Differentiation?
A New Approach?
Differentiation
Where did it all go wrong?
What is it?
• the process by which differences
between learners are
accommodated so that all students
in a group have the best possible
chance of learning.
Teaching Today: a practical guide, Geoff Petty
Where did it go wrong?
• One of the problems is that it has been
interpreted to mean you treat students
differently in the classroom, that you have low
expectations of the weakest students and set
them very simple tasks. The idea that every
student should be taught in an individual way
is a disaster; it doesn’t work.
Geoff Petty
The Past - What didn’t work?
Whole School INSET
‘Differentiation’
• Limited time for a HUGE issue
• Many teachers resistant:
• Still not committed to taking responsibility for pupils with
additional needs;
• No real clarity about what this word means – approaches
such as the Inclusion Development Programme suggest
it’s about becoming ‘expert’ in all key areas of SEND –
impossible from their starting points;
• Already feeling overloaded – this means more work;
• One-off session – even if they expressed some interest
and motivation, inevitably, most never get round to doing
something about it.
A realistic model?
• Step 1
• Focus on Quality First Teaching - a basic
understanding of a range of strategies to
meet the diversity of need likely in any
mainstream classroom.
• Step 2
• Provide meaningful/manageable
information about pupils’ starting points
and what this information means for
teaching and learning.
A realistic model?
• Step 3
• Emphasise the need for differentiated
learning outcomes
• Step 4
• Ensure that differentiation by outcome
does not result in failure for pupils with
additional needs
A realistic model?
• Step 5
• Equip teachers with a range of simple
strategies to enable
match/personalisation/access for particular
areas of need. (Check that they understand
them)
• Step 6
• Stop teacher reliance on teaching assistants
to take responsibility for teaching individuals
or groups in the classroom.
A realistic model?
• Step 7
• Stop colluding with and rewarding teachers
who continue to avoid taking responsibility
for the effective teaching and learning of
pupils with individual needs.
Materials and resources to
support school development of
Quality First Teaching for ALL
The Pillars of Inclusion
• These represent eight key aspects of
planning and teaching that need to be in
place to support the learning and
achievement of pupils with SENDs.
• They are derived from research and
observations of good practice and cover
aspects of practice over which all
teachers have a significant degree of
control.
Subject Booklets
• There is a short booklet outlining the Pillars of
Inclusion.
http://media.education.gov.uk/assets/files/pdf/n/the%20
pillars%20of%20inclusion.pdf
• There are subject booklets for primary and
secondary schools which consider the
application of the pillars for all subject areas.
http://webarchive.nationalarchives.gov.uk/201112180
81624/http://tda.gov.uk/teacher/developingcareer/sen-and-disability/sen-training-resources/oneyear-itt-programmes/subject-booklets.aspxre
1. Maintaining an inclusive
learning environment
• Consider:
• Layout: seating allows all pupils to
see/hear the teacher
• Acoustics: background noise is
reduced
• Use of wall space: resources and
displays are accessible and
encourage independent use.
2. Multi-sensory approaches,
including ICT
• Consider:
• Use of ICT
• Use of a range of learning
approaches, such as auditory, visual
and kinaesthetic
• Alternative communication e.g.
diagrams, symbols
• Alternative ways of recording
3. Working with additional adults
• Consider:
• Other adults as partners not teachers
• Commitment to pupil independence
• Joint planning and review
4. Managing peer relationships
• Consider:
• Flexible grouping
• Buddying/peer tutoring
• Circles of Friends
5. Adult-pupil communication
• Consider:
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Language used is positive and respectful
Careful praise/correction
Prepared questions for individuals/groups
Use of preferred communication style
Simplify the language of instruction.
Break down instructions into manageable chunks
Support verbal communication with facial
expressions and simple gestures.
• Give time to think.
6. Formative assessment/assessment
for learning
• Consider:
• Choice of objectives/success
criteria/peer assessment
• Expectations/challenge
• Communication issues
7. Motivation
• Consider:
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Engagement/enjoyment
Rewards/praise
Including pupil strengths/interests
Relevant contexts
Encouraging learning from mistakes
Use of ICT for ‘fun’
‘Can do’ ethos: readiness to ‘problem solve’
8. Memory/Consolidation
• Consider:
• Developing the use of a range of
memory aids
• Helping pupils devise their own
strategies for remembering
Differentiation Pocketbook
• Written by Peter Anstee, English Teacher.
• Based upon giving pupils choice through a staged
approach.
• If students are given choice, they challenge
themselves more than teachers do.
• Very accessible, easy to use.
• Can form the basis of introductory INSET sessions
and on-going development activities.
• Differentiation Pocketbook by Peter Anstee. £7.99
http://www.teacherspocketbooks.co.uk
NASEN
A Whole School Approach to Improving
Access, Participation and achievement
• A whole school training package for use in
mainstream schools to give support,
information and practical advice to ensure
that the whole school community would have
the basic knowledge and skills to support
them in meeting the needs of all pupils.
• A ‘toolkit training programme’ that is flexible
and adaptable to meet the individual needs in
each school.
NASEN
A Whole School Approach to Improving
Access, Participation and achievement
• Government Funded
• Every SENCO in England had the opportunity to
attend a free one-day event where toolkits were
distributed and introduced.
• NASEN Website has a webpage specifically for the
project materials.
• http://www.nasentraining.org.uk/
• The materials also include the Inclusion Development
Plan materials for Autism, Dyslexia, BESD and
SLCN.
Priorities for Schools
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Talk to SLT – engage their support and understanding for the need for
development.
NQTs – ‘catch them early’ – link to revised standards and completion of
induction year.
Link to appraisal and the revised standards for all staff.
Work with the healthy parts of the system – identify colleagues who are
interested and motivated and provide support – run pilot projects.
Disseminate the outcomes of pilot projects across the whole school.
Think about the most effective forms of CPD:
 INSET with follow up activities
 Lead teachers modelling/coaching
 Partnership teaching
 Lesson Study
 (http://www.advanced-training.org.uk/module1/M01U09.html)
Work with teachers and teaching assistants.
Where are you now?
Where do you want to be in ? months?
• Think about the issues discussed today.
• Where are you now in your school in terms of
effective teaching and learning for ALL
pupils? Be honest!
• What are your top 3 priority developments to
improve practice and outcomes?
• Set some target dates to achieve each of
these priority developments.