Documents > Peter Anstee Author of the Differentiation...

Peter Anstee Author of the Differentiation...

Date post: 21-Aug-2018
Category:
Upload: nguyentruc
View: 223 times
Download: 1 times
Share this document with a friend
27
Practical techniques for using differentiation to support outstanding Learning & Teaching Peter Anstee Author of the Differentiation Pocketbook www.teacherspocketbooks.co.uk
Transcript
Page 1: Peter Anstee Author of the Differentiation Pocketbookmy.optimus-education.com/sites/optimus-education.com/files/session... · Peter Anstee Author of the Differentiation Pocketbook

Practical techniques for using differentiation to support outstanding Learning & Teaching

Peter Anstee Author of the Differentiation Pocketbook

www.teacherspocketbooks.co.uk

Page 2: Peter Anstee Author of the Differentiation Pocketbookmy.optimus-education.com/sites/optimus-education.com/files/session... · Peter Anstee Author of the Differentiation Pocketbook

Traditions

Children sat at desks in rows

6-week Summer holidays

Silence

The standard curriculum

The educated child as an end product

Discipline

Dependence

Teaching, not learning

Rigid control of time

Class dominance

Testing

Seriousness educo = I lead forth

Page 3: Peter Anstee Author of the Differentiation Pocketbookmy.optimus-education.com/sites/optimus-education.com/files/session... · Peter Anstee Author of the Differentiation Pocketbook

Systems and Structures

• Avoid streaming: flexible setting sensitive to subjects is best

• Where setting is used, stress that it is “for now”

• Alter setting to suit different units/ lessons

o Do your classroom layout and furniture maximise the learning of all of your students?

o Is silence golden?

o How can we bridge the 6-week gap?

o How can we reduce the constraints of the curriculum and the timetable?

o Is a classroom full of distractions the best place to learn?

Page 4: Peter Anstee Author of the Differentiation Pocketbookmy.optimus-education.com/sites/optimus-education.com/files/session... · Peter Anstee Author of the Differentiation Pocketbook

Different Learners

• Bandler and Grinder - VAK • Gardner – Multiple Intelligences • Gregorc – concrete/ abstract; sequential/ random • Kolb – diverging/ assimilating; converging/ accommodating

Page 5: Peter Anstee Author of the Differentiation Pocketbookmy.optimus-education.com/sites/optimus-education.com/files/session... · Peter Anstee Author of the Differentiation Pocketbook

Which Super Saturday winner are you?

And what was your route to gold?

Page 6: Peter Anstee Author of the Differentiation Pocketbookmy.optimus-education.com/sites/optimus-education.com/files/session... · Peter Anstee Author of the Differentiation Pocketbook

Potential

+

Opportunity

+

Support

+

Motivation

+

Effort

Progress

Achievement

Success

=

Page 7: Peter Anstee Author of the Differentiation Pocketbookmy.optimus-education.com/sites/optimus-education.com/files/session... · Peter Anstee Author of the Differentiation Pocketbook

Principles of Differentiation

• Learning is an emotional experience

• It is also a mental experience

• No two students will ever be emotionally and mentally the same.

• Differentiation is vitally important to students’ emotional wellbeing

• Differentiation should be integrated, not added on

• Effective differentiation is planned and planned for

Page 8: Peter Anstee Author of the Differentiation Pocketbookmy.optimus-education.com/sites/optimus-education.com/files/session... · Peter Anstee Author of the Differentiation Pocketbook

Each child is different; each learner is different Learners come to us with different: • Life experiences • Language skills • Talents • Attitudes • Learning skills • Confidence levels • Prior knowledge • Commitment • Ways of learning • Degrees of home support • Social skills • Likes and dislikes Thus, students have different starting points and different skills in relation to a task and will learn in varied styles and at varied paces. Differentiation aims to take account of these differences and provide the best way forward for each child. Copyright protected – Teachers’ Pocketbooks

Page 9: Peter Anstee Author of the Differentiation Pocketbookmy.optimus-education.com/sites/optimus-education.com/files/session... · Peter Anstee Author of the Differentiation Pocketbook

A little bit of theory

Lev Vygotsky

• Zone of Proximal Development

• Judge development prospectively

• Balancing challenge and support; success and failure

• Dynamic developmental states

Carol Dweck

• Ability is complex and variable

• Growth mindset

• Effort and motivation

• Provision, not identification

Differentiate for ability, not by ability

Page 10: Peter Anstee Author of the Differentiation Pocketbookmy.optimus-education.com/sites/optimus-education.com/files/session... · Peter Anstee Author of the Differentiation Pocketbook

Learning and Progress

• Progress is the distance travelled by each student from their individual staring point

• Learning is the vehicle that facilitates that progress

TICKETS PLEASE!

• Different groups should be identified on lesson plan and in

mark book, with evidence of differentiated provision as appropriate

• Can students explain their current skill levels, their targets/ learning objectives and how they will reach them and how they will know when they get there??

Page 11: Peter Anstee Author of the Differentiation Pocketbookmy.optimus-education.com/sites/optimus-education.com/files/session... · Peter Anstee Author of the Differentiation Pocketbook

Independence and choice • Independent learners make differentiation easier

• Choice gives status to students

Choice of: • Task • Elements of the task • The route through the learning • How to approach the learning

• Start/ finish points • How to present the learning • Learning objective • Level of challenge

Build choice over time Beware the assumption that high performing students are more independent learners

Page 12: Peter Anstee Author of the Differentiation Pocketbookmy.optimus-education.com/sites/optimus-education.com/files/session... · Peter Anstee Author of the Differentiation Pocketbook

Schemes of Work

“The learning objectives for a lesson should follow from the last assessment of the students’ learning and progress.”

• Focus on differentiated skills progress, not coverage

• A set of learning opportunities to plan from

National Strategy – “The learning objective(s) for a lesson will come from the scheme of work.”

v

Page 13: Peter Anstee Author of the Differentiation Pocketbookmy.optimus-education.com/sites/optimus-education.com/files/session... · Peter Anstee Author of the Differentiation Pocketbook

Putting Learning Objectives to Work

• Objectives need to relate to what students are learning, not what they are doing

• Set to deliver desired, differentiated learning outcomes

• Layered – ignore key stage constraints

• Avoid “know” in objectives

• Discuss them, open them out to fit the students and create success criteria – then create success

• Get students to personalise learning objectives and take ownership of them

Page 14: Peter Anstee Author of the Differentiation Pocketbookmy.optimus-education.com/sites/optimus-education.com/files/session... · Peter Anstee Author of the Differentiation Pocketbook

Starting Points

Students group themselves as red/ amber/ green at a particular skill and build from there

Learning objectives/ assessment criteria from several levels > students choose

Get students to place themselves on a continuum in response to a question/ issue

5 questions on the board at the start of the lesson to establish prior knowledge and who should start where

Page 15: Peter Anstee Author of the Differentiation Pocketbookmy.optimus-education.com/sites/optimus-education.com/files/session... · Peter Anstee Author of the Differentiation Pocketbook

Starters

Students are most receptive at the beginning of the lesson – engage them in differentiated learning

Starter games – odd one out, just a minute, puzzles, millionaire

Set the big question you are working towards

Set layered objectives and assessment criteria

Page 16: Peter Anstee Author of the Differentiation Pocketbookmy.optimus-education.com/sites/optimus-education.com/files/session... · Peter Anstee Author of the Differentiation Pocketbook

Structure and delivery of learning

1. Single or multi-part tasks 2. Different levels of structure

given for a task 3. Stimulating materials for all 4. Real questions, big

questions 5. Intervention in the

classroom 6. Differentiate for inclusion –

SEN, EAL, G&T, etc. 7. Differentiate via the

sequence of activities 8. By pace

9. Variety of stations developing different skills

10. Activities within lesson cover different styles

11. By outcome – same task, different results

12. By task – qualitatively different

13. By resource – an open task that can be accessed at different levels via different resources

14. Project work – large element of choice.

Page 17: Peter Anstee Author of the Differentiation Pocketbookmy.optimus-education.com/sites/optimus-education.com/files/session... · Peter Anstee Author of the Differentiation Pocketbook

Questioning • Targeted questions

• Deeper, more open questions

• Reduce whole class discussion/ Q&A – pair or group better, as they take less time

• Hinge questions

• Follow-up questions

• Objectives as questions

• Think time

Page 18: Peter Anstee Author of the Differentiation Pocketbookmy.optimus-education.com/sites/optimus-education.com/files/session... · Peter Anstee Author of the Differentiation Pocketbook

Use different levels of question to reflect the different levels of thinking in Bloom’s Taxonomy

Knowledge

Who created …?

How many …?

What happened at …?

Comprehension

What was the main idea?

Can you write a précis of …?

What does this mean?

Application

Can you think of another instance where …?

Can you use this to develop a set of instructions for …?

Can you group these by …?

Analysis

How is this similar to …?

Why did … occur?

What problem is there with…?

Synthesis

How could you design a … to …?

What would happen if …?

Can you devise a way to …?

Evaluation

Is … a good or bad thing?

How effective are …?

Is there a better way to …?

How would you feel if …?

Page 19: Peter Anstee Author of the Differentiation Pocketbookmy.optimus-education.com/sites/optimus-education.com/files/session... · Peter Anstee Author of the Differentiation Pocketbook

Group work

• Group work – fix different learning groups

• Assigned roles/ responsibilities

• Different tasks

• Vary group work

• Jigsaws

• Envoys

• Reporting back

• Question time

Page 20: Peter Anstee Author of the Differentiation Pocketbookmy.optimus-education.com/sites/optimus-education.com/files/session... · Peter Anstee Author of the Differentiation Pocketbook

Support/ challenge

• Every student should need guidance/ time

• Pre-teaching

• Students can provide support

• Use display to support learning

• Guided groups for intensive support

• Seat students with a learning buddy

• Presentation of work sheets – reading age?

• Use of TAs – need to be pro-active; issues with getting TA feedback

Page 21: Peter Anstee Author of the Differentiation Pocketbookmy.optimus-education.com/sites/optimus-education.com/files/session... · Peter Anstee Author of the Differentiation Pocketbook

Assessment Assessment is an integral part of learning, not a measure of it.

Assessment should lead planning and learning.

• Plan to build from assessment • Early marking • Intervention marking • Focused marking • Quality guidance a. reinforces positive features

and progress b. identifies precise next steps

and how to make them c. is followed by opportunity/

support.

• Most important part is from student to teacher

• Get students to self- or peer-assess before you assess

• Get students to annotate their work

• Different forms of assessment • Different levels of assessment • Personal targets

Page 22: Peter Anstee Author of the Differentiation Pocketbookmy.optimus-education.com/sites/optimus-education.com/files/session... · Peter Anstee Author of the Differentiation Pocketbook

Plenaries/ Mini-plenaries

• Set target for next lesson at end of lesson

• Progress stop – not just for review, but to refocus minds: play a game, review, move on

• Traffic lights/ thumbs up too simplistic

• Pair/ group to ensure involvement

• 3 golden rules, newspaper headline, etc.

• 5 key words/ images, in order of priority

• Assess exemplar answer • 2 things you learnt, 2

questions • Students review teaching

Page 23: Peter Anstee Author of the Differentiation Pocketbookmy.optimus-education.com/sites/optimus-education.com/files/session... · Peter Anstee Author of the Differentiation Pocketbook

Meta-cognitive plenaries

How can you use what you have learnt today in other subjects? What can you improve next lesson? How will you do this? How did today’s learning relate to previous lessons? How effectively did you learn today and why? What did you do today that helped your learning? What was important about today’s learning? Where do you think that our learning will go next? How does it fit into the big picture? How do you know that you have made progress today?

Page 24: Peter Anstee Author of the Differentiation Pocketbookmy.optimus-education.com/sites/optimus-education.com/files/session... · Peter Anstee Author of the Differentiation Pocketbook

Extension and Enrichment

• Move on!

• HOTS not MOTS

• Enrichment for all?

• Depth and breadth in the curriculum

• Access to VLE

• Emphasis on what happens in the classroom – access for all

• What should we do when students get things right easily?

Page 25: Peter Anstee Author of the Differentiation Pocketbookmy.optimus-education.com/sites/optimus-education.com/files/session... · Peter Anstee Author of the Differentiation Pocketbook

Homework

• Research x

• Complete y

• Write z

• Fill in a

• Read b

• Do c

Use homework for truly independent, differentiated learning

Page 26: Peter Anstee Author of the Differentiation Pocketbookmy.optimus-education.com/sites/optimus-education.com/files/session... · Peter Anstee Author of the Differentiation Pocketbook

CPD

Follow the principles of differentiated learning

Share good practice

Speed dating

Follow-up

Page 27: Peter Anstee Author of the Differentiation Pocketbookmy.optimus-education.com/sites/optimus-education.com/files/session... · Peter Anstee Author of the Differentiation Pocketbook

“All that is valuable in human society depends on the opportunity for development accorded the individual.”

Albert Einstein

www.teacherspocketbooks.co.uk


Recommended