Differentiation

1. Differentiation

2. Objectives • Define the term differentiation. • Explore the differences found in students. • List ways of differentiating in the classroom. • Design differentiated reading tasks. • Design differentiated writing tasks.

3. Definition • “Differentiation is coping with difference, to ensure learning for all”. (Geoff Petty, 2005) • “Differentiation involves adapting the way work is set and assessed in order to meet the needs of a range of abilities within the same class”. (Kyriacou,1998)

4. Matching • Examples of matching to ability: In Maths 43% well-matched 26% too easy 28% too difficult In Language 40% well-matched 26% too easy 29% too difficult (Cohen et.al., 2004)

5. What sort of differences do students have? • Ability • Prior learning • Learning speed • Missed attendance • Social & cultural background • Maturity • Motivation • Learning style • Other individual needs

6. Ways of differentiating • Time allowances & pacing • The amount, type and quality of teacher attention, prompting, support, demand & challenge • The type of language that the teacher uses & the level & order of questioning • The style of teaching • The social arrangements, groupings & working arrangements in the class

7. The activity, task type (extension, application, practice), demands, cognitive challenge and expected outcomes, covering similar content at different levels • Responsiveness to students’ optimum & preferred styles of learning • (Cohen et.al., 2004)

8. Differentiation by: • Task (same content, different levels) • Outcome (same general task but pupils work at their own level) • Learning activity (same task at the same level but in a different way) • Pace (same content, same level but different rate) • Dialogue (teacher discusses work with individual students to tailor the work to their needs) (Kyriacou, 1998)