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Demystifying Differentiation

Demystifying Differentiation

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Demystifying Differentiation

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  1. Demystifying Differentiation Sue Crawshaw Assistant Headteacher: Director of Inclusion Blue Coat School

  2. The Myths I need a TA if lower ability students are going to learn I need to plan 25 different lessons I just don’t have the time to differentiate well There is stuff they need to know, I haven’t got time to focus on skills and go over things

  3. Data/categories/eportal Forensic assessment, marking, dialogue Objectives, task, question, mini-plenaries, repeat, reinforce, challenge and extend

  4. Design a seating plan Plan for groupings Know your students Check/chunk/visualise Link tasks and questions to objectives Tier/level objectives Assess Pace Question

  5. Design a seating plan Plan for groupings Know your students Check/chunk/visualise Link tasks and questions to objectives Tier/level objectives Assess Pace Question

  6. 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

  7. Design a seating plan Plan for groupings Know your students Check/chunk/visualise Link tasks and questions to objectives Tier/level objectives Assess Pace Question

  8. 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

  9. Design a seating plan Plan for groupings Know your students Check/chunk/visualise Link tasks and questions to objectives Tier/level objectives Assess Pace Question

  10. Plan for Groupings • Mixed ability and similar ability • Easier to manage task and pace • Code/Name/Colour

  11. Design a seating plan Plan for groupings Know your students Check/chunk/visualise Link tasks and questions to objectives Tier/level objectives Assess Pace Question

  12. Tier/Level Objectives

  13. Design a seating plan Plan for groupings Know your students Check/chunk/visualise Link tasks and questions to objectives Tier/level objectives Assess Pace Question

  14. Link tasks to objectives 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 know the meaning of Owen’s poem Dulce et Decorum est Using the quotation cards, discuss the connotations of the words used. Use the prompts to help your discussion To understand how Owen uses language to convey meaning Guided discussion and annotation To be able to analyse the devices used by Owen to convey meaning

  15. Design a seating plan Plan for groupings Know your students Check/chunk/visualise Link tasks and questions to objectives Tier/level objectives Assess Pace Question

  16. 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

  17. Design a seating plan Plan for groupings Know your students Check/chunk/visualise Link tasks and questions to objectives Tier/level objectives Assess Pace Question

  18. Design a seating plan Design a seating plan Plan for groupings Plan for groupings Know your students Know your students Check/chunk/visualise Check/chunk/visualise Link tasks and questions to objectives Link tasks and questions to objectives Tier/level objectives Tier/level objectives Assess Pace Question Question

  19. Design a seating plan Plan for groupings Know your students Check/chunk/visualise Link tasks and questions to objectives Tier/level objectives Assess Pace Question