Differntiation reading
- 1. Understanding Differentiation Teaching and Learning Materials VP-8 Assessment • Students should complete a page of their teaching report based on the topic that includes references. • Differentiated Activity Planning Template. • Differentiated Teaching materials • Classroom discussion/ debate on differentiation at TTC • Reflection on micro- lesson • Completed class/Padlet work
- 2. OVERVIEW A RANGE OF DIFFERENTIATED INSTRUCTIONS NO DIFFERENTIATION o Class works as a whole on most project and exercises o Group pacing o Group grading standards o Teacher believes that all the students need the same teaching/learning MICRO DIFFERNIATION o Adjusting questions in discussions o Encouraging individuals to take assignments further o Students pick their own work groups o Extra activities for students who finish early MACRO DIFFERENTAION o Expressed teacher attitude towards differences o Variable pacing o Planned variation in all aspects of teaching and learning o Consistent use of flexible groups o
- 3. Methods of Differentiation in the Classroom Differentiation is defined by the Training and Development Agency for Schools as ‘the process by which differences between learners are accommodated so that all students in a group have the best possible chance of learning’. One of the core methods of differentiation, differentiation by task, involves setting different tasks for students of different abilities. One way to achieve this may be to produce different sets of worksheets or exercises depending on students’ abilities. Collaborative learning has many well-documented benefits such as enabling shy students to participate more confidently in class, but it’s also a useful differentiation method. Small, mixed-ability groups allow lower achievers to take advantage of peer support whilst higher achievers gain the opportunity to organize and voice their thoughts for the benefit of the whole group. Grouping also allows roles to be allocated within the team which cater for each member’s abilities and learning needs. Is this good for the teacher/ student? I think this method is good for the student and the teacher because the teacher can differentiation the students, as they further develop the student level by worksheet or exercises. Is this good for the teacher/ student? I think this method is good for the student and the teacher because it facilitates the teacher to deliver the information to all students faster and also students who did not understand for teacher, by cooperative learning will understood.
- 4. In this method it’s important to recognize that some students can work with more advanced materials than others, and that it is possible to use multiple materials in order to approach a topic from different angles. This means that while some may require quite basic texts with illustrations, others are capable of working with more advanced vocabulary and complex ideas. In the traditional classroom, activities are completed at the same time, without thinking about the level of difficulty for some students. The result is that more advanced learners can be held back because of the speed of the less able ones, and at the other end of the scale, some may simply find it impossible to keep up. When differentiation is used in lesson planning, the available time is used flexibly in order to meet all students’ needs. Students who quickly grasp core activities need not be held back because their classmates need to spend more time on the fundamentals of a topic. They can instead be allocated more challenging tasks in order to develop a deeper understanding of the subject matter or even to progress through the set course more quickly. Is this good for the teacher/ student? This is very good for the teacher because the teacher has many materials to teach the lesson to the students also in order to convey the idea well to the student. Is this good for the teacher/ student? This is not good for the teacher and also not good for some students, because the teacher needs to communicate the information to three levels of students during the lecture and this is somewhat difficult, and also students of lower level difficult to understand in a short period of time.
- 5. Differentiation by outcome is a technique whereby all students undertake the same task but a variety of results is expected and acceptable. For example, the teacher sets a task but instead of working towards a single ‘right’ answer, the students arrive at a personalized outcome depending on their level of ability. In the differentiated classroom, rather than assessment taking place at the end of learning, students are assessed on an on-going basis so that teaching, and indeed the other methods of differentiation, can be continuously adjusted according to the learners’ needs. Differentiation in the classroom is all about understanding that we are dealing with a group of diverse individuals and adapting our teaching to ensure that all of them have access to learn. It should be an on- going and flexible process which not only profiles students initially but also recognizes progress and areas for improvement and adjusts accordingly to ensure learning needs continue to be met. In short, it shifts the focus from teaching a subject to teaching the students. Is this good for the teacher/ student? This is good for students because they will work as groups and look for the same task and in the end, they will get a lot of information. Is this good for the teacher/ student? This is good for the student more than the teacher because the student can develop himself in continuous assessment and this is better than it Rather than assessment taking place at the end of learning.
- 7. TASK Discuss the benefits and limitations of using differentiation in class. Consider the following points: Benefits 1. It meets the needs of diverse learners. (Here is a student-centered approach.) 2. It accommodates the students with learning disabilities. 3. It stimulates creativity by helping learners to understand the ideas rather than rote memorization. 4. It can raise the bar for all learners. 5. It can motivate the unmotivated learners. Limitations 1. listener's must remember. 2. easy to overload on info. 3. can’t pause it live. 4. Time management issues. • Should all teachers at the TTC use it? Yes, all teachers should use it. • Would you use differentiation when you are teaching? Why? Yes, I would use it. Because all students will understand the lesson • Which type of differentiation works best in your opinion? I think this is type (Small, mixed-ability groups) is work best, this type is good for the student and the teacher because it facilitates the teacher to deliver the information to all students faster and also students who did not understand for teacher, by cooperative learning will understood. ➢ Your work should include a minimum of 2 references. Semeria, Chuck. "Supporting differentiated service classes: queue scheduling disciplines." Juniper networks (2001): 11-14.
- 8. Differentiated Activity Planning Template Whole Group Intro Activity Group work worksheet Exercises What will all students do? Focus with teacher Attention with teacher Answer questions Write code with teacher Ask a teacher if don’t understood. At this level, the level of students is good where they can understand the lesson faster than other levels and this facilitates the teacher to deliver the information to them. At this level, the teacher must work in groups and do more exercises, and the teacher should ask the good student to explain to the lower level students in the group. At this level, the teacher should communicate the information more and return the most difficult point and ask the students whether they understood the lesson or not. TIER 1 TIER 2 TIER 3 KEY CONCEPT Introduction about manipulating data. Insert into statement. Update statement. Delete from statement. Drop statement. Pre- Assessment Task I did quiz for students by quizizz website and I will use it second time.