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Don't forget to look at the how to guide.
Discussion in 'Secondary' started by Pilchard1408, May 1, 2019.
rather than scaffolded worksheets - have been asked to give a presentation?
Why have you been asked? Surely if you've been approached it is because you have some expertise in this area to share with colleagues... trust yourself and just explain what works for you.
Alternatively, if you've just been lumbered with this because you need to deliver whole school training or some other hoop jumping, then jog on. You're not going to become an expert on differentiation by reading comments on an internet forum. Teachers and SLT regurgitating other people's practices without having experienced them themselves is at the heart of the painful INSET sessions we have to sit through.
Agree with above post.
My concern is that you have only indicated (albeit very briefly ) that there ‘may’ be only one method of differentiation to highlight ?
If this works for you and your subject area then great BUT I doubt that a presentation on differentiation could / should be about one strategy ? If this is for an interview then I suspect you may struggle ?
I may be missing the point but I would question seriously if there is only one ‘effective’ approach and perhaps this is really at the heart of the task ?
Agreed with Minnie, there are many ways to differentiate. It’s a huge area. Far too huge to explain here. The answer to your title question is “a different technique for every pupil, based on your knowledge of their ability”.
As a starter for 10, I would touch on the following areas:
Different SENs of pupils and how this affects learning
EAL and literacy ability
General differentiation techniques
How these relate to your subject area
It's not just a different technique for every pupil, it's also different techniques for different topics/tasks.
the way you use questioning both verbal and written can be an effective form of differentiation
Differentiation by dialogue
One of the few useful INSETs I vaguely remember had a huge list of "differentiation by …" as examples of different ways of differentiating. Trouble is, I can only ever remember a handful (… by task, outcome, grouping) which is a shame because it meant you could make all your everyday teaching sound so much better to observers.
Yes that’s right
As I've reminded myself, here's the ones I can remember (or find on google): differentiation by... task, outcome, grouping, dialogue, support, pace, resource, assessment... anyone got any others?
Differentiation need not be too onerous or time-consuming to plan. Try having a range of questions that cover the main tasks - questions of varying depth such as from 'what' to 'why' and 'how' questions. Also, differentiation can be implemented by seating plan that pairs or groups of more able kids to help share skills with lower ability kids. Some teachers say 'teach to the top end' in your class. This is one that is doing the rounds right now but it doesn't work because too many kids won't be able to access the 'top end'.