2. How many did you know?
There are 47 of them!How many did you know?
There are 47 of them!
3. Just your everyday class…
How do we as teaches respond to the needs
of all our learners?
Just your everyday class…
How do we as teaches respond to the needs
of all our learners?
4. You will be able to answer the following questions by
the end of this session...
7. What is Differentiation?
• Individually, identify one word that ‘springs’
to mind when I say differentiation.
• Write your answer on:
• A Post-it,
• Via a Text Message
https://www.polleverywhere.com/free_text
• Now working in your group, use as many
words as you can to define ‘differentiation’.
8. Definitions...
• The term differentiation refers to anything
you do that accommodates differences in your
learners, leading them to learn effectively.
• Know your students
10. You are the expert...
• Marking
• Questioning
• Homework marks/grades/scores
• Test results
• Quality of book work
• Subject knowledge
• Conversations
11. How can we help...
• E-Portal- SIMS
• Pupil Profiles
• SEN/D register
• EAL strategies
• Exam Access Doc
• Physical Disability Register
• Me?!
16. Physical/Sensory
Physical disability (PD), Hearing Impaired (HI), Visually Impaired (VI)
Likely to have been an early diagnosis, possibly pre-school
Adaptive routines, including risk assessments in place. Appropriate
support in place.
Teacher awareness, hearing and sight can be contributory aspects of
other SEN.
Cognitive & Learning
Attainment low despite
intervention
Slow progress; substantially
below expectation
Language delay; oral and/or
written
Maths understanding poor
Motor skills delay
Difficulty grasping concepts
Poor memory/processing
Motivation low; poor
concentration
Social/emotion immaturity
Limited social skills/low self-
esteem
Includes: Dyslexia, dyscalculia,
dyspraxia, dysgraphia,
Processing disorder.
Communication & Interaction
Language is a barrier to social
interaction and learning
Communications skills not age
appropriate
Receptive/expressive language
delay/disordered
Emotions, language, behaviour may
be misread, creating social issues,
challenge or frustration
ASD
Aspects of above, plus
Inflexibility in thinking, reactions,
communications
Rigid/ritualistic behaviours
Expressive language difficulty
Non-recognition of emotions
Have You?
Differentiated for evidence needs.
Personalised targets and tracking.
Used alternative strategies.
Intervened, supported and resourced.
Analysed outcomes, described and
sought patterns.
Discussed with the Child and Parents
Kept a clear record of the above
SEND supporting checklist email to:
SEND@cheney.oxon.sch.uk
Have You?
Differentiated for evidence needs.
Personalised targets and tracking.
Used alternative strategies.
Intervened, supported and resourced.
Analysed outcomes, described and
sought patterns.
Discussed with the Child and Parents
Kept a clear record of the above
SEND supporting checklist email to:
SEND@cheney.oxon.sch.uk
Now discuss the child with
the SENCo.
Follow through on decisions
Now discuss the child with
the SENCo.
Follow through on decisions
Social, Emotional, Mental Health
Poor social and emotional skills,
relationships, e.g. Distractibility,
mismatch ability/progress,
relationship issues, frustration, non-
cooperation, emotional literacy,
withdrawal;, non-attendance.
Manifests as behavioural challenge.
Underlying issues, home, school,
peers, environment
Persists despite positive intervention
Possible link to learning/cognition.
By @ChrisChivers2
52. What differentiation is not!
• Writing out 30 different lesson plans with 30
different worksheets
• Thinking it is not needed because the students
are setted
• Work at a the same pace so everybody is at
the same level
• Some/Most/All
• Letting students pick their tasks?
53. Top tips...
• Know your class and demonstrate this through up-to-date, annotated seating
plans and student profiles. Gather information that enables you to connect to
them as individuals.
• Challenge them and have really high expectations. Keep the bar high, always.
Present learning without limits. Share excellence with them so they can see and
understand your high expectations. Use modelling and explanation so that they
are clear about what constitutes excellence.
• Encourage your students to make and learn from mistakes. Then feedback can
come into play. Don’t be tempted to say “If you’ve got a problem, put your hand
up and I will come and help”. Try to help them build resilience in the face of
difficulty. Make them sweat.
• Opportunities for students to express their understanding and articulate their
thoughts should be designed into any lesson. Great teachers are great listeners
too. Be a flexible, adaptive and responsive teacher.
• Mark their books and provide your students with more work. Provide them with
an opportunity to make your suggested improvements: the only time you will ever
have 30 different lesson plans – gold plated differentiation!
Adapted from @ChrisMoyse
54. How will you now
LEAD
differentiation in
your area?
55. Follow me on twitter
www.twitter.com/astsupportaali
• Further reading:
• www.newtothepost.wordpress.com
57. Special thank you to...
• @ChrisChivers- http://www.inclusionmark.co.uk/
• @ChrisMoyse- http://chrismoyse.wordpress.com/
• @Humansnotrobots-http://www.humansnotrobots.co.uk/
• @FurtherEdagogy-
• @TeacherTweaks- http://cheneyagilitytoolkit.blogspot.co.uk/2014/10/tlt14_18.html?q=differentiation
• I appreciate the time and effort you have taken to share your resources
with others. I have learnt a lot reading your blogs/toolkits.