Differentiation
John Keenan
john.keenan@newman.ac.uk
Andrew to teacher:
‘you’re a stupid old woman who never went to school anyway’
Brenda sees a picture of a butterfly – there is a bee and a peanut
butter
We are all disabled
Labeling Theory
•Self-fulfilling prophecy
•Rosenthal and Jacobson (1968)
•Pupils with learning difficulties (Good and Brophy, 1984)
Teacher smile at them less often; they call their names to answer a
question less often; they demand less work from them
Bipolar
ADHD
Autism
Dyslexia
Sensory
Dyspraxia
Differently Abled
Teachers’ Standards
•'Adapt teaching to respond to the strengths
and needs of all pupils' . They must 'have a
clear understanding of the needs of all
pupils, including those with special
educational needs; those of high ability;
those with English as an additional
language; those with disabilities; and be
able to use and evaluate distinctive teaching
approaches to engage and support
them'.(Standard 5).
https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-00066-2011
Experiences
20% - learning difficulties
physical, sensory, emotional, behavioural
Cited in Doyle, 1996: 72
Dys
Lexicos
History of dyslexia
Kussmaul 1877 – word blindness
Berlin 1877 – dyslexia
Hinshelwood 1895 – congenital
Norrie 1938 - organisation for dyslexic people
Miles and Miles 1990 Dyslexia: A Hundred Years On
‘It is illogical for a person to say, ‘My child
cannot read because he is dyslexic’...It tells us no
more than saying a person is bleeding badly
because he has a haemorrhage or that someone
has a high temperature because they are
feverish.’
Doyle, 1996: 69
Pumfrey and Reason (1998) 11 definitions
Rice and Brooks (2004) 40 definitions
Cited in Mortimore, 2008: 50
‘It seems to be a natural human phenomenon to
want to classify events and concepts and then apply
labels to them....the use of the label ‘dyslexia’
should present no problems just as long as it is
understood that it may describe a variety of
behaviours...it remains a challenge to educate the
public regarding the concept of dyslexia’
Lawrence, 2009: 139-140
Alexia
Auditory dyslexia
Deep dyslexia vs Surface dyslexia (rules)
Dysphonetic dyslexia
Graphemic processor dyslexia
Hyperlexia (speaking)
Morphemic dyslexia
Semantic processor dyslexia
Strephosymbolia (mirror)
Visual processor dyslexia
Doyle, 1996: 70-71
Phonemes
Grigorenko (1977) Chromosomes 6 and 15 linked to a weakness in
phonological awareness
Lateralization
McLoughlin et al (2002) memory in the right and left frontal lobe,
right more than left (Galaburda, 1989) but less dominance so
‘confused laterality’
Magnocellular
Stein and Walsh (1997) speed of movement between cells
‘Dyslexia is a specific learning difficulty of
neurological and biological origin that is most
often characterized by a significant discrepancy
between measures of working memory and
reasoning ability together with a weakness in the
speed of processing information that may be
manifested through weaknesses in a variety of
educational attainments, particularly literary
skills, as well as everyday tasks’
Lawrence, 2009: 38-39
ReserchAsisstent
KloZing Dait:
oh3-tooØØ11 SallarRee: BannEdd Fiyv, AytEen, 7Øniyn pownz - TweNteeWun,68Wun pownz pURr anNem (prOw raRtur fourpart tiym
ars)
Deppartmunt: WourSSter Bizness Skool - SenTEr foRe PeEpl @ Werk
(SeaPeA@Dubbleyou) ARS: FlecKsabl beTweAnØ.6 FTE andfOoltIym
(thertee7 ars purrweak) - buyneggociacean Start Dayt:
AzsooNazpoSsable Dyouracean: Apoyntmant to0thurteefurst
Jooliy2ØØ9inisherlee Ressponssabl tWo: Dirrekterof
SeePee@Doubleyoue Ressponsabl fOUr: EnN/ay Inturvuedayt:
NiynteanthMrcahTWOØØ11
Opposing hand up and say the third word of the
question backwards
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What does it pay for 21+?
How many hours per week?
What’s the closing date for applications?
When are they interviewing?
ReserchAsisstent
KloZing Dait:
oh3-tooØØ11 SallarRee: BannEdd Fiyv, AytEen, 7Øniyn
pownz - - TweNteeWun,68Wun pownz pURr anNem
(prOw raRtur fourpart tiym ars)
Deppartmunt: WourSSter Bizness Skool - SenTEr foRe
PeEpl @ Werk (SeaPeA@Dubbleyou) ARS: FlecKsabl
beTweAnØ.6 FTE andfOoltIym (thertee7 ars purrweak) buyneggociacean Start Dayt:
AzsooNazpoSsable Dyouracean: Apoyntmant
to0thurteefurst Jooliy2ØØ9inisherlee Ressponssabl tWo:
Dirrekterof SeePee@Doubleyoue Ressponsabl fOUr:
EnN/ay Inturvuedayt: NiynteanthsMrachTWOØØ11
Leftrightleftrightleftright…
• Port is left starboard is right
• Port has a green light, starboard has a
red light
• Dexter is right, sinister is left
Support strategies
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Write down main points
Use pictures, flow-charts, mind-maps
Colour all crucial information on the walls
Practical/kinaesthetic work
Interact one-to-one
Signpost topics and key points
Allow students time to absorb information.
Use recorders
Always give out homework instructions ready printed
VAK
‘primacy and recency’ rule
Use a font without serifs; Arial or Comic Sans.
Print some copies on blue and cream paper.
Your score out of 13?
overall
picture
good
left/right
confusions
visual
memory
visual
discrimination
essay
structure
visual
processing
Meares/
Irlen
syndrome
auditory
discrimination
may be fine
sequencing
Dyslexia
speech
processing
phonological
awareness
articulation
may be fine
What does it mean for your lessons?
time
management
spelling
long
term
memory
OK
visual
and
auditory
loops
poor
memory
automaticity
OK for
e.g.
bicycle,
swimming
Not OK
for
coding
and
decoding
How do I recognise a dyslexic pupil?
*They ask the right questions, lively and interested, but
any written work is relatively poor and/or poor
handwriting.
*They arrive late, hand in work late
*They mix up instructions
Typical issues
Reading – 86%
Spelling – bizarrre
Left-right – 67%
B and d – 65%
Sentence memory
Rhyme
223 pupils
Miles (1983) cited in Doyle, 1996: 91-97
Teacher Response 1
Multiple Intelligence
Gardner, dyslexic people have a different way of learning
Intelligences: kill smn
Teacher Response 2
Mindmaps
In groups, differentiate
lesson for dyslexic pupils
Teacher solutions
http://www.dys-add.com/DV3Handout.pdf
Bibliography
Bennett, D. 2006 Dyslexia Pocketbook Teachers’ pocketbooks
Buzan,T. 1997 The Mind Map Book London : BBC
Saunders & White 2002 How Dyslexics Learn
Evesham: patoss
Eckersley, J. 2004 Coping with Dyspraxia Sheldon Press
Biggs, V. 2005 Caged in Chaos Jessica Kingsley Pubs.
Mortimore T 2008 Dyslexia and Learning Styles Chichester: John Wiley and Sons
Hunter-Carsch M and Herrington M 2001 Dyslexia and Effective Learning London: Whurr
Pumfrey P and Reason R 1991 Specific Learning Difficulties London: Routledge
Doyle J 1996 Dyslexia: an Introductory Guide London: Whurr Publishers
Massey J 2008 Meeting the Needs of Students with Dyslexia London: Network Continuum
Edwards J 1994 The Scars of Dyslexia London: Cassell
Stirling EG 1987 Help for the Dyslexic Adolescent Chippenham: St David’s College
Turner E and Pughe J 2003 Dyslexia and English London: David Fulton Publishers
British Dyslexia Association www.bda-dyslexia.org.uk
Dyslexia Institute
www.dyslexia-inst.org.uk
Strengths and weaknesses
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Memory; short v long
Auditory skills; listening and hearing
Visual skills; looking and seeing
Sequencing skills; ordering and organising
Kinaesthetic skills; handling and doing
Logical skills; arguing and reasoning
Emotional skills; interaction and empathy
Energy levels
Identifying signs and symptoms
Different balance in every student; no single ‘classic
dyslexic picture’
Memory
The Cat and Hammer
Strengths
• Long term memory
• Episodic
(memory of own life
experience)
Weakness
• Short term working
memory needs lots
of reinforcement
Auditory stuff in this pacific
minnellium
Strengths
• Music
• Rhythm
• Spoken word now
this minute
Weaknesses
• Speech sounds
• Reading, especially
reading aloud
• Spelling
• Memory of spoken
word
• Sensitivity to
background noise
Visual stuff; glare, swirl, and
frogmen’s bodies
Strengths
• Colour
• Pics, diagrams,
graphs
• The persistent
image
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Weaknesses
Black text on white
(Meares/Irlen
syndrome)
Reading
Spelling
Arithmetic
Kinaesthetic intelligence;
taking a grip
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Strengths
Practical hands-on
skills
3-D understanding
Good ‘right brains’
Lateral thinkers
Random ideas
Brainstorming
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Weaknesses
2-D linear stuff (like
text)
Directional problems
Left/right
confusions
Pen control; hand
writing struggles
Logical thinking
Strengths
• Rational, critical
• Good grasp of
immediate problem
• Overall holistic
picture
Weaknesses
• Non-sequential?
• Can’t explain
(articulate,
verbalise) own
thinking process
• Planning sequence of
written work
Emotional intelligence
Strengths
• Empathetic
• Sensitive to
feelings, moods
• Interpersonal
intelligence;
interaction in groups
Weaknesses
• Oversensitive?
• Can be easily
stressed
• Concentration lapses
Energy levels
Strengths
• Very high if
confident and
unstressed
• Capable of long
bursts
concentration if
engaged
Weaknesses
Low if stressed
• Will tire quickly at
text-based tasks
English as an Additional
Language
National 13.5%
Birmingham 35%
Wolverhampton 18%
DfE 2011
Rationale: The national picture
Total number of pupils whose first language is other than English 1997-2010
1,000,000
900,000
800,000
700,000
600,000
500,000
400,000
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
Total number of pupils whose first language is other than…
Source: NALDEC website 2012 http://www.naldic.org.uk/research-and-information/eal-statistics
2010
2011
The student experience
• this video (2.27)
Three main tasks
learn English -vocabulary, grammar and
pronunciation
content of the curriculum
learning skills – questioning, analysing,
hypothesising
(National Strategies 2006)
The receptive phase (silent phase)
observes in order to apply rules of social
• simple routine
• visually aided
Basic Interpersonal
Communication Skills
A Whole School Approach
• a willingness to learn about the cultures and
background realities of the children and their
families.
• Include these in the lessons
• recruit staff who come from the same ethnic,
linguistic and cultural background as the children
in school.
• partnerships with parents, carers and
communities.
Effective strategies
• Initial support
– using gestures to illustrate actions and activities
(pointing, miming)
– using visual cues to support the development of oral
interactions (photographs, posters, pictures)
– displaying printed phrases that are commonly used
by teachers and children (flashcards)
– writing and sounding out words and phrases the child
can use to look for clarification (for example; ‘Can
you explain that again please?’.)
– simplifying texts that contain complex sentences
and ideas
Build on L1
– providing opportunities for children to create
their own monolingual or bilingual
dictionaries and books and enabling the
child to use dictionary skills where appropriate
In groups, differentiate
lesson for EAL
NALDIC
Websites and resources
• http://www.naldic.org.uk/Resources/NALDIC/Te
aching%20and%20Learning/1847210732.pdf
• EAL Teaching Strategies
• Multilingual Matters
• EMAS 4 SUCCESS, Gloucestershire / Bath LA
• Supporting pupils with English as an Additional
Language (2004) Milton Keynes LA
• Guidance on the Assessment of EAL Pupils who
may have Special Educational Needs, (2004)
Milton Keynes LA
• National Association for Language Development in
the Curriculum http://www.naldic.org.uk/
• Multilingual Matters http://www.multilingualmatters.com/
• EMAS 4 SUCCESS, Gloucestershire / Bath LA
http://www.emas4success.org/newtoenglish/Teachi
ngMaterials/index.htm
• Guidance on the Assessment of EAL Pupils who
may have Special Educational Needs, (2004)
Milton Keynes LA
• Supporting pupils with English as an Additional
Language (2004) Milton Keynes LA
Bibliography
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Bourne, J. & Flewitt, R (2002) Teaching Pupils from Diverse Backgrounds: What do
trainee teachers need to know (TTA)
Cummins, J. (2001) Negotiating Identities: Education for Empowerment in a Diverse
Society, California: Association for Bilingual Education.
Department for Education (2011a) Schools Pupils and their Characteristics
Department for Education (2011b) Teachers’ Standards
Cummins, J., Brown, K and Sayers, D; Allyn & Bacon, (2007) Literacy, Technology
and Diversity: Teaching for Success in Changing Times London: Allyn & Bacon,
Gravelle, M (2005) Bilingual learners: bilingualism, learning and inclusion. Accessed
online 14/03/2011
Hawkins, M (2010) Sociocultural Approaches to Language Teaching and Learning, in
Leung, C., & Creese, A., English as an Additional Language. [online]. SAGE
Publications.
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MacLean, K (2010) Children for whom English is an additional language, in Knowles,
G., Supporting Inclusive Practice. [online]. Taylor & Francis.
National Standards (2006) Excellence and Enjoyment: learning and teaching for
bilingual children in the primary years.
Introductory guide
Leung C., & Creese A. (2010) English as an Additional Language. [online]. SAGE
Publications.
MacLean, K (2010) Children for whom English is an additional language, in Knowles,
G., Supporting Inclusive Practice. [online]. Taylor & Francis
Walker, A., Dimmock, C., Stevenson, H., Bignold, B., Shah, S., Middlewood, D.
(2005) Effective Leadership in Multi-Ethnic Schools National College for School
Leadership
Autism – what do you know?
Valuing the learner’s voice
“I have Asperger's Syndrome, a 'milder'
form of Autism, (yeah right!). That
means that I have difficulties with social
interaction, communication and
imagination. Of course you could say
that that is a matter of opinion because
after all, interaction and communication
are a two way thing - maybe I have it
right and others have the difficulties!!”
(Luke Jackson, aged 14)
The learner’s voice
•
http://www.bookbrowse.com/excerpts/index.cfm/book_number/1252/page_number/3/index.cfm
?fuseahttp://www.telegraph.co.uk/news/uknews/law-and-order/9142946/Police-officersassaulted-autistic-boy.htmlction=printable&book_number=1252
http://www.audiobooks.com/audiob
ook/curious-incident-of-the-dog-inhttp://www.theaudi
the-night-time/218621
obookmart.com/aud
iobook.php?abid=B
K_RECO_000322
https://youtu.be/W3yk_T4WXhM
Background
• Autistic Spectrum Disorders: communication, imagination and
socialisation. We are all on it -AQ
• First described by Leo Kanner in 1943.
• ASD affects 1 in 100 people, approximately and is more prevalent in
males (National Autistic Society).
Some brain-based explanations
A) The
cortex
http://health.
ucsd.edu/
news/201
1/Pages/1
1-08autismneurons.a
spx
B) The limbic system
http://legacy.autism.com/medi
cal/limbic.htm
C) The cerebellum
http://www.autcom.org/articl
es/Cerebellum.html
Diagram Source: http://www.patient.co.uk/showdoc/21692469/
taking
everything
literally
excessive
talking or
no talking
at all
communicates
to express
needs only
unable to
interpret
signals and
moods
lack of eye
contact or
body language
Social
Communication
no understanding
of body language
/ facial expression
Lack of
interest in
others
irrelevant
aspects brought
into
conversation
passive in
conversation
Social
interaction
Autistic Spectrum
Disorders
(The Triad of
Impairments)
repetition
of
phrases
involved but
inappropriate
actions
Inability to
interpret
words
Difficulty in
making
friends
difficulty
accepting the
ideas of
others
inflexible in
behaviour
inability to
transfer
skills
What might it mean in
your lesson?
'role plays'
characters
Social
imagination
unable to
predict
situations
relies on
set
routines
aloof and
withdrawn
obsessive and
compulsive
tendencies
May annoy others in
group / be
misunderstood
Difficulty in
accessing group
activities / games
Unable to express
views and opinions
in discussion
Social
Communication
Takes no interest in
peers / shared work
Social
imagination
Cannot 'see'
reason for certain
activities / learning
outcomes
Odd, repetitive or
compulsive
behaviour, not
linked to lesson
Lack of participation
in lesson
Body language and
eye contact not
indicators of
learning
Social
interaction
Autistic Spectrum
Disorders
(The Triad of
Impairments)
Unable to accept
the views and
opinions of others
Inapproriate
behaviour leads to
exclusion by others
Cannot apply skills
learned to a new
situation
Refusal to access
learning materials
Inflexible if learning
situation / style
changes
Inability to infer
meaning in text or
speech
Literacy and language difficulties
Some learners on the autistic spectrum may have particular
difficulties with:
• Speaking and listening – following ‘conversational maxims’,
using/recognising paralinguistic features, prosodic features,
functions of speech, adopting different registers.
• Reading - understanding any ‘non-literal text’, inference,
de-coding unfamiliar words, idioms or figurative language,
unfamiliar typeface, using semantic reading cue.
• Writing - about other people, re-presenting information,
understanding text genre, phonically irregular spelling,
handwriting.