Differentiation and the Individual Learning Journey

1. Differentiation and the Individual Learning Journey

2. Aim of this session To share and explore a process for planning differentiated learning.

3. Teaching for a Social Purpose

4. DEFINITIONS Differentiation vsPersonalisation • Differentiation – the art of teaching each individual in their stretch zone… (tutor’s responsibility = assessment) • Personalisation – ensuring that the student can be recognised as an individual throughout their whole learning experience (organisation’s responsibility = evaluation)

5. DEFINITIONS Differentiation • Differentiation – the art of teaching each individual in their stretch zone… …so that they are challenged and excited by the learning and not frightened of it.

6. The Zones • Comfort • Stretch • Panic Differentiation

7. ‘The’ Teaching Cycle

8. ‘The’ Teaching Cycle

9. ‘The’ Teaching Cycle Differentiation

10. ‘The’ Teaching Cycle Differentiation

11. Initial Assessment Questions • What do you assess and how? • How do you avoid making assumptions about individuals?

12. Reflexive Practice • Reflection = I did this, this happened, I’ll do this next. • Reflexion = I did this because (this is how my values played out, that theory held true), this happened, I’ll do this next.

13. Teaching for a Social Purpose

14. ‘The’ Teaching Cycle Differentiation

15. Values and Practice Principles • Value = deeply held guiding belief, shaped by life’s experiences. • Practice Principle = how values play out in your practice as a teacher (or life in general). What is one of your practice principles? Which value is this grounded in, for you?

16. SMART Learning Outcomes • Aim = general statement of intent. • Learning Outcome = a measurable target of achievement, phrased thus: by the end of the session, the learner will be able to… DON’T BE A HOSTAGE TO FORTUNE! All students should be able to achieve all learning outcomes comfortably.

17. SMART Learning Outcomes • Specific • Measureable • Achievable • Relevant • Time Framed

18. A Differentiated Learning Process: Check In 1 • Course is written on scheme of work (basic SMART, values-linked learning outcomes). • Selection is confirmed (everyone should be able to achieve). • Initial assessment is carried out (selection is part of this – it includes every interface you’ve had with each student before the course begins).

19. ‘The’ Teaching Cycle Differentiation

20. DEFINITIONS Differentiation • Differentiation – the art of teaching each individual in their stretch zone… …so that they are challenged and excited by the learning and not frightened of it.

21. ‘The’ Teaching Cycle Differentiation (stretch)

22. Individual Learning Goals Two approaches: • Students write their own (and gain a valuable life skill) • You produce a differentiation rubric for the course and support students to identify their own stretch

23. Individual Learning Goals 1Student Led • SMART (of course) • Congruent with personal values (be explicit) • Recorded in Individual Learning Plan This process is strongly ipsative and therefore in line with the College’s own values of empowerment and transformation.

24. Individual Learning Goals 2Differentiation Rubric • SMART (of course) • Congruent with the values of the course • Recorded in Individual Learning Plan

25. Individual Learning Goals 2 • SMART (of course) • Congruent with the values of the course • Recorded in Individual Learning Plan

26. Must – Should – Could Dangers… • Locus of control with teacher not student (spectrum of independence) • Putting individuals into groups • Danger of making assumptions • Missed opportunity to develop valuable life-skills

27. Recording each Student’s Progress • My Learning Space (MLS) • Northern College’s under-utilised Individual Learning Plan software. • http://www.northern.ac.uk

28. Recording your Intent • Scheme of Work • Under-utilised on short courses • NC Scheme of Work 2012 (available via TeachNorthern blog and Northern Eye)

29. NC Scheme of Work 2012

30. A Process for DifferentiationCheck-In 2 • Course is written on scheme of work (basic SMART, values-linked learning outcomes). • Selection is confirmed (everyone should be able to achieve). • Initial assessment is carried out (selection is part of this – it includes every interface you’ve had with each student before the course begins). • Values work with students: help them identify their five key values. • Each student to identify SMART, values-linked personal learning outcomes/complete differentiation rubric • Regular check-in points to assess and summarise learning.

31. ‘The’ Teaching Cycle Differentiation

32. ‘The’ Teaching Cycle Differentiation

33. Over to you… • Create an action plan for improving differentiated learning in your own practice. • SMART goals please!

34. What’s next? • Share good activities and ideas via the Good Practice Guide at www.northern.ac.uk/teachnorthern (NC staff only) • Reflect on your practice using the TeachNorthern blog http://teachnorthern.wordpress.com/(www)

35. Finally… • Get differentiation right and you are automatically beginning to embed diversity in your practice. • Diversity of opinion • Resonating with those identities present • (Reflecting absent identities.) Every student is an unique human being.