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Practical Differentiation for Infant/Primary Teachers

Join Sue Cowley at the 29th Annual Educational Conference to explore effective ways to differentiate for diverse learners. Learn how to adapt teaching to individual needs and enhance group work for improved learning outcomes.

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Practical Differentiation for Infant/Primary Teachers

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  1. Practical Differentiationfor Infant/Primary Teachers Presented by: Sue Cowley For: Association of British Schools in Chile29th Annual Educational Conference Date: Saturday 2nd April 2016

  2. Learning Objectives • Consider the varying needs of the children in your class • Find practical and time efficient ways to differentiate more effectively for them • Identify the differentiation techniques you are using already • See how undifferentiated and differentiated feels from the children’s perspective • Examine ways to get the most out of group work

  3. “If a child does not learn the way you teach, then teach him the way he learns.” Dr Harry Chasty “Give me six hours to chop down a tree and I will spend the first four sharpening the axe.” Abraham Lincoln “Support and Challenge for All” “Finding out what your children know and can do; adapting your teaching as a result.” Consider this: where learning isn’t differentiated: A third may already have ‘got it’ A third may ‘get it’ now A third may not ‘get it’ yet Therefore … two thirds are not making the best use of their time What is Differentiation?

  4. Start with the Child

  5. Start with the Child

  6. Start with the Child

  7. What is Differentiation?

  8. Undifferentiated to Differentiated . . . . . . . . .

  9. What ‘Differences’ Are There? • Knowledge about the world • Life experiences • Language/vocabulary skills • Communication skills • Physical, psychological needs • Social backgrounds • Cultural backgrounds • Faith backgrounds • Time spent in education • Attention spans • Levels of interest in subjects • Prior experience of topics • Levels of motivation • Preferred ways of learning • Speeds of working/writing • Age within the year group • Maturity in comparison to peers • Self confidence/self esteem

  10. Getting to Know You home visits all about me visitors and volunteers open-ended activities sustained shared thinking liaison – parents/carers, settings, teachers interactions build knowledge incorporate interests / imaginative inspirations step back, watch, observe

  11. complexity type of task amount and type of support resources timing targets ability mix of groups structure of groups assessment individual targets for assessment What Can I Differentiate?

  12. repetition complexity of vocabulary conceptual abstraction type of questions approaches to task level of access of task role of learners choices about form/resources choices about tasks/timing and when all else fails, outcomes What Can I Differentiate?

  13. What Can I Differentiate?

  14. what do you want to find out/learn/know/discover? list of questions objects, ideas and resources from home goals and targets sources – parents, teachers, peers, authors, online ‘community of learners’ ‘community of inquiry’ ‘us’ and ‘we’ not ‘you and ‘me’ Practical Strategies for Differentiation

  15. resources for support word banks, dictionaries, topic tables “3 before me” Mantle of the Expert physical resources for concepts class blog or website extension activities https://100wc.net/ http://www.mathletics.co.uk/ ‘Learning Logs’ and projects Practical Strategies for Differentiation

  16. ‘next steps’ who already knows, who can already do? 3 minutes, 10/20/30 ideas visual time targets visualiser what can you show me …? Text Team Teacher Talkers Think Tank Practical Strategies for Differentiation

  17. tone, emphasis, pace facial expressions, hand gestures visual elements, diagrams language prompts ‘rehearsal’ chances celebrate variety ‘survival words’ the child as an expert self talk and parallel talk Practical Strategies for Learners with EAL

  18. effective but tricky structure, forward planning mixed ability versus ability groups allocate roles/ensure participation build skills over time ‘rights’ and ‘responsibilities’ timings, targets, feedback strategies to control noise allocate roles taking turns – conch, coin Making the Most of Group Work

  19. repetition and variety complex conceptual vocabulary pace, emphasis and repetition sustained shared thinking exactly the right words phrases of different complexity closed questions for understanding open questions to extend thinking Differentiating Language

  20. ‘Rich’ Learning – A Sense of Purpose examples, analogies, stories, anecdotes choice and self direction organise information mnemonics, summaries, visuals, recordings real life contexts peer to peer feedback success for all SEAL

  21. ‘Rich’ Resources for Engagement surprise, delight, fascinate simple = encourage lateral thinking multi-sensory structure/support element of fun additional complexity for those who are ready for it Anything can be anything when you use your imagination

  22. Start with the Child

  23. Start with the Child

  24. www.suecowley.co.uk@Sue_Cowleysue@suecowley.co.uk

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