Differentiation - SchoolTalk

Differentiation - SchoolTalk

by Natalie Goslin & Jayne Taylor

​Differentiation

​Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.

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E koekoe te tui, e ketekete te kākā, e kūkū te kererū.

​The tui sings, the kaka chatters, the pigeon coos.

​- We are a diverse people.

Lets reflect on our recent practice with differentiation

Poll

Do you know your learners?

• - know all your students names

• - know what level all of your learners are working at

• - know what challenges or needs each of your students have

• - know something about each learners home life or interests beyond your classroom?

Poll

What methods of AFL have you utilised in the last fortnight?

• Student feedback E.g Slider Tool

• Standardised Testing

• Do Now or Plenary tasks

• Teacher observation

  E.g. observation of students interacting

• Taken in  work for marking and provided next steps.

Open Ended

What is an activity that you have used this term to develop an inclusive and safe classroom community?

Poll

Differentiate Instruction - Content

Reflecting on the last fortnight have you done any of the following:

• Identified gaps in student prior knowledge

• Allowed individual students to select or direct the content that drives their learning

• Related learning to individual students interests within your class

• Provided individuals with resources that use a targeted range of familiar and new vocabulary 

• Used a familiar format to introduce new learning

Poll

Differentiate Instruction - Student Interest

Have you utilised any of the following strategies this term?

• Modeled learning tasks with specific students interests in mind.

• Provided examples that link an individuals interest to the current task

• Allow individuals to access new learning through a topic the student is passionate about

• Offer students a choice from a selection of tasks or activities

Open Ended

Differentiate Instruction : Environment

What is your classroom like?

- Quiet zones and collaborative zones

- culturally inclusive materials / resources used

- clear guidelines for independent work for individuals

- routines that allow students to get help when teachers are busy

- a variety of task types moving, sitting, group, individual

- variety of locations, for example the lab or outside

- have seating options, floor, chair, bean bag, exercise ball

- materials accessed through both digital and non-digital sources

Poll

How do you group your learners most often?

• To manage behaviours

• Ability Levels

• Mixed Ability Groups

• I dont use set groups

• Students choose their own groups

Poll

Differentiate Instruction : Teaching Style

Which of the following would you like to try and include more in your instruction? 

• Use games to embed learning

• Demonstrations - Practical examples

• Digital support materials and apps

• Start the lesson with a question or a thunk

• Introducing new material in exciting ways

  e.g. turning your classroom desks on their side and have students work in the trenches

Open Ended

Assessment of Learning:

Inquiries, products, discussions, presentations, tests and other methods

Which of these assessment tools do you use the most? Least?

Open Ended

Assessment of Learning:

What information do you use from AFL to inform next steps?

Open Ended

Continual Learning

How do your students inform your practice?

How can SchoolTalk support Differentiation?

Learner Groups

You can create different groups in SchoolTalk. This will enable you to assign appropriately leveled learning tasks to students to engage and extend them. You can also use this feature to book a group to work with you in a teacher led workshop.

Remember only the students in the group can see the task you have assigned. This will personalise the calendar as students wont see the work that has been assigned to other groups and make the quantity of resources to sift through more manageable.

​Groups could also be formed for electives, student leadership areas and clubs. Students know when they are meant to be at sessions, and learner profile / key competency goals can be set against these.

Calendar Colours

As a team you need to decide how you will colour code your calendar - for the student or for the staff. For our ESOL or learners with additional needs, who struggle with reading the ability to rely on the colour to identify the subject is a great tool.

​Teachers who have multiple classes with the same subject might need to colour code by class to help their own personal organisation.

Remember the colour you select will be what appears on the students calendar.

Evidence

Students can be given choices about the type of evidence that they can submit for a task. This will help to remove the I cont mentality and give them the feeling of control when being challenged by a learning activity. ​Consider what the targeted learning is, where can you be flexible and where do you need to maintain a standardised approach.

Workshops - DFL

Using workshops, allows groups to be assigned specific teaching times. By scheduling these on the calendar students know when and what they are expected to engage with. Those not in a group with teacher are able to access work and activities on their calendar., which are related to class learning and targeted to their needs. ​Workshops can be an opportunity to reteach, extend or provide additional support and guidance for targeted students through a group structure. Using gap analysis will help identify students for workshops.

Gap Analysis

​Gap analysis allows teachers to see exactly where students are working at any time, notice what goals need further teaching and quickly form new groups from this. It allows teachers to know exactly where students are working and helps with informed decision making.

Targeted Progressions

Having a range of goals allows teachers to target progressions specifically to meet the identified needs of learners. Teachers can use gap analysis to identify specific learning, and then select goals and design rich learning experiences to meet these. As students work through progressions, with their teachers they can track the achievements and progress being made.

Use peer growth coaching to help set goals to develop your practice:

Coaching Discussion Q's

​GOALS

What do you want to achieve? How is that of real value to you? Is it achievable in the time available?

REALITY

What is happening now? What can you already do? What is within your area of control?

OPTIONS

What could you do? What else? what else? what else? Where can you go for help? What advice would you give someone else in a similar situation to you?

​WILL

What options from the list you came up with will you do?

What will you do first, second, third, fourth? 

TACTICS

Precisely when and how will you take the next steps? (mini goal and deadline)

HABITS

What are the habits you will need to complete these tasks? What support structures are needed to help you achieve this? When can I check in with you next?

​These questions have been developed based on the GROWTH model you can gain additional PLD from growth coaching international.  These Qs are useful in guiding a conversating with another staff member to help them developing their practice.

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