Leadership Programme - Teaching and Learning Teaching & Learning HWGA Publishing L. Observation Beyond Expected Progress Marking & Feedback A. Teachers Workload W. Scrutiny IS IT TYPICAL? L. Walk A GUIDE TO Engagement through Questioning LEARNERS Progress & Learn PUBLISHING O. Inspector How many are on board? How do you know? Leadership Programme - Teaching and Learning 14th October 2015

Discuss with the person next to you Do you see the same thing? What do you see? Look closely Discuss with the person next to you Do you see the same thing?

What do you see now? Students all see different things. Allowing all to engage in different ways requires careful planning and thorough questioning to get all thinking.

Differentiation to maximize progress and learning

What are the barriers to learning and progress? Differentiation What are the barriers to learning and progress? 3 strands to differentiation: Content: What the students learn Process: Activities used to assist the learning Products: Demonstration of learning

How are you differentiating in your classes. Is it the same every time How are you differentiating in your classes? Is it the same every time? Do you use a mixture of the approaches below? How do we differentiate whilst keeping planning and resourcing manageable?

Planning – Personalising the journey Process rather than Product Who will need support? Who will need challenge? Which students will learn well together? How will I group them? How will I manage the learning environment? What questions will I be asking?

8Angelou: Creative Strategy – No example dialogue box. Model with one volunteer and the teacher. Spontaneous improvisation Add challenge by merging two paired scenes together and switching roles. 9Bhutto: Lack confidence Strategy – Read example dialogue with one volunteer. Scripted to support students to self start. In 3’s instead of pairs to aid confidence. 9Meera: Lack control Strategy – Pre-plan 2/3’s ahead of lesson. Script stem or own version. Model from teacher. Separate space with chairs to aid movement.

Resourcing – Accessing information Scaffolding – Writing Frames & Methods Point Evidence Explain Link (PEEL) – English and Extended writing Identify, Describe, Evidence, Analyse (IDEA) - History Describe, Explain, Analyse, Link to audience (DEAL) – Drama Strengths, Weaknesses, Opportunities, Threats (SWOT) – Problem Solving VCOP – Vocabulary, Connectives, Openers, Punctuation Column Method – Maths

How do we know they know?

8Angelou: H/wk – Meet up with your partner and write a script using the correct layout on your chosen paired scenario. (no guidance – free writing) 9Meera: H/wk – Using the 3P’s layout your script individually using the given scenario. 9Bhutto: H/wk – Use the script stem to start you off and complete all the lines to the bottom of the page provided. Task: Creating your own script with the 3P’s People – Characters and Casting (at the top of the page) Place – Location and Setting (stage direction in brackets) Problem – Scenario and Action (write in dialogue and any actions in brackets) Sarah: I can’t believe my brother has told her everything. (sighs and looks at her friend)

In History with 7Meera for all to reach the same outcome using IDEA as a structure for some and targeting those who need a writing frame to differentiate resourcing for progress.

Pace – Avoiding holding them back Pace of learning Choice activities Different outcomes Different starting points Carousel activities Independent research Different thinking tools Less is more – restrictions can add challenge

Learning Styles: Do we appeal to all? Do we allow choice to present ideas differently? Do we know how they learn? What if only one student gets it? Do you make them wait for the rest to light up? How can you stagger starting points?

Task: Writing to persuade Students are to write a letter to the Head to persuade her to start school at 10am. How will you challenge and support the students to meet the task? Now choose your own resource and discuss with someone else on your table how you would differentiate using: Planning Resourcing Pace Scaffolding Instruction Outcome

Review learning objectives and adjust strategies Summary: The classroom teacher’s impact on learning Prerequisites :- Know your students General ability levels, prior learning, prior achievement, (including school/national data) interests, confidence Planning : Choose appropriate objectives – pupil-friendly language. Differentiate by outcome/task/process/response/groupings/levels of support. Deliver: By using a variety of teaching and learning styles. Use Assessment for Learning techniques. Scaffold thinking and make it clear how as well as what. Assess. Differentiate feedback/ self and peer assess/set SMART targets. Maintain records/data. Feedback through the books. Review learning objectives and adjust strategies Embedding differentiation in practice.