E$-ki1*A5h+E2IF$=n9u+>GT,+>7^WE-670A9Di60ekL-06/1SF`[t$F`8HX0f:(, Q%_;td7ZII"N&jIHWcbdnlB=q'S4cYaY)BnWJOQR\MffhFD)=4@;B\^c0V!gOUel4 ]KH ^/GFM3$6"-U%MYC? qu!%0!8)#M$o@mCZe.9A>JY7/UV9\BX>JS2\2D"Q+#GY?R!gODMQSMrFEPQuj#RN*=/ktaRq0imK^8(aGO1j9=[:F"RT='c^)L"DDg8F@_pne)i`u$s?p[Z&@Cq3R5k$;a4 Qj&&g9g!;Uf-a! S+5_!jso:@ CAnfl%&a*j>@Ga(fIZ]Oc?o#p_HVfKSG]+TR2.$57C5 =h.TGZOXdUXI"mq8g*R[AsRi;O.ZfED#8R?-NmHr;OR(K8GWu3THF"8s/M[$C^*Ml �ȼ���-��JȒ�Ux��Fe`�V�F�5F�� �v��P*�a����zT���Jm�b�����ζe�V�1\_�����h�%p�6k8WmS�i]òYWe�aP?tp��y���0�|�����>�_�_���������n]Ԗ�$v�R�>����i��?�K�r2��l�ea��FJp NOT$c5/l!S;r+4&&aIK2bX 3iEZF"j%t(X]-RN?,r`Gkmg;B-i@Bl?IoZX;ff[;J=0*^JPP=er5tkt!M623crtj* T3X!%og.DglfQ8Rc!5JoM")9/RR(]i.Z;Ro&jgK$O`:!_^WT^AqI]5h+RpbHMG= O@CQK(LCfudD<52nn0hI:.,mb7M4`0^?kkXk4cao?aa_<2Y*^a#Tf5Cp,2"_Ym1t; •Assessment is most common at the end of learning to see “who got it” •A relatively narrow sense of intelligence prevails •Coverage of curriculum guides drives instruction •Whole class instruction dominates •A single text prevails AeCjR2_c_/7)rnacS Ask the)Tj 0 -1.364 TD (contributors to explain their word also. Organising your classroom 5 What might a differentiated classroom look like? DffQ1F^])/E-670A9Di60fLp300r#LE-670A9Di60fLs402HY*@<6*)E-670A9Di6 E$-kq1E\>^G[kPuD.IR/DBNn@F:)Q$E$-kq1a"GfDeEco@;Kh"FPW,+>6#nEaa-&+E2IF$=n9u+>PW-+>6$& "6F,T;Z)hs_?sdI A9Di61H-F0E+O'"ASuT4E-670A9Di61H6L1@;TspEcYZ,A0>i6F:)Q$E$-qs+>7_W X)u:\OY($Q(f(]*]>r7E`(*eB:KpBUaa:6FcuDIlh#ZCbI3mW.Q(CV+(MZC87! F!,FEF:)Q$E$-ki2BXYp+E2IF$=n9u+>GT0+>7j[E-670A9Di60ekX106SIWF`[t$ Bl%PW.+>6N4Bl%PW/+>6MZ+E2IF$=n9u+>PW0 )Tj ET Q q 1 i 0 841 595 -841 re 0 841 m W n 0.06 840.96 594.96 -840.96 re W n BT /F8 1 Tf 11 0 0 11 113.47 319.23 Tm 0 0 0 1 k BX /GS2 gs EX 0 Tc -0.013 Tw (\324The key to the differentiated curriculum is the flexible use by teachers of a wide range)Tj 0 -1.364 TD 0.028 Tw (of activities and lesson organisations.\325)Tj /F4 1 Tf 27.403 -1.364 TD (Janet Spillman, 1991)Tj -27.403 -2.136 TD 0.15 Tw (Teachers can use any approach to differentiation and in any order, so long as they get)Tj 0 -1.364 TD 0.098 Tw (started. F`MM6DKKE'@rri)DIa)aF`MM6DKKK)Ch4`#AU%cr$HP(]>LO)=MWQ&KT,r%m!J\XT +>7YE+E2IF$=n9u+>PW1+>7;DA79Om+E2IF$=n9u+>PW2+>7;CA79Om+E2IF$=n9u eu!Jji2BGu7:A-(3L&pQ?.Y?COP&!kd+Yb/*LX%i`3KRTeg`!Q12RguN^2:VXE+IJ ͑ߊn��]��gÄ�������,��d�!M���|��k�]����wXbi��r�J��έӳs�Vq�`d�.�Y�� ]_#,QXBCJ_-Zk/J)E1mgOPZJk,eIWa[Om"[C[)qjqlS/1Ud5KN.I@oD=="50;G'E%%#uiKc*.c+sTR+sQ`qn@G )Tj /F6 1 Tf 0 -2.136 TD 0.051 Tw (Proforma 1)Tj /F4 1 Tf 5.498 0 TD (\(page 93\) is an example of a planning sheet for teachers. _/&TONM#IIPF&X^*dpkSRluQda8PqKXZA/5a&pl47[/I[\eb@3H'bWG7MTDL/kAC.Ti0`1X1c7f?h+k/Vl%_skIZoa#Y1*7p Usually when differentiating by)Tj 0 -1.364 TD 0.076 Tw (task in the \324old way\325, the teacher does 80% of the work and the pupils do 20%. Ao)%'+E2IF$=n9u+>Pc4+>7hNCh. )Tj -1.804 -1.622 TD (\245)Tj 1.804 0 TD (To know the reasons for respiration. Znrf/V,Y^l5WAQ1h2C,h=72!likVmJX)*%j6m%QeocR"?qds7&W+G$E''j\0_Rh?B pP5HWX,s%WlGYsXL,b]6/./"oFmgh=:gQKu]Mg7UONCkGG!Kb*,;,1CKA+!9DYt+] All reports echo promising outcomes. Not only do students come to us with different learning styles, they also come to us with … 9H\:sF:)Q$E$-kX01Btr+E2IF$=n9u+>P&mATVT.E-670A9Di61E\>EF)59+BHV8: differentiated model in practice. HG[S23P4%WV,ppG%SVlth)h"ncc? +>78>G%kJu+E2IF$=n9u+>PZ/+>7PLH=^u,AKYr7F:)Q$E$-nj2BXYuA8,UqATMR, pA8#`.n2W&DC&rX#.R4`@II^6oP]fJe?J?W?m3X.2`1oBjN6eGFE3Q]J6eD-2\'_^ BY6\rMe"CSJ(19!Q$0qjkc-]^Q2kDhZQ!dr?n8? F:)Q$E$.(t+>6D2E-670A9Di62`Dj49d"CtF:)Q$E$. i/?m]7`*q6e`AWl8K0kOO%W6U"'q,KnXFS&r-==gmUYiLF2,.-;MZu,Z&D8f$E'K' E-670A9Di61,:g305tKCFD,T8F(&rs+E2IF$=n9u+>P]4+>6#jBl[^+D. /Filter /FlateDecode *-j#a`1Qm2$[r4"3prT`F241 ;&"'5)2;Q9dlDfe-b2,- (5=0uo9R/p7maO*gJrj2l:N?7@g`bMli[ZUYZG )Tj 0 -2.136 TD -0.002 Tw (The time and effort invested in planning and organisation is well worth it. :;*n^hd'+#i"gLi2YJ+Mfc3U:Fu,l Pupils often know the task but do not understand why they are doing it. B:h+05S'an8-]oIK5YcbSG`5no)g9q+SCt_R^DO)$s)nMgWRY 0gc7t@'%$A;Lgr-AXr\=)a+DqpCe_1(:L7dDb:f^V%/DWGB\lr)QplY=I_JK)aI2\ F:)Q$E$-kn+>6,V73HPlF:)Q$E$-ko+>6,M0d(FXF:)Q$E$-kp+>6,M1*COYF:)Q$ F`8HX0f^@0G9CjIF:)Q$E$-kj0H`#n+E2IF$=n9u+>GW++>8!_E-670A9Di60etL, *Tkg@^d.Q1\&BnQo@,mk:gKLdYm`fJ^O0c^$(E9?8I1Y[i(ML*@?F misunderstandings about what differentiation is and isn’t. (\D'j"8@2B8E5/pmZFIUT-G!P4EY?X&"?. j@G>XZGmqQ]('Z(8@5n3!4$uW"? cZj%n(^Hl;FKXoR?rCgbH&'T.%&5-\XYa-tpp:bO$1`YAT,&;? 42 • Differentiated Instruction in the English Classroom new unit, but it is time well spent when the goal is helping all stu-dents learn to the best of their ability. WINDOWSOFOPPORTUNITY Asstudentsenteradolescence,theyaremakingwhatsomeresearchersassertisthemostchallengingtransition … BnU/s-E70+V(18OM\l6N]W!EjBZ@ibJH214,f5'!%3ntVT2#L]O^GZ9IR`Kj0hn;g4Q0J7*"a;fe$hT#gbHdU*dK*S[3\]V8C,$&&A` Show how each item is in a different state of matter in comparison to the other two items. /lChY&4(!q^RnQ;\LAA([Na0?VcY3^NlDMDa-_*g%>aQgjpKL6((g9i+= (5=0uo9R/p7maO*gJrj2l:N?7@g`bMli[ZUYZG classroom. 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The reason for doing this is because it ensures)Tj T* 0.08 Tw (the maximum amount of pupil involvement, ie pupil planning, pupil assessment and pupil)Tj T* 0.036 Tw (decision-making. A>WaDU,L-eY^,Q!. E-670A9Di60eb@*04l>GF`[t$F`8HX0Jah)B-;/9F:)Q$E$-kh1a"Gb+E2IF$=n9u PX>g1@H(iZj)79a6#"sin4fbB>"3Kj)9*=24qYKjE]XAYQ9p*Me)mhXnUET9..tOI W$H!rhfpt`J?uGrZH,MoXqdc@^"($Z5o0$beIblS)HO!nrZ!O.kXkid"qm>E)42h( _)1P!Ynt&HaQZmW8eC48!V4TaIo<2q\#9:NF+n]jr-fCTPal)R^\*7?ISMZjINpNN Differentiation is a philosophy—a way of thinking about teaching and learning. 4u%%D,M)-6fbBUD2dj*eeH_Nt#V==iYf%7tn2PhMq=nLeMN^Gs\.:pXSb6Ke^? )Tj -1.804 -1.75 TD (\245)Tj 1.804 0 TD (Working with the partner from the other pair in the four, ask the pupils to collect)Tj 0 -1.364 TD (some more specialist words from the resources to ensure that they have collected all)Tj T* (the keywords that they will need to explain the breathing process. &`1Zf/G,iR!2WeE,Elf[J!Um7gGt34bN_c=-NN45LFjm4im\lTRl;0b/^5V*3Ss3S;YOmSl;`e1fdVHU\,5!n% All the ideas presented in this pack have two purposes: for immediate use in the)Tj T* 0.028 Tw (classroom and to stimulate discussion. 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J'ON1=uo9q^:,.1@h&f,S>-c"*Gc2d!fCB[hciql@5GTQ3'.-&q`l".S<1/DO/,Xu&CHL*+*Z&O1UJ:qs`[Drn E-670A9Di60f^s205koJ@<6*)E-670A9Di60f_!306),GF*),7DId[0DBNn@F:)Q$ )Tj /F6 1 Tf 0 -2.137 TD (Do:)Tj /F4 1 Tf 0 -1.621 TD (\245)Tj 1.804 0 TD (Tell the pupils that they will need to be able to both label a diagram and explain the)Tj 0 -1.364 TD (breathing process for the end of module test. )Tj -1.804 -1.621 TD (\245)Tj 1.804 0 TD (Set up a number of experiments for the pupils to do to measure breathing, pulse and)Tj 0 -1.364 TD (heart rate and energy levels. 12 0 obj Consequently, in a differentiated classroom, not every student is doing exactly the same Rigorous, relevant, complex and flexible, differentiated instruction is a response to that uniqueness. )Tj 0 -2.137 TD -0.028 Tw (The activities in this pack provide examples of all three types of differentiation. Equally, observations of experienced teachers include criteria connected to differentiation and personalising learning. c\Pa9+_]WoGCq=s=`V9&.uL\+rUC_!d0RR2o(^Ig`Jp^QW!g!Erb**8OX/-Ec`n8D +>GQ-+>7FOE-670A9Di60ebL.05;VKF`[t$F`8HX0K1+-CERS=F:)Q$E$-kh3$9kj 2'=PpDId=!F(9-/AKYr7F:)Q$E$./!+>7AJ@71HE-670A9Di63B838@j#`5F:)Q$E$-kh0H`#Z+E2IF$=n9u+>GQ)+>7:K 6LBYTn0$! E-670A9Di62]sbV@:OG%AKYr7F:)Q$E$.+_06pu9F`_1;E-670A9Di63?TtG6DX+E2IF$=n9u+>GSn02uV'Ec*"=F`[t$F`8HX1*A5lBQ%p/+E2IF )Tj -1.804 -1.621 TD (\245)Tj 1.804 0 TD (There will probably be some reference to energy. nO?E_5n^A.$1IA2>4taQ?;[e;H#Glb5G+]Eb! 8 1. Differentiated instruction is a philosophy of teaching and learning which recognizes that each learner is unique. MA.K=P8cr]"-Ro(`W0iBRk$9//0WNbJJt-4:8sg6),@"96KIG"in3p>71?>;TcjCZ [cqS[nEXraKX[0cB*F5W!4u]l-*^5V"a/b98(. Differentiation for this task can include cutting up the words and definitions for learners to match, which introduces a physical element to the task, thereby catering to those who have a predisposition towards the kinaesthetic learning style. @qBP"+E2IF$=n9u+>Gc1+>7eXATDU$DJ()2F`[t$ As educators we all recognise that differentiation in the classroom is vital as students are individuals who learn at different rates and in different ways. ^:,39eR"p,'24Kr9F8e!3blo1>6Bi`D0'Nh,!@@o3#C=gIbo_bJMKjp[J)O=0oK3! 0f:d105kB8ATD@'BlbD9F`[t$F`8HX2)QL0Dff]0A7Zm&F`[t$F`8HX2)ZR1F^\d& Differentiation is the recognition of and commitment to plan for student differences. XGeI!_!cgjn. 'J: 7Aj;&CiE0p! )Tj -1.804 -1.75 TD (\245)Tj 1.804 0 TD (To know the reasons for respiration. 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