Differentiation
and the
Individual
Learning
Journey
Aim of this session
To share and explore
a process for
planning
differentiated
learning
Aspiration
Inspire you to be
even more interested
in your professional
practice
Teaching for a Social Purpose
Teaching
your Values
Reflexive
Practice
Win/Win/Win
Embedding
Diversity
DEFINITIONS Differentiation vs
Personalisation
 Differentiation
– the art of teaching each
unique individual in their stretch zone…
(tutor’s responsibility = assessment)
 Personalisation
– ensuring that the student
can be recognised as an individual
throughout their whole learning
experience (organisation’s responsibility =
evaluation)
DEFINITIONS Differentiation vs
Inclusive Learning
 Differentiation
– the art of teaching each
unique individual in their stretch zone…
(tutor’s responsibility)
 Inclusive
Learning – what’s put into place
to ensure that each student has the
resources they need to
succeed(organisation’s and tutor’s
responsibility)
The Zones
 Comfort
 Stretch
 Panic
DEFINITIONS Differentiation
 Differentiation
– the art of teaching each
individual in their stretch zone…
…so that they are challenged and
excited by the learning and not
frightened of it.
INITIAL ASSESSMENT
Questions
 What
 How
do you assess and how?
do you avoid making assumptions
about individuals?
INITIAL ASSESSMENT
Reflexive Practice
 Reflection
= I did this, this happened, I’ll
do this next.
 Reflexion
= I did this because (this is how
my values played out), this happened, I’ll
do this next.
PLANNING
Freedom
needs
Boundaries
PLANNING
Outcomes vs Activities
 Outcomes
 Activities
must come first.
flow from outcomes.
TEACHING WITHOUT ASSESSMENT ISN’T
TEACHING.
(talk, game, presentation, performance)
PLANNING
Values and Practice Principles

Value = deeply held guiding belief, shaped
by life’s experiences.

Practice Principle = how values play out in
your practice as a teacher (or life in general).
Choose one of today’s five values. How does
this play out in a practice principle for you?
PLANNING
SMART Learning Outcomes

Aim = general statement of intent.

Learning Outcome = a measurable target of
achievement, phrased thus: by the end of
the session, the learner will be able to…
DON’T BE A HOSTAGE TO FORTUNE!
All students should be able to achieve all
learning outcomes comfortably.
PLANNING
SMART Learning Outcomes
Specific
Measureable
Achievable
Relevant
Time
Framed
BREAK
A Planned Learning Process:
Check In 1
1.
Scheme of work written.
1.
Selection confirmed.
1.
Initial assessment carried out.
2.
Session(s) planned.
‘The’ Teaching Cycle
Initial
Assessment
Evaluation
Differentiation
(stretch)
Assessment
Planning
Delivery
DIFFERENTIATION
Individual Learning Goals
1.
Students write their own (gain a valuable
life skill and move along the spectrum of
independence)
OR
2.
You produce a differentiation rubric for
the course and support students to
identify their own stretch
DIFFERENTIATION
Student Led
1.
2.
3.
SMART (of course)
Congruent with the values of the student
Recorded in Individual Learning Plan
This process is strongly ipsative and
therefore in line with the College’s own
values of empowerment and
transformation.
DIFFERENTIATION
Tutor Led
1.
2.
3.
SMART (of course)
Congruent with the values of the tutor
Recorded in Individual Learning Plan
This process is weakly ipsative and moves
the student more gently along the
spectrum of independence towards selfdetermination.
DIFFERENTIATION
Tutor Led
Learning
Outcome
Stretch 1
Stretch 2
List three local
voluntary
organisations
Research two
local voluntary
organisations
Contact one
local voluntary
organisation
List three key
elements of
volunteering
Describe the role Prepare a
of the volunteer volunteer job
description
DIFFERENTIATION
Tutor Led
Learning
Outcome
Stretch 1
Stretch 2
List three local
voluntary
organisations
Research two
local voluntary
organisations
Contact one
local voluntary
organisation
List three key
elements of
volunteering
Describe the role Prepare a
of the volunteer volunteer job
description
Must – Should – Could
Dangers…
 Locus
of control with teacher not student
 About groups, not individuals (therefore
not differentiation)
 Danger of making assumptions
 Missed opportunity to develop valuable
life-skills
USEFUL FOR THE TUTOR TO IDENTIFY
EXTENSION ACTIVITIES
DEFINITIONS Differentiation vs
Extension
 Extension
refers to the activity.
 Differentiation
refers to the student.
Extension is the vehicle for the student’s
stretch
RECORDING
Each Student’s Progress
My Learning Space (MLS) or
course-specific ILP
 How
well do students map their
continuous progress against their goals?
 How well do we?
RECORDING
The Tutor’s Intent
Scheme of Work
 Plan
your teaching mindfully
 Signpost observers to the evidence
‘NC Scheme of Work 2012’ available on
NorthernEye
RECORDING
The Tutor’s Intent
Assessment Strategy
1. Initial Assessment
Third party recruitment – first time I’ve met the students,
time invested in introductory activities – see session plan
2. Formative Assessment
Observation, questions, daily reflective journal
(3. Ipsative Assessment)
ILP – see sample portfolio
4. Summative Assessment
Completed portfolio – see sample
A Differentiated Learning
Process Check-In 2
1.
2.
3.
4.
5.
6.
7.
8.
Scheme of work written.
Selection confirmed.
Initial assessment carried out.
Session(s) planned.
Values work with students.
Student to produce Individual Learning
Goals/complete Differentiation Rubric
Check-in points to assess progress against goals.
Exit IAG completed and goals carried forward
Over to you…
 Create
an action plan for improving
differentiated learning in your own
practice.
 SMART
goals please!
What’s next?
 Share
good activities and ideas via the
Good Practice Guide at
www.northern.ac.uk/teachnorthern (NC
staff only)
 Reflect
on your practice using the
TeachNorthern blog
http://teachnorthern.wordpress.com/
(www)
Finally…
 Get
differentiation right and you are
automatically beginning to embed
diversity in your practice.



Diversity of opinion
Resonating with those identities present
(Reflecting absent identities.)
Every student is an unique human being.
Interested?
Embedding Diversity Conference
at
The Northern College
15th June 2012
Some free places for staff!