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Differentiation

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by

Suzy Hails

on 6 June 2013

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Transcript of Differentiation

How Differentiation is Implemented in my setting Reception class of 28 children
Class teacher, teaching assistant and one-to-one support
4 'ability groups' for focus tasks (LA, LM, HM, HA)
Equipment and resources
Language used
Adult support
Learning environment
Plan Do Review (High/Scope) Different Needs of Children Impact of SEN: Code of Practice (DfES, 2001) on mainstream classrooms What is Differentiation? 'In a differentiated classroom, the teacher proactively
plans and carries out varied approaches to content, process and product in anticipation of and response to student differences in readiness, interests and individual needs.'
- Tomlinson (2001) Planning and Assessment Planning done by the three reception teachers
Feedback to class teacher
Observations during PDR
Future planning Visit to Another Setting Creche located within a private sports club
Ages 6 weeks to 11
Child initiated (Montessori)
Higher child:adult ratio
All resources accessible
Different types of equipment
Environment
Special Needs The Future Government proposals to reform SEN system
More inclusion Demonstrate differentiation within planning and assessment, to meet the needs of individual children. Share examples of your practice with colleagues and collect examples of good practice Learning for all Special Educational Needs:
(autism, ADHD) emotional & behavioural difficulties gender background EAL religion likes & dislikes References Suzy Hails Reflections Gardner's Multiple Intelligences (Gardner, 1983)
Practicalities within my setting (PDR etc)
Language used ('ability' vs. 'attaining')
Whole class vs. small groups
Product-based rather than process focused adapted from Tomlinson (2001) by http://secondarycontent.pbworks.com/w/page/9977619/Tiering "...in differentiating the curriculum, teachers are not dispensers of knowledge but organisers of learning opportunities."
- Tomlinson (2001) “We have to go from what is essentially an industrial model of education, a manufacturing model, which is based on linearity and conformity and batching people. We have to move to a model that is based more on principles of agriculture. We have to recognize that human flourishing is not a mechanical process; it's an organic process. And you cannot predict the outcome of human development. All you can do, like a farmer, is create the conditions under which they will begin to flourish.”
- Robinson (2011) Department for Education and Skills (DfES). (2001) The Special Educational Needs (SEN) Code of Practice. London: DfES.

Gardner, H. (1983) Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.

Robinson, K. (2011) Bring on the learning revolution! (accessed at http://occupythefuture.com/2011/12/10/thoughts-on-the-future-of-education-by-gosia-winter/)

Tomlinson, C. (2001) How to differentiate instruction in mixed-ability classrooms. 2nd Edition. New Jersey: Pearson Merrill Prentice Hall.
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