What is differentiation?

2. What is differentiation?

3. Objectives · To explore individual and group understanding of differentiation To identify any obstacles that may hinder differentiation in practice To identify factors that may stimulate differentiation in practice Activity 1: Defining differentiation

4. Key question 2 of the Common Inspection Framework asks us to evaluate: how well teaching and training meet individuals’ needs how well learners learn and make progress Why differentiation?

5. The FENTO standards state that teachers or trainers should: select appropriate teaching techniques to accommodate different styles of learning use a variety of teaching methods to meet the needs of groups and individuals, and to provide an environment in which all learners have the opportunity to experience success. Why differentiation?

6. The unit from the Learning and Development Standards entitled, ‘Agree learning programmes with learners’ makes reference to: taking account of the learning styles, needs and goals of learners. Why differentiation?

7. Learners may: have different prior knowledge, experience and skills find some aspects of their programme easy or difficult work at different speeds have particular interests have differing levels of confidence or motivation have a preference for different methods and styles of learning have specific individual needs How are learners different from each other?

8. ‘Differentiation is the process whereby teachers meet the need for progress through the curriculum by selecting appropriate teaching methods to match the individual student’s learning strategies within a group situation.’ Visser J, Differentiation and the Curriculum, Birmingham, 1993, University of Birmingham Differentiation — some definitions

9. ‘Differentiation is… the process of identifying with each learner, the most effective strategies for achieving agreed targets’ Weston P, ‘A Decade For Differentiation’, BJSE, vol. xix, no.1, 1992 Differentiation — some definitions

10. ‘Differentiation should be seen as integral to learning, not as an add-on for those situations when things do not go as well as planned and problems occur. Differentiation is not about troubleshooting. It is a concept that has to be seen in an inclusive way, applying to everyone’ O’Brien T and Guiney D, Differentiation in teaching and learning: Principles and Practice, 2001, Continuum International Publishing group-Academi Differentiation — some definitions

11. ‘Differentiation is about identifying and addressing the different needs, interests and abilities of all learners to give them the best possible chance of achieving their learning goals.’ Standards Unit Pilot Centres 2004 Differentiation — some definitions

12. Objectives To evaluate and rank teaching methods by their capacity to differentiate To identify methods that differentiate well To consider and share methods for improving differentiation while using teaching methods that do not differentiate well Activity 2: Which teaching methods differentiate best?

13. Objective To practise applying to your session -planning a wider range of teaching methods that differentiate well Activity 3: Differentiation in practice