1. 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

2. 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?

3. 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.

4. Differentiation to maximize progress and learning

5. 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

6. 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?

7. 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?

8. 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.

9. 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

10. How do we know they know?

11. 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)

12. 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.

13. 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

14. 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?

15. 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

16. 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.