TLC Differentiation (Nat. Mary, Bridget)

TLC session 1

The aim of this TLC session is to introduce and discuss differentiation and find out how staff members utilise this within a classroom setting.

Connect the learning

For the starter we asked the group to watch a video on bad teaching (focus of the video is lack of teaching and interaction with the students. This would the lead onto a discussion thinking about 'what type of thinking' you are. Pictures were also shown of different types of teachers from movies to prompt discuss and ideas.

Video link: http://www.youtube.com/watch?v=zAsTXtowZVQ

Share new information

We introduced the concept of differentiation within classes and asked staff to get into their new groups to discuss the following: What is it? What are you confident about? What would you like more support with? following this it was explained again to staff that lesson outcomes had now changed with lesson plans with All, Most and Some now not being used. This would be replaced with an outcome and a descriptive added on for students to work at a higher ability to gain the next grade.

Search for meaning

We then showed 4 QR codes on the projector and asked staff to use the links to research different blogs/articles on differentiation within lessons. Did they already use these methods? Were there any new approaches they could try?  

Demonstrate understanding

The TOASTER resource was then given to staff to look at the different types of differentiation (Task, Outcome, Assessment, Support, Target-setting, Expectations, Resources). Staff were asked to examine these and discuss any that they used or would like to try.

Review

Using Kagan structures staff were asked to use quiz quiz trade cards to discuss ideas they had gained from the session and share ideas. Each member of staff was then asked to set a target for themselves to look at trying out a new form of differentiation within lesson before the next meeting.

Overall all 3 TLC leaders found the groups very positive and keen to try new ideas for differentiation. A lot of ideas were shared with a focus being set on how to push more able pupils in the class to achieve higher while still having time for the less able students in the class. One of the main areas of concern were how to balance good differentiation with lessons that involved students revising or practising a routine skill, making sure Ofsted were happy, and that the most and least able students were differentiated for.