Differentiation Stretch and Challenge

1. Differentiation Stretch and Challenge Session Aims: Clarify what is meant by differentiation, gifted and talented and stretch and challenge. Provide some suggestions to support planning for differentiation.

2. Differentiation – what do you know? • Why you need to do it. • What it is. • How other countries do it. • How to differentiate.

3. 1. Why must you differentiate • Standard 5 • Ofsted • Other reasons?

4. STANDARD 5 Adapt teaching to respond to the strengths and needs of all pupils • know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively • have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these • demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development • have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them

5. Outstanding Teachers • Important to achieve a healthy balance of differentiation. Outstanding teachers plan for differentiation which ensures progress for all learners • They use sound techniques to ensure they differentiate resources, and their teaching approach. • Taking a varied teaching approach is important in securing levels of engagement and interest from learners Ofsted’ s Made to Measure findings (2012)

6. 2. Definitions How have you defined it?

7. Definition 1 By differentiation the authors mean making changes, from small changes to larger ones, which enable children to learn from the school curriculum, designed for their age group, with their peers in an inclusive schooling system. http://www.down-syndrome.net/library/dsii/16/07/

8. Definition 2 Differentiation is the matching of work to the differing capabilities of individuals or groups of pupils in order to extend their learning. Ofsted

9. Definition 3 Differentiation is the recognition of and commitment to plan for student differences. A differentiated classroom provides different avenues to acquire content, to process or make sense of information and ideas, and to develop products. The goals of a differentiated classroom are to maximise student growth and to promote individual student success. http://curry.edschool.virginia.edu/hottlinx/tier1/faq/faq.htm

10. Definition 4

11. Definition 4

12. What do they all have in common?

14. 3. How do other countries differentiate? https://www.theguardian.com/teacher-network/2015/oct/01/mastery-differentiation-new-classroom-buzzword • America - “differentiate by sending students to different rooms”. Fail years. • Middle East - boys are taught in morning, girls in the afternoon. • China - none. All children are capable of learning anything if that learning is presented in the right way. • Any more?

15. How to differentiate • What are the ways of differentiation?

16. Define ‘differentiation’In what ways do you differentiate? https://www.youtube.com/watch?v=i6rEy3Lqfio Now watch the film and see how many can add to your list.

17. 10 Types of Differentiation • Task – different tasks based on prior attainment • Outcome – common task but different expectations • Pace – time allocated is based on prior skills • Support – common task more/less support • Resources – common task but different resources • Grouping – common task but different groupings • Information – common task but different information • Role – common task but different roles • Homework – different homework • Dialogue/Using Questions – adapts questions and responses What is missing?

18. More differentiation methods • Learning style • Targets • By interest • What else?

19. Differentiation by Resource Discuss with your neighbour when you have done this in your lesson

20. Differentiation by lesson outcome Discuss when you have done this with your neighbour e.g. all, most, some…

21. Debate – should we differentiate? After a count of 3 say ‘ay’ or ‘nay’

22. 5 people will be against; the rest plan why we should differentiate. Give reasons and evidence 5 representatives from each side to the front. 10 minutes planning. 10 minute debate.

23. Debate – should we differentiate? After a count of 3 say ‘ay’ or ‘nay’

24. Differentiating for Gifted and Talented • Stretch and challenge

25. Are you G&T? • If so, you win a

26. Are you gifted and talented? What does this mean? “Virtuo preceptoris est ingeniorum notare discrimina

27. Are you gifted and talented? Who is this? + + + = ?

38. Gifted and Talented Failed military entrance exam twice Churchill

39. Gifted and Talented Beethoven Teacher – ‘hopeless as a composer’

40. Gifted and Talented 15th out of 22 in chemistry. Louis Pasteur

41. Gifted and Talented "I was considered by all my masters and by my father as a very ordinary boy, rather below the common standard in intellect." Charles Darwin

42. Gifted and Talented Fired for lack of good ideas Walt Disney

43. gifted refers to academic talented refers to music, art, drama, sport Definitions

44. SCHOOLS, PUPILS, AND THEIR CHARACTERISTICS, JANUARY 2011 In state-funded secondary schools there are 464,040 pupils in the Gifted and Talented cohort 3.2 million pupils in the sector

45. Learning Set Tasks • Read through the way gifted and talented are identified. Do you agree with this? • Use the resources in this PowerPoint to stretch and challenge for gifted and talented pupils.

46. Identifying http://ccea.org.uk/sites/default/files/docs/curriculum/guidelines_general_strategies/sen-gifted_general_checklist.pdf Go through the list and see if you can identify a pupil – write the for and against of using this checklist

47. Outstanding Ability (Teare, 1997,11) Teare, B. (1997). Effective provision for able and talented children. Stafford: Network Education Press. Able and Talented (Kerry, 1981, 5) Teaching Bright Children. London: Macmillan Bright Pupils (Leroux & McMillen, 1983, 7) Leroux, J., & McMillan, E. (1993). Smart teaching: nurturing talent in the classroom and beyond. Pembroke Publisher Lim- ited. Ontario: Canadian Cataloguing in Publishing Data. High Ability (Denton & Postlethwaite, 1985, 66) Denton, C. & Postlethwaite, K. (1985). Able Children, Identifying them in the Classroom, Windsor: NFER-Nelson. Definitions What are the problems with these definitions?

48. Some strategies for developing challenge for gifted and talented students Moving from:- • concrete to abstract • simple to complex • basic to transformational • single to multi-faceted/divergent • structured to open-ended • little to greater independence • small to larger steps

49. Activities for ‘stretch and challenge’ checklist • Plan questioning – questions that you ask and time for students to ask questions • Use Bloom’s verbs in your lesson objectives • Plan sequences of lesson that allow students to develop and refine their skills – no need to rush through meeting exam criteria • When choosing grade criteria, use the optimum grade for that class – so use A* criteria to challenge students, some will make it, others will try • Modelling – this needs to be talked through and explored explicitly • When teaching up to A*, avoid the term PEE – use different terminology and break down the expectation of what the analysis will be • Encourage students to be challenging of the text, of you, of themselves • Peer assessment – what are they doing, how is it working – sharing ideas, collaborating • Encouraging them to be reactive to the questions/arguments, form their own opinions and argument • Give students a ‘choice’ of activity, a ‘choice’ of how to present their ideas

50. Socratic Questioning - Questioning techniques which stretch and challenge • The gadfly: Mimic the practice of the gadfly, which nips away at larger animals. This involves asking lots of little questions intended to push thinking and avoid sloppiness: “What do you mean by that?”; “But, what if…?”;  “What evidence do you have?”; “Does that always apply?”; “How can you be certain that is true?”. • The stingray: Administer a shock to ­pupils’ traditional way of thinking in the same way a stingray unleashes its sting: “Imagine if X was not the case, what then?”; “What if everything you’ve said was turned on its head?”; “What if a great change happened?”. • The midwife: Ask questions that help give birth to ideas: “That’s an interesting idea; could you explain it a bit more?”;  “How might that affect things?”; “What made you think of that idea?”. • The ignoramus: Emulate a character who has never encountered the topic you are discussing and play dumb to encourage explanation: “What does that mean?”;  “I don’t understand – can you start from the beginning?”; “So, do you mean that…?”