Teacher Training Week, August 2016
Differentiation: Grade 4
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Aims of the session
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Produce a definition of differentiation
Identify learner characteristics
Explore methods for differentiating lessons
Share practical activities, techniques and strategies to
achieve better differentiation in the classroom
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What is differentiation?
I Know..
I Want to know..
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Differentiation is…
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Differentiation is…
‘the process by which differences between learners are
accommodated so that all students in a group have the best
possible chance of learning’
Source: Training and Development Agency for Schools, UK
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Differentiation means…
It simply means teaching people differently according to their needs, their
capabilities or even their preferred ‘learning styles’1
Differentiation …… should be an on-going and flexible process which not only profiles
students initially but also recognises progress and areas for improvement and adjusts
accordingly to ensure learning needs continue to be met. In short, it shifts the focus
from teaching a subject to teaching the students2
In its simplest form, it's where teachers adapt their approach for different students so
that the entire class have the chance to perform to the best of their ability. It's about
knowing your students and using that knowledge to teach them in the best way you
can.3
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Differences among your students
Think of a class you have taught recently.
What were the similarities/differences in this group?
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Student differences
•age and maturity
•gender
•physical ability / disability
•SEN / emotional issues
•L1 and social/cultural
background
•personality and confidence
•prior learning experience
•linguistic ability
•cognitive level
•learning speed and
attention span
•interests
•motivation
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Caution!
Be cautious about using “labels”:
• Dangers of stereotyping students
• Biological constraints? Pseudo-scientific distraction?
• Differences within groups often greater than across groups
• Differences within individuals; variable preferences at certain stages of learning?
• Danger of self-fulfilling prophecy
differentiate for ability not by ability
Benefits of differentiation  quality learning:
better student motivation
better student behaviour
greater progress
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Draw a Monster!
• Work in groups of up to three people.
• Each group will be assigned a different task.
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Draw a monster!
Discussion:
- How was this task differentiated?
- What else could the “teacher” have done?
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How to differentiate
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By CONTENT
By PROCESS (by task)
By PROCESS (by support)
By PROCESS (by varying teacher language)
By OUTCOME
By ENVIRONMENT
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1. How to differentiate?
By: CONTENT
• different levels of materials and resources
• different input  same outcome
• open-ended tasks
Tomlinson 2001
 At the end of the lesson, what should students know, be able to
understand and do?
[KUDos]
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2. How to differentiate?
By PROCESS
• same task/resource but students carry out in different ways
[eg presentation of new material; activities; element of choice
given to students; teaching methods]
Tomlinson 2001
 What will I do as the teacher to get my students to learn this?
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Process: different support
By PROCESS:
• scaffolding from teacher / peers
• amount of independent learning required
• help to certain pupils; 1:1
• Teacher response [feedback / marking]
• pace of class, incl wait time / thinking time
• use of ICT [a very flexible tool]
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Process: varying teacher language in…
• questioning: closed v open questions
- targeted questioning to produce a range of responses and
challenge the more able
- incorporation of HOTS v LOTS [Bloom’s Taxonomy]
• giving instructions
• use of L1
• identifying which students need detailed explanations in simple
language and which students can engage in dialogue at a more
sophisticated level
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3. How to differentiate?
By OUTCOME
• product
• same [open-ended] task  different outcome / pupil response [in
different ways / at different levels]
• differing amount of personalisation required
Tomlinson 2001
 How will my students show what they know/understand/can do?
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4. How to differentiate?
By ENVIRONMENT
• classroom layout / space
• teacher-fronted
• guided discovery
• pair / groupwork
• establish ground rules: noise levels; expected behaviour;
movement; use of materials
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Appropriate differentiation
Sort the cards according to the following criteria
• Suitable for Grade 1 only
• Suitable for Grade 1 and Grade 4
• Suitable for Grade 4 only
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Extension / Practice
Pairwork
Look at Unit 1 of your Grade
Supplement the differentiation suggestions in the TB by adding
support/stretch activities to each lesson
YELLOW: support
PINK: stretch
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Plenary
I’ve Learned..
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Pre-mortem
• What issues might arise when delivering this session?
• How might you resolve those issues?
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