#ukedchat Archive
Join teachers and educationalists for #ukedchat each Thursday between 8-9 pm GMT for Edu chat. Education news, resources, and @UKEdSch website with @UKEdMag
Thursday June 16, 2016
Welcome to - This week, the focus is on DIFFERENTIATION - Joining in? Remember the -> <- tag and chat with eachother
Welcome to - This week, the focus is on DIFFERENTIATION - Joining in? Remember the -> <- tag and chat with eachother
It's 8pm and time for . Topic: differentiation for all. Question one coming up. Who are you & from where? https://t.co/6sjJKhW3sH
- Question 1:
Is differentiation even desirable? Why (why not)?
I think differentiation holds kids back, regardless of ability. It's as simple as that.
Q1-yes differentiation is desirable. Children and learning are not uniform-teaching shouldn't be either.
Simply perhaps, but could you explain for the group?
Join today's topic of Differentiationon .
We ask our children to adapt to school in so many ways. Why not the 'pitch' of a lesson?
Question 1 for :
Is differentiation even desirable? Why (why not)?
Is that evidence-based or own experience or...?
That's precisely why! If they're adapting to rules, locations, teaching styles, their learning needs to be catered!
A1. Of course! Each child has different needs and learns in different ways.
A1-Differentiation should provide multiple ways to achieve the outcome.
+ What gets the most out of students?Making them feel off balance and struggling just to access the lesson or engagement?
many different ways to differentiate and all have their place while teaching. It's essential to give all access to the curriculum
Could you expand on that a little?
differentiation that allows all students to engage with the lesson yes. For the sake of it no.
how do you think differentiation holds pupils back (A1) .
tonights topic - Differentiation
tonights topic - Differentiation
What is the single most important factor when choosing an interactive flat panel?
Desirable- For whom? Chd/ Teacher?
Definitely. Helps with classroom management, instruction, motivation & so much more if done correctly
A1 differentiation is required - how overt it is can be a matter for discourse but if you teach a wide ability range
- Question 2:
How do you ensure differentiation works in your classroom?
"For more than 20 years, we've supported schools, with family values at our core."
, what do you think? https://t.co/sarC9e5dFl
A1 ...all children will have a range of skills, needs and independence as starting blocks and we should allow for that
Q2 Making looking at progress within the lesson
don't always need to differentiate by task - but we all differentiate by support given & expectation, that's what teaching is
agree Paul, essential to reach every child so all can learn in their own way and at own pace. https://t.co/NiE5EyuLyI
many different ways to differentiate and all have their place while teaching. It's essential to give all access to the curriculum
A2 Know your Ls, get to know them and try to understand their needs; involvement, engagement is key to I think,
:
Many different ways to differentiate. It's essential to give all access to the curriculum.
https://t.co/teGltfae85
A1 - Absolutely, not for the sake of it but so that activities and the environment suit the needs of the students
Desirable for all, becomes more natural as you get to know pupils well. https://t.co/WfRYknw2Bu
Desirable- For whom? Chd/ Teacher?
q2 learning outcomes, range of tasks, frequent use of AFL, flipped learning tasks and loads of peer/group interaction.
Differentiation is important within certain lessons. Also important that sometimes there is collective work.
A2 I have used different target based systems in school to develop a common language on what is being looked for in outcomes
Do you feel that many teachers are going through the 'differentiation' motions?
Q1. co-creation of the learning with teacher and learner forming a partnership should be explored.
A2 You know diff is effective when progress frm starting points for all groups isn't a lottery-high expectations for ALL
A2 my strongest strategy used to date has to be which most pupils found easy as a concept to access
English students: there is a very interesting chat going on right now: is the hashtag; topic = !
Obvious but yes, involving the student in their learning and checking their understanding is paramount https://t.co/C8djzxIr3X
I'd be interested to know more Andy
when I have set tasks I have offered your option of target choice, it's their starting point where I support
agree. Too many educators look only at outcomes. Conversations with chd can be so telling
Question 2 :
How do you ensure differentiation works in your classroom?
this has linked to my school's post level system linked to criteria based expectations so a common language
Q2 - we follow a scheme that shows some good examples.
differentiation through mixed ability groups
differentiation works when ALL pupils feel they have achieved in a particular task.
How will leaving the EU affect education?
Differentiation through choice. Sometime I give the children a choice which Challenge they want to start on.
Another good idea! https://t.co/bsdG4FGbyI
when I have set tasks I have offered your option of target choice, it's their starting point where I support
fundamentally knowing your students well I think ensures that differentiation works in any classroom
a1 in some cases yes, in others no. Depends.
sometimes definitely but also through mixed ability groups or pairs with peer support - the mix is important I think
You may not be aware, but 8-9pm on Thursdays is the . Could you stick with the topic pls? https://t.co/7ncksWX4Nk
It's 8pm and time for . Topic: differentiation for all. Question one coming up. Who are you & from where? https://t.co/6sjJKhW3sH
a knowledge of your class is paramount to success.
I like that - not so good at this myself, like to feel in control too much!!
We use this too-really works! They're not being labelled as 'struggling' or 'confident.' ☺️ https://t.co/2tWA7EeTZC
Differentiation through choice. Sometime I give the children a choice which Challenge they want to start on.
A1-I refer to comment made last week-No lids on kids! My class now chant this. Differentiation should liberate not limit!
A2 for any system to support pupils and develop high expectations and maintain communication - a shared language is key
you need to trust your chd to pick an appropriate challenge.
We are working on differentiation in focus groups at moment, interesting challenge whe students learn online!
I think that a lot of kids these days often lack the desire to do their best, and that things like differentiation don't help.
Could you give some examples from your own teaching?
Good point https://t.co/qcfIMTmhNN
I think that a lot of kids these days often lack the desire to do their best, and that things like differentiation don't help.
Good point https://t.co/eDTDeLWsHB
I think that a lot of kids these days often lack the desire to do their best, and that things like differentiation don't help.
- Question 3:
With the constraints we face, is true personalised learning possible?
Obviously need to get back into my groove - like this saying https://t.co/E03rgYkhUx
A1-I refer to comment made last week-No lids on kids! My class now chant this. Differentiation should liberate not limit!
Some really great ideas here! https://t.co/9l2Y5L497h
We are working on differentiation in focus groups at moment, interesting challenge whe students learn online!
depends on the amount of effort we as professional are willing to put in?
a2 by tailoring it to children's needs and using different methods.
https://t.co/LupDkCZK9t
definitely agree. The key is knowing your learners and what support they need to benefit from planned session.
personalised learning: takes time to set up but once established can be very beneficial
Yes they choose a challenge that feel confident about, encouraged to push themselves too.
I'm going to make it a personal focus for next school year
definitely. Some need more “guidance” than others :-)
A2 through supporting, questioning, setting extension tasks/questions we can push pupils to higher tasks where they are reluctant
I'd try removing the labels-use different colours each time-just so as not to relabel with another label https://t.co/51IiDCyp7r
we use; swimming, drowning etc.
wow! Only a week! :-) Lucky you
this is the language the children use. They can they self regulate the challenges they pick.
you're right it's an almost impossible situation to really show what you can do - prior knowledge needed
Sets of some clubs and for
no. not the time. But if you know learners you can adapt fairly easily. I.e. colour paper, pair with confident partner.
Yep! I like it too! Lovely to get the kids saying it, positive and has a belief that they can achieve.
could put in different boxes/shapes to avoid labels.
Question3 - :
With the constraints we face, is true personalised learning possible?
Is this personalised learning to just adjustments in the curriculum
A3, it should be if you want the best results for chn, but not always as easy as it sounds unless you keep it realistic
A3 Oh yes it is (agreed: constraints etc) but with on our side, this is perfectly possible, eg flipping the classroom!
definitely - extension tasks, challenges are the key to extending high achieving kids - I put hints in sealed envelopes!
I suppose it depends on what this question means by 'constraints'. Legislation? SLT pressure? Or something else?
A3: No. And never more so than right now. Unless your needs are extreme, personalised learning only exists in dreamland.
Is this personalised learning or just adjustments in the curriculum
if I know my input has had an impact for most over time (key factor) then I should identify obstacles
all work to same objective but diff allows all to reach it. At other times they choose own level of challenge.
Our new platform has emoticons, students can tell us minute by minute if they are understanding or not. https://t.co/XmNjxzc7Q6
Q3 Large groups, heavy curriculum demands, ill-suited qualifications are challenges. Tough, but always strived for!
https://t.co/m353WiLtrU
"Progress is catching up,filling gaps,deepening understanding,overcoming barriers" -key things we need to identify
But I think it is still possible as long as it is the ethis of the whole school.
sorry to hear that Diane - put it down to experience, learn from it and move on - become better because of it!
diff thru questioning really powerful.
have you seen the grid that developed
not always, but sometimes something as simple as personalising through questioning can make all the difference
A2 if all students show engagement, learning and progress.
A3. can be achieved with large grps.Using ICT in learning, teaching and assessment to support you/learners
A3 learning is limited by the time factor. We can aspire to individual support for all.
- Question 4:
How many levels of differentiation do your normally plan for? Is it manageable?
a3 constraints in what form?
A4 Normally, I try to have max. groups. In practice, a lesson w/ works best (in my opinion) with two groups .
Which constraints do you believe act as a barrier?
A3-Yes. If you've thought about how each child will succeed in the lesson, no matter what else is put into it, it's personalised.
Totally agree, pick your moments too. This takes sensitivity and knowledge of your class. https://t.co/9yO3laOMlg
not always, but sometimes something as simple as personalising through questioning can make all the difference
same, the is broken into regions, of which I mange the East Midland branch.
A4-3 as a rule, with more depending on individual needs. Depends on subject too
there are lots of other regions all promoting the
q4 depends on the range of the group. I would aim for 3 (manageable),if groups are mixed ability, more may be needed(?).
all of what I mentioned in my previous tweet. But as I said, if the whole school buys in, it's easier.
find this easy in English as can have one objective but can break it down to at least 5 levels without isolating kids
I meant "a maximum of four groups" in my previous tweet ... Too fast, unfortunately ... Sorry https://t.co/0G7lnEhNHk A4
A4 Normally, I try to have max. groups. In practice, a lesson w/ works best (in my opinion) with two groups .
I think too many different stages can confuse the chd. Definitely confuses the teachers
5? that seems a lot. How do you group them?
Question 4 - :
How many levels of differentiation do your normally plan for? Is it manageable?
A4 depends on language set being used in current school has system where could be 4 stages in one class, 3 in another
A4: In my main teaching group of 11, try to not have more than 5 activities but then differentiate through support
a4 depends. If teachers always plan for same amount of levels there may be a problem.
A4 if there is a common criteria expectation for certain "standards" that are overt then a wider range of stages is possible
no. The regional accounts sometimes host. There purpose is to promote education in their region under
so same text but differentiated tasks or questions - differentiated questions very simple yet very effective
I don't think that was a commercial-it was an AFL strategy used for differentiation when learning online.
A4 as I and many others have said before over the years it is about clear communication between teachers and pupils.Across school
understand now. I thought you meant 5 completely different tasks.
differentiating by task - no more than 3, then differentiate by support and expectation + technology where appropriate
's Q5 is coming up ... Please, remember to use the hashtag and A5 to reply to this chat's fifth question ...
does it depend on age? Bff in primary plans for 3-4. Me in fe, 1 per each level I teach with individual adjustments.
indeed as it could be used in classrooms too, sort of thumbs up/down!
- Question 5:
Marking and differentiation. How does this work in your classroom?
A4 it really depends on the main objective I think being flexible can be a challenge for teacher but will yield the best results
would like to see these grids please!!
more often though differentiation is by support, peer support, questioning, expectation & technology - depends on the subject
A1 → A6: can happen in so many ways and it depends on many factors, as well: group (character/size), subject...
Absolutely-I used to do lollipop stick traffic lights as a quick visual check-Ss hold them up! Great at KS2/3
Agreed, so many factors to consider but as always needs of individuals must the at heart of our plans. https://t.co/mZiyFbksqK
more often though differentiation is by support, peer support, questioning, expectation & technology - depends on the subject
It all depends, A5, on the type of test (and test audience), e.g. placement tests, test for mixed-ability groups, etc.
Question 5 -
Marking and differentiation. How does this work in your classroom?
3 levels presented as challenges for children to identify their own learning activity
I think marking a placement test during a lesson of "flipping the classr" can be useful, but time-wasting must be avoided [1/2],eg
Could you explain your reasoning?
A5 Firstly marking the task set & then using feedback to reinforce students or move student's learning on at right level for them
... (A5 c'd) by playing a sound or video fragment while teacher corrects. The fragment has its value for further activities [2/2]
A5-oral,peer,written,recorded on digital portfolios. Mix it up to keep it meaningful & avoid heavy workloads
Why is 3 the magic number?
Q5 unless a terminal exam, marking needs to be a tool for learning-help ALL Ss feel proud of progress & how to improve
A5 to make marking viable - select key tasks to teacher mark. Using common language, self & peer assessment, how helped me
Why? Differentiation doesn't negate resilience.
trad 3 levels are what tchrs tend to provide...but is that really tailoring learning for all 'enough'? Just questioning
- Question 6:
What does personalised learning look like in your classroom?
In last a5 comment I meant ( completely different to what # solo brings up)
if you then support where needed and use questioning carefully then it should be.
Yes! Nothing succeeds like success... https://t.co/5UUW3ykwFN
Q5 unless a terminal exam, marking needs to be a tool for learning-help ALL Ss feel proud of progress & how to improve
it's often harder than they first think. They need coaching in effective peer assmt
in extreme individual cases there might need to be more task differentiation though
one of key aspects I focus on is literacy accuracy and get pupils to aspire for better consistency
. In class peer marking with me scanning to see if demonstrating knowledge and skills of individual target levels.
use of mastery learning allowing Ss to work on areas lacking knowledge identified after formative assessment
A6 It makes me feel that it's the only correct way of teaching.
Take this as an example: I teach languages & I' ve seen (1/2)
self and peer assessment definitely need to be developed over time with support to allow consistency for all
A5-3 Ms of marking: meaningful, manageable and motivating.
Yes, agreed but they get really good at it and then learn from one another.
I don't see how 'desire to achieve' and differentiation in class are connected - can you explain?
have always admired strength of mastery work in PE. Some other subjects harder to split needs to acquire
trailing impact of verbal -chn receive at least 1 time a week-year 6 tchr's marking cut dramatically!Progress evident
Think differentiation is overrated in maths, high standards should be expected of all students, same end goal for everyone
so many different Ls' profiles. I ≠ good @ cooking. Imagine me in non-differentiated group for cooking lessons? No way! (2/2) A6
Looking at the needs of individuals - adapting and reshaping, as needed https://t.co/S7f2r93k61
- Question 6:
What does personalised learning look like in your classroom?
Q6 individual measuring of each outcome to gauge how student are progressing and address concerns/issues immediately.
Question 6 - :
What does personalised learning look like in your classroom?
regular book looks & using this to plan to address gaps. Written feedback = a Personalised Q they have to respond to
sounds good, they can learn so much from this.
as a parent of a child with I would find this aspiration impossible and a cause for concern
Start: intro for all. Then, quiz (in fact placement test, but avoid this term) for groups. Then, work (1/2)
addressing concerns whilst they're working with verbal feedback rather than always waiting until after the end product
I can see just how well this would work.
It’s amazing how much you can challenge them when you have developed a positive relationship with them https://t.co/Vmbv4zsU0H
Often activities maybe very subtly different. My class are very good at trying a challenge and don't opt for something too easy
& preferrably with the system of Flipping the classroom!
https://t.co/yNUGvkbqJ5 I have had such great experience: I'm convinced!
Depending on the system (flipped classroom or not): instructions here/there or for all. Exercises? Only at level! (2/2)
Agreed verbal feedback is much faster as long as Ido not to have evidence it and just get on with it. https://t.co/wIgLjc4PEI
addressing concerns whilst they're working with verbal feedback rather than always waiting until after the end product
A6-When u know your Chn well, you can weave in topics they're interested in & can relate to! Stay !
completely- nothing worse than a verbal feedback stamp!! Outcomes speak for themselves if verbal is effective
A6 Knowing exactly what the S needs to achieve and using task, support, tech, resources, questioning etc to ensure they get there
