| Description |
1 online resource (131 pages) |
| Series |
Teachers' Pocketbooks |
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Teachers' Pocketbooks
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| Contents |
Cover; Copyright Notice; Enjoy the read!; Title page; Publisher; Contents; Foreword; W h y D i f f e r e n t i a t e?; What is differentiation?; A definition -- or two; Why does differentiation matter?; But don't believe everything you read ... ; The benefits; Each child is different; each learner is different; Progress; Flow; Flow -- getting the balance right; Creating flow; Creating opportunity; A b i l i t y, P o t e n t i a l a n d D i f f e r e n c e; Your starting point; Getting it just right; What is ability?; What do we know about ability?; Ability is too complex to grasp |
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Fixed and growth mindsetsHow to differentiate for ability, not by ability; Stretch and support; Potential, not performance; The Zone of Proximal Development; Differentiating for learning potential; Ability and learning potential; How else should we approach differentiation?; Mind the gap; Learning for girls and boys; The impact of background; Learning styles theory; Learning styles and differentiation; Learning preferences; Individual interest; Supporting individual talents and passions; S t r u c t u r i n g L e a r n i n g; Planning for differentiation; Being creative with the curriculum |
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Developing choice within the curriculumDeveloping your match-making skills; Swapping and mixing; Differentiation by outcome; Making differentiation by outcome work; Setting different tasks; The sum of the parts ... ; Tasks to improve accessibility; Homework tasks; Differentiated resources; Resource types; Getting the starting point right; Maximising potential progress; Layering objectives; Learning objectives and starting points; Starters; How to phrase your learning objectives; What did you learn today?; Meta-cognitive plenaries; The end of the beginning? |
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Thinking skills -- problems, problems, problemsInductive learning; Bloom's taxonomy; R e f i n i n g L e a r n i n g; Ready, steady, go!; Ready, steady, slow!; Planning choice; Why choice?; Invite negotiation without losing control; Fostering negotiation; Closed and open questions; Follow-up questions; How long can you wait?; Dynamic discussion; Modelling; Using modelling to support differentiation; Dialogue and language; G r o u p s a n d G r o u p i n g; Setting; Differentiation through 'ability' grouping; Choosing groups; Who chooses, and why?; Some groups and when to use them |
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More groups and when to use themDifferentiating through group roles; Rainbow groups; Envoys; Triads; De Bono's Hats; Guided learning; Guided learning at work; C h a l l e n g e a n d S u p p o r t; Support and challenge for all; Overcoming obstacles; Supporting students with SEN; Students supporting each other; Learning buddies; Extending learning; Quality, not quantity; Differentiation by extension; Extra-curricular enrichment; Master classes and trips; An enriched curriculum; Using display to support learning; How far can your students leap?; A s s e s s m e n t a n d F e e d b a c k |
| Summary |
A glance at the history books or the pages of a Dickens novel reminds us how far education has come since the days when pupils sat silently in rows memorising knowledge imparted by the teacher. Learning was passive, and only gender and social class affected provision. In today's schools learning is at the centre of what we do and differentiation - the process of modifying a lesson or part of a lesson for one or some of the learners - is a fundamental part of teaching. Turning theory into practice and including 20 key types of differentiation, this Pocketbook is about planning and teaching |
| Notes |
Assessment mode |
| Bibliography |
Includes bibliographical references (page 126) |
| Notes |
Print version record |
| Subject |
Individualized instruction -- Great Britain -- Case studies
|
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EDUCATION -- Administration -- General.
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EDUCATION -- Organizations & Institutions.
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Individualized instruction
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Great Britain
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| Genre/Form |
Case studies
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| Form |
Electronic book
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| ISBN |
9781908284785 |
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1908284781 |
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