Inset Day: Differentiation

INSET DAY: REFLECTION

One Size Fits All? Differentiation for Effective Teaching and Learning: By Jennifer Nork

Overall, the day was useful in consolidating the knowledge and pedagogy that was taught during my PGCE year. Although this was useful, I would have liked the opportunity to learn some more "in-practice" techniques and resources I could use to aid differentiation on a day to day basis. In addition, much of the day focused on differentiating for poorly attaining pupils, specifically those with SEN rather than differentiation generally or for G&T pupils. While this is useful for this year, as I am teaching low attaining year three, from a long term perspective (being in a broadly mixed ability class) this was not as useful. Additionally, even within each class some children will be, in comparasion to their class mates "high attainers". The day, did however, generate more ways in which to utilise adult support staff and how my class in particular can be organised to allow minimal disruption to the majority, without detracting learning from the minority. 

To begin the day, we explored our individual and group understanding of differentiation using the snowball technique. Interestingly there was little variation in the definition within my group, and indeed between groups.

"Modifying the task, resources or outcome of an activity to allow it be accessed by all, allowing children to achieve their potential." 

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"Adapting pedagogy, learning and resources to meet the various needs of groups and individuals, allowing them to access the curriculum, ensuring they can reach their potential through both support and challenge."

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We then discussed the various obstacles which we perceived would have to overcome when differentiating effectively, before identifying possible solutions and catylsts which could facilitate differentiation. This was particularly interesting as we working with members of staff from varying years and schools and although some core obstacles were perceived throughout, opinions tended to be divided on many potential problems and there solutions. 

Perceived Obstacles

Pressure of SATS league tables/Inclusion of SEN Unit within League Tables (Ofsted)

Inflexible timetable - would like PPA jointly shared within year group

Not knowing needs of children (ESBD/SEN - Day-to-Day reactions)

Where does differentiation stop? It doesn't.....so when do we stop planning?

Time

Over Assessing

Lack of training in New Initiatives

Space

Government Targets

Time

Equipment

Range of difficulties

Number of pupils within catchment

Communication

We then moved onto discussing who differentiation was for. We created a list of the differences between pupils in our class. These lists were then used to discuss ways of coping with these differences and create a poster to share our groups ideas. Pictures of the posters are displayed below.

Within my pair we perceived these differences between pupils:

Ability Spread: 1c - 2a

Gender Mix: 6 girls, 15 boys

Speech and Language 

ADHD

ESBD

Child Protection

Looked After Children

Dyslexia

"Middle of the Range" Children

Sight / Hearing Impaired

EAL

EAL - Elective Mute

Autism

No Preschool Experience

Gifted and Talented

Not Fully Toilet Trained

This led our group to create this poster in which the teacher has to balance a diverse range of needs. High Attainers, Low Attainers, and Behavioural Issues tended to take up the majority of the teachers attention both in planning and during class, leaving the "middle of the range" children left to drift through each year of school. It was also discussed that it is no longer just the teacher who has sole responsibility for each child, rather a team of teachers, support staff, and specialists.

We were then given a chance to discuss our own differentiation with year groups and its subsequent effect on our planning.