Differentiation教学讲解课件

DifferentiationRedfieldEdge27thJune2007ClaireRidsdaleTeachingandLearningAdviser(Literacy)AimsTodiscusstherationalefordifferentiationToconsiderdifferentiationstrategiesTolookatdifferentiationinpracticeToconsidernextactionsasaschoolDifferentiation&theCirclesofInclusionSettingsuitablelearningchallengesRespondingtopupils’diverseneedsOvercomingpotentialbarrierstolearningAccessTeachingstylesLearningobjectivesInclusionWhatEvidenceDoWeHave?RecentsummativeassessmentsFrequent,accurateandinsightfulformativeassessment

Differentformsofevidenceforthesamelearningeg.pupilswithdifficultiesinwritingmayrecordtheirwork)Some,MostandAllAllpupilsMustgainthebasiclearningMostpupilsShouldachieveinlinewithnationalexpectationsSomepupilsCouldworktowardsahigherlevel

MakingDecisionsReviewobjectivesfortheunitIdentifywhichobjectivescanbeaccessed

bythewholeclassIdentifywhichobjectivescouldbeaccessed

withsupportandhowthismaybeprovidedIdentifywhichobjectivescould,ifnecessary,beinterpretedorsimplifiedtoallowcertaingroupstofocusonthecorelearningIdentifywhichobjectivescannotbeaccessedbyorsimplifiedforoneormoregroupsPlanalearningactivitytoaddressthemissingskillswhichmakethegenerallessonobjectivesunsuitableforsomepupilsTypesofDifferentiationTypesofDifferentiationSupportTaskOutcomeResponseTypesofDifferentiationSupportTaskOutcomeResponseWhatsortofthingswouldyouexpecttoseeforeachofthese?DifferentiationbyOutcomePupilsgivenpreciselythesametask.Discriminatesbylength,quality,complexity,standardofwork,pace,sophistication,conclusionsreachedetc.Isappropriateattimeswhenusedwithdifferentiationinmarking.Measurespupiloutputratherthanpromotingdifferingstandards.

Limitedstrategy,shouldnotroutinelybeusedasthemainformofdifferentiation.

DifferentiationbyTaskDifferentiationbytaskvariesthelevelofchallengeposedtopupilsofdifferentabilitiesby…NClevelImposingconstraintsComplexity(No.ofsteps)AmountofworkTimeAccuracyUseofBloom’sDifficulty(knowledgerequired)Amountof‘steer’towardsanswerDifferentiationbySupportVariesthewaysinwhichpupilsarehelpedinaccessing,interpretingorcompletingtheirtasks.Achievedinthreemainways:

Offeringdifferentlevelsofsupportprovidedbyadults

Varyingthematerialsorresourcesmadeavailabletosupportthepupil

VaryingtheextenttowhichpupilsworkcollaborativelyorindependentlyDifferentiationbyResponseVariesthebalanceofsupportandchallengeprovidedbytheteacherTeachermodifieswrittenand/orspokenresponsestobothindiscussionwithpupilsandinmarkingtheirworkBloom’sTaxonomySixlevelsofthinkinginascendingorderofcognitiveability:KnowledgeComprehensionApplicationAnalysisEvaluationSynthesisKnowledge:Canidentify,list,describe&memoriseinformationCanask/answerWho?What?Where?Comprehension:CanexplainortranslatewhathasbeenlearntCansummarisemainpoints,solvewordproblems,predict.Application:CantransferknowledgefromonesituationtoanotherCanapplyinformationindifferentcontextsCanmakelinksInitialLevelsofThinkingAnalytical:CanbuildonexistingknowledgeCaninferanddeduceCancategoriseinformation&findpatternstoformgeneralisationsSynthesis:CanlookatthingsinnewwaysCanformhypotheses&originalideasCandesign,createandcomposeEvaluation:CanappraiseideasCandescribe&justifyreasonsCanassess,compareandcontrastHigherLevelsofThinkingTaskSortthequestionsinto:Application,Analysis,EvaluationandSynthesisAddoneofyourownforeachcategoryKnowledgeComprehensionApplicationAnalysisEvaluationSynthesisKnowsthedifferencebetweenfictionandnon-fictionUnderstandsthefeaturesofdifferentnon-fictiontexttypes(eg.reports,discussions)CanusethefeaturesofreportwritingintheirownreportCananalyseownwritingagainstkeyfeatureschecklistCanidentifyareaswhereimprovementscanbemadeCanusepreviouslearningintheirnextreportPlanningNeedstobedifferentiatedappropriatelyfordifferentgroupsoflearnersMayinvolvedifferentiationbyoutcomeforspeakingandlisteningactivities

Reading/writingactivitiesshouldbedifferentiatedbytaskShowingallliteracygroupsonyourplanningsheetmakesiteasiertotrackagroup’slearningthroughtheweekFromworksheetsto…SequencingFilm/videoclipsDrawing&annotatingRecording/photographing/animatingPairedwork/whiteboardsHighlightingMakingSpeaking&listeningstrategiesLabellingObjectivesWholeclasssharedworkGryffindorSlytherinRavenclawHufflepuffHogwartsPlenaryMonT5–Toanalysehowmoods,messages,feelings&attitudesareconveyedinpoetry.T3

–ToRecognisehowpoetsmanipulatewordsforeffect.T6–Toread&interpretchallengingpoemsinwhichmeaningsareimpliedormulti–layered.WarmUp:Listonwhiteboardsallthewordsusedwhendiscussingpoetry.Play:‘LifeintheTrenches’

Read:‘AWorkingParty’.

Siegried

SassoonwasafamousWWIpoet.What’sthepoemabout?Lookatuseofvocabtocreatetheimagery.HowdoesScreateasenseofempathyformaninthetrench?(Comparisonofbeforeandafterisstark,(threehoursago…,‘normal’man)Somanydiedtheywerealmostfaceless.Howispacecreatedinthepoem-combinationofaction&reflectionthroughout.Use‘Inspiration’tostartmindmappingthoughts,images,vocababoutthewar,(willbeusedtowritepoemslater).IndependentChoosethreeSassoonpoemstoreadfromtheselectiongivenout.Mindmapcommonthemes,ideasandvocab.Howdoyouthinkhefeelsaboutthewar?GuidedReadingAF3–Inference&deductionRead‘TheRearGuard’.Highlighteffectiveuseofvocabint