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Providing differentiation through collaborative learning for able students Ian Warwick, LGT Senior Director [email_address]
What do we really mean by differentiation?
The input of teaching and learning ,[object Object],[object Object],[object Object],[object Object]
Effective Differentiation? Conceptual based teaching ,[object Object],[object Object],[object Object]
Effective differentiation? ,[object Object],[object Object],[object Object]
Effective differentiation? ,[object Object],[object Object],[object Object],[object Object],[object Object]
So what’s the problem? ,[object Object],[object Object]
Differentiation issues ,[object Object],[object Object],[object Object],[object Object],[object Object]
10 ways to think about differentiation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],How can we use  a range of methods  to allow differentiation to occur for gifted and talented learners? What is a useful language base to use to describe what we do?
Blue Velvet Clip ,[object Object],[object Object]
Ten ways to think about differentiation Different… Benefits Questions Research ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Dialogue ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Grouping ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Ten ways to think about differentiation Different… Benefits Questions Task ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Resource ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Ten ways to think about differentiation Different… Benefits Questions Pace (sequence) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Support ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Extension ,[object Object],[object Object],[object Object],[object Object],[object Object],Self-direction/ negotiation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
According to QCA able children like: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Unhelpful approaches ,[object Object],[object Object],[object Object],[object Object]
Unhelpful approaches ,[object Object],[object Object],[object Object],[object Object]
Effective Differentiation? ,[object Object],[object Object]
High challenge by design - Rich tasks… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Homepage  www.londongt.org
Student resource launcher page
Promoting literacy: How Do You Mean?... ,[object Object],[object Object],[object Object],[object Object],www.londongt.org/local/howDoYouMean/
Activator or facilitator?
What does the research tell us?
A broader view includes all of these too…
High challenge, low threshold learning High challenge High threshold Low threshold A C B D Low challenge What makes for a high access threshold? e.g. prior learning, individual barriers, teacher capacity or confidence How can we lower access thresholds or barriers? e.g. differentiation, thinking, questioning, cognitive skills What does high challenge learning look like? e.g. self-direction and choice, risk-taking, cognitive conflict, ambiguity, unintended outcomes When does low demand learning make sense? e.g. consolidating  knowledge, relaxing
High challenge/low threshold learning Teaching thinking - zones of relevance Irrelevant items Points made but  not relevant  at all for this case/question 4 For research Read, reference or clarify to decide on relevance/ importance 3 Potentially relevant   [Relevant, but not to be used] May relate to the issue, but are not relevant or important to this answer 2 Zone of Relevance This material will be used in the answer. Prioritise it and establish a chain of thought. 1
Thinking Maps context/frame of reference
DVD segment – advanced learners ,[object Object],[object Object],English Literal vs. metaphorical language Idiom Quality of expression
Academic language – accessing challenge ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
Academic Word List ,[object Object],[object Object],[object Object]
DVD segment – developing academic language ,[object Object],[object Object]
High Challenge for English ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
More able students… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Higher order skills ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Student involvement ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Student questioning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Plenary activities to develop self-assessment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Raising the aspirations and achievements of London’s students Ian Warwick, LGT Senior Director ian.warwick@londongt,org

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Birmingham Differentiating Learning Optimus For Gt Students

  • 1. Providing differentiation through collaborative learning for able students Ian Warwick, LGT Senior Director [email_address]
  • 2. What do we really mean by differentiation?
  • 3.
  • 4.
  • 5.
  • 6.
  • 7.
  • 8.
  • 9.
  • 10.
  • 11.
  • 12.
  • 13.
  • 14.
  • 15.
  • 16.
  • 17.
  • 18.
  • 21.
  • 23. What does the research tell us?
  • 24. A broader view includes all of these too…
  • 25. High challenge, low threshold learning High challenge High threshold Low threshold A C B D Low challenge What makes for a high access threshold? e.g. prior learning, individual barriers, teacher capacity or confidence How can we lower access thresholds or barriers? e.g. differentiation, thinking, questioning, cognitive skills What does high challenge learning look like? e.g. self-direction and choice, risk-taking, cognitive conflict, ambiguity, unintended outcomes When does low demand learning make sense? e.g. consolidating knowledge, relaxing
  • 26. High challenge/low threshold learning Teaching thinking - zones of relevance Irrelevant items Points made but not relevant at all for this case/question 4 For research Read, reference or clarify to decide on relevance/ importance 3 Potentially relevant [Relevant, but not to be used] May relate to the issue, but are not relevant or important to this answer 2 Zone of Relevance This material will be used in the answer. Prioritise it and establish a chain of thought. 1
  • 28.
  • 29.
  • 30.  
  • 31.
  • 32.
  • 33.
  • 34.
  • 35.
  • 36.
  • 37.
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  • 39. Raising the aspirations and achievements of London’s students Ian Warwick, LGT Senior Director ian.warwick@londongt,org