differentiation for all
TRANSCRIPT
![Page 1: Differentiation for all](https://reader035.vdocuments.mx/reader035/viewer/2022070316/5560f000d8b42a3d768b5781/html5/thumbnails/1.jpg)
Do Now:
Ten minutes to do this!
1. Think of the class you’ve JUST taught.
2. Make a sketch of the classroom / space you were in.
3. Annotate it with the following:
Who’s currently underperforming?
How do you know?
What are you doing about it?
![Page 2: Differentiation for all](https://reader035.vdocuments.mx/reader035/viewer/2022070316/5560f000d8b42a3d768b5781/html5/thumbnails/2.jpg)
"Please understand – we don't want no trouble. We just want the right to be different. That's all."
![Page 3: Differentiation for all](https://reader035.vdocuments.mx/reader035/viewer/2022070316/5560f000d8b42a3d768b5781/html5/thumbnails/3.jpg)
Uncomfortable Questions
Is it OK to ‘write off’ some students’ progress?
Do I accept (encourage?) sub-standard work from students who are capable of better?
Does ‘one size fit all’ in my classroom?
Was the Do Now task more difficult than it should have been?
![Page 4: Differentiation for all](https://reader035.vdocuments.mx/reader035/viewer/2022070316/5560f000d8b42a3d768b5781/html5/thumbnails/4.jpg)
One size definitely does not fit all.
![Page 5: Differentiation for all](https://reader035.vdocuments.mx/reader035/viewer/2022070316/5560f000d8b42a3d768b5781/html5/thumbnails/5.jpg)
The fact is…
… we all find differentiation difficult.
That’s because it is.
We need to aim high, but be pragmatic.
![Page 6: Differentiation for all](https://reader035.vdocuments.mx/reader035/viewer/2022070316/5560f000d8b42a3d768b5781/html5/thumbnails/6.jpg)
Myths
Multi-tiered resources and tasks in every lesson. On different coloured paper.
“Must-Should-Could” or “All-Most-Some”
Each student doing personalised work.
![Page 7: Differentiation for all](https://reader035.vdocuments.mx/reader035/viewer/2022070316/5560f000d8b42a3d768b5781/html5/thumbnails/7.jpg)
Ups and Downs
The Bottom Line
Is our Bottom Line high enough?
![Page 8: Differentiation for all](https://reader035.vdocuments.mx/reader035/viewer/2022070316/5560f000d8b42a3d768b5781/html5/thumbnails/8.jpg)
Two Non-Negotiables
1. Basic entitlement of access
2. Not stretching our highest achievers
“Teach to the top. Scaffold and support everybody else.”
![Page 9: Differentiation for all](https://reader035.vdocuments.mx/reader035/viewer/2022070316/5560f000d8b42a3d768b5781/html5/thumbnails/9.jpg)
WALT: Identify good practice in Differentiation
WILF:ALL of you will know some ideas about differentiation
MOST of you will understand them in the context of your own practice
SOME of you might make a commitment to try something new as a result
![Page 10: Differentiation for all](https://reader035.vdocuments.mx/reader035/viewer/2022070316/5560f000d8b42a3d768b5781/html5/thumbnails/10.jpg)
![Page 11: Differentiation for all](https://reader035.vdocuments.mx/reader035/viewer/2022070316/5560f000d8b42a3d768b5781/html5/thumbnails/11.jpg)
![Page 12: Differentiation for all](https://reader035.vdocuments.mx/reader035/viewer/2022070316/5560f000d8b42a3d768b5781/html5/thumbnails/12.jpg)
Knowing the students in front of you.
Teaching them in a way that suits THEM.
Keeping the challenge high…
...while providing just enough scaffolding.
![Page 13: Differentiation for all](https://reader035.vdocuments.mx/reader035/viewer/2022070316/5560f000d8b42a3d768b5781/html5/thumbnails/13.jpg)
And if all else fails…
Rule #1: REALLY know your students
“You may feel that John is coasting a bit; he needs a push this lesson... It may be
that Albert has looked a bit bored of late… He might be finding things a bit easy;
let’s really crank it up this lesson… The last time Rory handed his book in it was a
bit of a shocker; I need to sit with him this lesson and get a few things sorted out…
Daniel is always just below the top level… Why is that? Maybe he needs to do some
re-drafting and I need to absolutely insist that he does it again and again until it’s
hitting the top level.” Tom Sherrington (@headguruteacher)
![Page 14: Differentiation for all](https://reader035.vdocuments.mx/reader035/viewer/2022070316/5560f000d8b42a3d768b5781/html5/thumbnails/14.jpg)
![Page 15: Differentiation for all](https://reader035.vdocuments.mx/reader035/viewer/2022070316/5560f000d8b42a3d768b5781/html5/thumbnails/15.jpg)
![Page 16: Differentiation for all](https://reader035.vdocuments.mx/reader035/viewer/2022070316/5560f000d8b42a3d768b5781/html5/thumbnails/16.jpg)
What differentiation do you see?
http://www.teachersmedia.co.uk/videos/secondary-differentiation-and-data
![Page 17: Differentiation for all](https://reader035.vdocuments.mx/reader035/viewer/2022070316/5560f000d8b42a3d768b5781/html5/thumbnails/17.jpg)
Workshops
Contribute
Take away
Don’t forget to fill in your Bingo card!
![Page 18: Differentiation for all](https://reader035.vdocuments.mx/reader035/viewer/2022070316/5560f000d8b42a3d768b5781/html5/thumbnails/18.jpg)
![Page 19: Differentiation for all](https://reader035.vdocuments.mx/reader035/viewer/2022070316/5560f000d8b42a3d768b5781/html5/thumbnails/19.jpg)
Do Now:
Three minutes to do this!
Sit in a pair or trio with colleagues from a DIFFERENT
faculty.
Talk to each other about what’s on your Bingo card!
![Page 20: Differentiation for all](https://reader035.vdocuments.mx/reader035/viewer/2022070316/5560f000d8b42a3d768b5781/html5/thumbnails/20.jpg)
Discussion Questions
• Should differentiation be obvious to students?
• Are there times when it’s OK for all your students to do the same work?
• Is there a ‘best’ type of differentiation?
• How can I encourage challenge in my subject?
![Page 21: Differentiation for all](https://reader035.vdocuments.mx/reader035/viewer/2022070316/5560f000d8b42a3d768b5781/html5/thumbnails/21.jpg)
Exit Tickets