1. Effective Differentiation

2. Staged Intervention Specialist Support at Stage 3 Specialist pathways provided by more than one agency. Targeted Support at Stage 2 Universal Services provide targeted support when a need has been identified and cannot be met through provision of what is generally available in the mainstream classroom. Universal Support at Stage 1 All children will have access to universal services when a need has been identified.

3. Exploring the Staged Intervention Framework Need for increased flexibility due to the need for ‘reasonable adjustments’ to be made at Universal, Targeted and Specialist Stages UNIVERSAL – effective class differentiation TARGETED – individualised approaches to support wellbeing SPECIALIST - planning appropriate pathways dependant upon wellbeing needs

4. What is effective differentiation? Take a moment to collaborate with colleagues to agree on a definition of differentiation

5. Differentiation ‘Responding constructively to what learners know’ Blooms helps teachers design a mix of achievable (surface learning) and stretching (deep learning) tasks. All abilities need access to more stretching tasks to be effective learners.

6. Differentiation What do teachers need to know to differentiate effectively?

7. To differentiate effectively you need to: have a positive relationship with learners and understand their interests, preferred learning styles and any adaptions they require to be successful understand baseline data and keep this under constant review not impose ceilings and have high expectations of all value and encourage pupil voice including routinely engaging in personal learning planning Have good subject knowledge and have embedded AifL  What do pupils currently know  What do they need to know  How will they learn best  How will I assess Leave egos outside the classroom Have a good knowledge of different approaches to differentiation Be reflective of learning and using it!

9. Approaches to differentiation Differentiate the whole class activity/process/product Different success criteria Different levels of support/scaffolding to vary complexity Different open ended tasks to reduce dead time and reduce the ‘ceiling’ A tiered approach where children self selects tasks depending upon confidence levels and motivation Different teaching methods used Different resources to reinforce prior learning Different plenary

10. Approaches to differentiation Differentiate the task using ability grouping Group learning intentions and success criteria Vary focus depending upon the specific needs of the group Varying levels of support prior, during and the after the task to check understanding including curriculum compacting where necessary to ensure the very able have sufficient challenge Self-selected independent tasks for some children Team teaching (SFL or stage partners) Effective use of IT

11. Approaches to differentiation Differentiate the environment Carefully selected groupings using collaborative learning approaches Clearly defined goals, skills and roles with AifL embedded Time taken to make the learning experience ‘safe’ for all (consider the dyslexic child…will we ask them to be the recorder?)

12. Making Differentiation manageable You will need to carefully manage your time and consider how to best use your time over the course of the lesson Consider: Materials Approach/activity linked to Blooms Levels of support required Expected outcomes Approaches to assessment

13. Consider these scenarios…what would be most appropriate? A P5 child with a reading age of 5years 1 month A S3 child who has Autism and can’t currently cope with any group activity A P6 child who is severely dyslexic and has only just started to ‘develop’ at first level in literacy A S5 pupil who is functioning at Nat 1 level in mathematics A S1 pupil who has significant attachment issues and can’t trust anyone

14. Planning for differentiation Approach for the group (whole class, ability group, environmental adaption) MaterialsLevels of support/direct teaching Expected outcomes and assessment

15. ‘ There is nothing more unequal that the equal treatment of unequals’ Thomas Jefferson

16. ‘The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual, and thus to feel justified in teaching them the same subjects in the same ways’ Howard Gardner

17. ‘Everybody is a genius. But if you judge a fish by its ability to climb a ladder, it will live its whole life believing its stupid’ Albert Einstein

18. Reflect on all you have heard today. What are you going to try or do differently?