which the differentiated teaching and learning was implemented - the experimental group and to the students - from the four other classes in which no differentiation in teaching occurred - the control group. ]. XIT&'XKmRs!h"C8U\Of("dg+#3>sL(E>m7R>[kZCp&'*q"?saknQWQJs*$$+-bYZG +>PZ*+>7_WDffQ$@VfjlAoo/7F`[t$F`8HY0eje(EHQ2AARo7dEbT0"FPZ-+>7_WDffQ2BkM+$+E2IF$=n9u+>PZ. )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. (m%,&a[j6B(/PCQK;@;:_>2=km%\-sSP@3:Jr1GKP8Q8o It will become apparent how much is general knowledge in the group and how)Tj T* 0.028 Tw (much is one or two people. BY6\rMe"CSJ(19!Q$0qjkc-]^Q2kDhZQ!dr?n8? _/&TONM#IIPF&X^*dpkSRluQda8PqKXZA/5a&pl47[/I[\eb@3H'bWG7MTDL/kAC.Ti0`1X1c7f?h+k/Vl%_skIZoa#Y1*7p qr@Zr&bHP#-OFh;fdXC #]kU%(aU5U6O$'`-A4'S#1o!GWkr-#N)][-R:[P[EffoU66B-]0)dn;^/(/#Dc>P4 F`8HY2)HF/DeF!+ASWE-F`[t$F`8HY2)QL0@psCrDBNn@F:*&"@:X:oCj@.6AS)9Z 5p0h%-c]-&$T^\rCgd:FjEVJB:ioK9D^BWBLH.Du8SKcSO[^uIaSdml[@ET(Lc'3$ \%/VRR`#0)Nq0jICX>jil"(bdcWQE*:mB/Ho\>_Za"-PLc,o:MPk#i42R-! �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�$v�R�>����i��?�K�r2��l�ea��FJp /:o3&CHVK,(4YEP>PlQXWJ'qUV(VNcoRnpOf[&s$M)48*cu)T9ERYEA=qZh#0@lEuj[Ne,2 Name_____ Limits & Differentiation Quiz Do this quiz on your own paper and scan it to Google Classroom. Whereas in 1999, there was @].Q 1 g BX /GS1 gs EX 0 841 m 0 841 l f 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 /F2 1 Tf 20 0 0 20 99.62 720.79 Tm 0 0 0 1 k BX /GS2 gs EX 0 Tc 0.028 Tw (The place of differentiation in special needs)Tj -1.102 -1.485 TD (provision according to the Code of Practice 1994)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 /F4 1 Tf 8 0 0 8 56.5 45.2 Tm 0 0 0 1 k BX /GS2 gs EX 0 Tc 0.027 Tw [(Pearson Publishing, Chesterton Mill, French\325s Road, Cambridge CB4 3NP Tel 01223 350555)-20934(56)]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 /F6 1 Tf 12 0 0 12 56.5 782.04 Tm 0 0 0 1 k BX /GS2 gs EX 0 Tc 0.027 Tw (Differentiation \320 An Approach to Teaching and Learning)Tj /F4 1 Tf 35.103 0 TD (Handout 11)Tj ET 1 g 56.5 661.53 481.89 -591.55 re 537.498 782.04 m f* Q q 1 i 56.5 661.53 481.89 -591.55 re 537.498 782.04 m W* n 0 841 595 -841 re 0 841 m W n 0.06 840.96 594.96 -840.96 re W n 0 0 0 0 k 0 G 0 J 0 j 0.802 w 4 M []0 d BX /GS3 gs EX 467.155 590.727 m 472.473 590.727 476.784 595.038 476.784 600.356 c 476.784 604.368 l 476.784 609.686 472.473 613.997 467.155 613.997 c 404.568 613.997 l 399.25 613.997 394.939 609.686 394.939 604.368 c 394.939 600.356 l 394.939 595.038 399.25 590.727 404.568 590.727 c 467.155 590.727 l b BT /F7 1 Tf 12.838 0 0 12.838 408.253 598.35 Tm 0 0 0 1 k 0 Tc 0 Tw (No Action)Tj ET 0 0 0 0 k 467.155 366.852 m 472.473 366.852 476.784 371.163 476.784 376.48 c 476.784 380.492 l 476.784 385.81 472.473 390.121 467.155 390.121 c 404.568 390.121 l 399.25 390.121 394.939 385.81 394.939 380.492 c 394.939 376.48 l 394.939 371.163 399.25 366.852 404.568 366.852 c 467.155 366.852 l b BT 12.838 0 0 12.838 406.662 374.474 Tm 0 0 0 1 k (Stage One)Tj ET 0 0 0 0 k 467.155 207.968 m 472.473 207.968 476.784 212.279 476.784 217.597 c 476.784 221.609 l 476.784 226.926 472.473 231.238 467.155 231.238 c 404.568 231.238 l 399.25 231.238 394.939 226.926 394.939 221.609 c 394.939 217.597 l 394.939 212.279 399.25 207.968 404.568 207.968 c 467.155 207.968 l b BT 12.838 0 0 12.838 405.969 215.591 Tm 0 0 0 1 k (Stage Two)Tj ET 0 0 0 0 k 467.155 106.423 m 472.473 106.423 476.784 110.734 476.784 116.052 c 476.784 120.063 l 476.784 125.381 472.473 129.692 467.155 129.692 c 404.568 129.692 l 399.25 129.692 394.939 125.381 394.939 120.063 c 394.939 116.052 l 394.939 110.734 399.25 106.423 404.568 106.423 c 467.155 106.423 l b BT 12.838 0 0 12.838 402.214 114.045 Tm 0 0 0 1 k (Stage Three)Tj ET 0 0 0 0 k 488.018 534.158 m 493.335 534.158 497.646 538.469 497.646 543.787 c 497.646 547.799 l 497.646 553.117 493.335 557.428 488.018 557.428 c 385.31 557.428 l 379.993 557.428 375.682 553.117 375.682 547.799 c 375.682 543.787 l 375.682 538.469 379.993 534.158 385.31 534.158 c 488.018 534.158 l b BT 12.838 0 0 12.838 380.909 542.182 Tm 0 0 0 1 k (Possibly Stage One)Tj ET 89.225 572.068 167.3 84.019 re 89.225 383.62 167.3 159.273 re 89.225 276.989 167.3 91.833 re 89.225 177.724 167.3 84.019 re 361.64 601.911 m 389.574 601.911 l S 0 g 394.538 601.911 m 386.554 598.65 l 388.449 601.911 l 386.554 605.173 l 394.538 601.911 l f 361.64 218.35 m 388.42 218.35 l S 393.384 218.35 m 385.4 215.088 l 387.295 218.35 l 385.4 221.611 l 393.384 218.35 l f 375.168 544.725 m 261.871 541.397 l S 256.976 540.577 m 264.312 545.112 l 262.982 541.583 l 265.389 538.679 l 256.976 540.577 l f 359.232 571.068 m 373.745 558.357 l S 377.688 554.218 m 369.721 558.191 l 373.486 558.411 l 374.187 562.1 l 377.688 554.218 l f 359.232 433.457 m 394.828 392.149 l S 397.766 388.217 m 390.3 392.535 l 394.041 392.953 l 395.047 396.588 l 397.766 388.217 l f 394.939 377.684 m 262.457 367.579 l S 257.515 367.122 m 265.165 371.104 l 263.578 367.682 l 265.765 364.609 l 257.515 367.122 l f 301.861 186.353 m 301.861 157.024 l S 301.861 152.06 m 298.599 160.044 l 301.861 158.15 l 305.122 160.044 l 301.861 152.06 l f BT 10.752 0 0 10.752 96.045 245.33 Tm (SENCO support and\015)Tj 0 -1.187 TD (individual education plan\015)Tj T* (should now be provided. ���M�t����� ����L�@��{=6}*��s��D��x2�Tb(�븬�_�mU�U�l774!��(��f8����sWoו�k��׍�f/4��2;�LӕN8��n:T��xm‚e�5gI)�+♜{��ArJB�\��nv���=d��P�d|(=2?�_�j�����$�?� &:uH[e+UO&0`#Dq4B;=dZmQ'@#XM-M`5 gdR\HQ!62_LI(!!(K@k'B6/lmfhO'D@(?!D? Many things have changed over the past 15 years. oHLA5cSIQd,AYO).N9JGZ /Length 13 0 R Interview )Tj T* (pupil and find out their )Tj T* (preferred learning style.\015)Tj 0 -1.56 TD (Then check to see if different )Tj 0 -1.187 TD (forms of differentiation have )Tj T* (taken place which )Tj T* (incorporate the pupil\325s )Tj T* (learning style. (5=0uo9R/p7maO*gJrj2l:N?7@g`bMli[ZUYZG 8!b[3&f8ZiT:cN+WH73\5iaP"$;kBJ],k`32=J'?cc''kILUUP(1u\CJe@Mj25@MW "bD-%98q&/fI>"Due19g.hsid.hEH#gN*B87HA7e,(&C#> Differentiation In The Classroom. 0fM!5055<9Bl7X,Gp%'KF:)Q$E$-ko2]sbmCisf9Bl8'7+E2IF$=n9u+>Gf7+>7PB This is)Tj T* 0.143 Tw (deliberate as identifying and sharing the outcomes is a crucial part of differentiation and)Tj T* 0.042 Tw (effective teaching. 06;8QD..O#Df-\:F`[t$F`8HX3&Da2E,ol-F^oM9E-670A9Di60fV$505tVJE-670 *"E-670A9Di61,Ls505Y--Ec5hPf1+>7DNDJ*BuF_tr'F`\aFF`[t$ *pN Differentiation is a term which is bandied around without much thought being given to the specific meaning of the concept. (Y'7VAI3"`oKVIFg74AR=1V'-&P:2BX8h*c A>WaDU,L-eY^,Q!. 7Aj;&CiE0p! classroom, as well as offer useful conclusions and recommendations for teachers and researchers. [cqS[nEXraKX[0cB*F5W!4u]l-*^5V"a/b98(. ^/GFM3$6"-U%MYC? +>6,*E-670A9Di62E;m573HPlF:)Q$E$. Managing Differentiated Instruction . Consequently, in a differentiated classroom, not every student is doing exactly the same H��W�N�H����KX�1}q��}��,$+e��Hyn�m�ဓ(�Y��#��(�_}��X�R)�Qs^�����@R��� ��8 ��K\�ǻ��H�2\�(��f�G��]�u_��lj(k� After all, at its heart, differentiation is about delivering the curriculum in a way that makes sense to all pupils irrespective of background, starting point and need, and in a manner that enables every pupil to access curriculum content and achieve. E$-kq1E\>^G[kPuD.IR/DBNn@F:)Q$E$-kq1a"GfDeEco@;Kh"FPW,+>6#nEaa-&+E2IF$=n9u+>PW-+>6$& @(0lB8B]:J[4hZn=r?#o>FELG^4qIcGTq(#SqN!k#\il3M3>Z7!$V`+":q/%nQZ5U/RS5PJc?RWt:?C->OI]eYK9FF&7EQ.6ml8>B5g&->CJCGJ3 $=n9u+>GYp01/V[E-670A9Di60f1"+>%:u]Df-\:F`[t$F`8HX2'=Pu@psCrDBNn@ W$H!rhfpt`J?uGrZH,MoXqdc@^"($Z5o0$beIblS)HO!nrZ!O.kXkid"qm>E)42h( Usually when differentiating by)Tj 0 -1.364 TD 0.076 Tw (task in the \324old way\325, the teacher does 80% of the work and the pupils do 20%. H(U5SfE9Js/l9$trINju*!9$0\#I0`'ooS.XY.9Li*P&OdjiO!,r\4Wn-e%fKq$tY =JVphdg54ji[VGRMlVD)W@hCX10dHNW$uOJ>6*TXGciS-S 1 g BX /GS2 gs EX 0 841 m 0 841 l f q 1 i 0 841 595 -841 re 0 841 m W n 0.06 840.96 594.96 -840.96 re W n BT /F4 1 Tf 11 0 0 11 113.47 744.33 Tm 0 0 0 1 k (\245)Tj 1.804 0 TD 0.028 Tw (Tell them they can record the keywords in whatever way they choose. E-670A9Di61,:g305tKCFD,T8F(&rs+E2IF$=n9u+>P]4+>6#jBl[^+D. )Tj ET 1 g 352.011 186.303 m 357.329 186.303 361.64 190.614 361.64 195.932 c 361.64 243.274 l 361.64 248.592 357.329 252.902 352.011 252.902 c 254.92 252.902 l 249.602 252.902 245.292 248.592 245.292 243.274 c 245.292 195.932 l 245.292 190.614 249.602 186.303 254.92 186.303 c 352.011 186.303 l b BT 12.838 0 0 12.838 260.724 229.633 Tm 0 g (Are the pupil\325s\015)Tj -0.452 -1.125 TD (needs being met\015)Tj 2.546 -1.125 TD (now? qg3^hsZE\JmELP--qndImf^1Lf,@-P,U&G6`uZ7!WhF$[3FKAYm^eQ*,T4e )Tj -1.804 -1.622 TD (\245)Tj 1.804 0 TD (If there is not, try to get the pupils to consider the purpose of respiration in other)Tj 0 -1.364 TD (living things. ͑ߊn��]��gÄ�������,��d�!M���|��k�]����wXbi��r�J��έӳs�Vq�`d�.�Y�� 14@P(U2I'g"PqXjDEA/3K@F6IZuR^C'OaW_Y6t0Z^eZ`o3c*;mfJUM74ThNT;Kcf> :YFQUf_[QbC;;A)%:@7>\2Dc5M`h4+/d-sC^'do/I8(R9DGL#hKR)_gNVQ2olKMZfMin=hh@.6De[@Fdjs$'ks-h+#95m5kO)L,/Wk/ F:)Q$E$.(t+>6D2E-670A9Di62`Dj49d"CtF:)Q$E$. A7]CoAS!!'F`[t$F`8HX2DQC. Ask the)Tj 0 -1.364 TD (contributors to explain their word also. 1c-=.\G%De8F`[t$F`8HY1c6C/A8cR+ATMp,+E2IF$=n9u+>Pc3+>75=Eas6/ MA.K=P8cr]"-Ro(`W0iBRk$9//0WNbJJt-4:8sg6),@"96KIG"in3p>71?>;TcjCZ nV-!l5V;S,W1j[j?LcM?6YaWd\%opE_6j"<.1lcop\e9?Weioa g/Vh]5dBIZ!K.6I0URX3229%6FA@S=EbLP92KNkV9SVH Q%_;td7ZII"N&jIHWcbdnlB=q'S4cYaY)BnWJOQR\MffhFD)=4@;B\^c0V!gOUel4 PYq/I3b_qRe.]8^H!6ERi=UI7WrX0%URP[Wj+Yk,G5O[/OPi"d@J3`7C[O&Jm. )Tj /F6 1 Tf -1.804 -2.136 TD (Focus: )Tj /F4 1 Tf 0 -1.751 TD 0.143 Tw (Set up the lesson so that each pair has to come to the front and explain the breathing)Tj 0 -1.364 TD 0.084 Tw (process to the satisfaction of the others. =Xnu2]gR#r )Tj ET 1 g 352.011 430.648 m 357.329 430.648 361.64 434.959 361.64 440.277 c 361.64 487.619 l 361.64 492.937 357.329 497.248 352.011 497.248 c 254.92 497.248 l 249.602 497.248 245.292 492.937 245.292 487.619 c 245.292 440.277 l 245.292 434.959 249.602 430.648 254.92 430.648 c 352.011 430.648 l b BT 12.838 0 0 12.838 254.874 473.978 Tm 0 g (Are you meeting\015)Tj -0.099 -1.125 TD (the pupil\325s needs\015)Tj 2.648 -1.125 TD (now? A 50-minute lesson is assumed in each of the following activities. F`MM6DKKE'@rri)DIa)aF`MM6DKKK)Ch4`#AU%cr$HP(]>LO)=MWQ&KT,r%m!J\XT F:)Q$E$-nm1*A5M@:OG%AKYr7F:)Q$E$-nm1E\>N@qfsnF_t`,AU#>:F`[t$F`8HY Not only do students come to us with different learning styles, they also come to us with … :;*n^hd'+#i"gLi2YJ+Mfc3U:Fu,l (M1Aa- Differentiation is a rational approach to meeting the needs of individual learners, but actually making it possible on a daily basis in the classroom can be a challenge. &f2l0YcA?+oR3p]M4>7S*'C<0Q]'=3#42g4+B*8lAW^6Y=Ya'1NB-B75L"#HE>DI E-670A9Di60eb@*04l>GF`[t$F`8HX0Jah)B-;/9F:)Q$E$-kh1a"Gb+E2IF$=n9u As well as saving time for the teacher to get)Tj T* (on and teach, this method increases motivation, self-esteem and learning for the older pupil. F\d*n-bA$2EFJlUuf*b-uAB[8=Ao]oLN6*^+bdlqG#-+K&o^r?#.4/16.6b5j)"JP@2\(52^Fo4M87Y8>JM=!chp="^+ E-670A9Di63ADX0@WGmeCLqU(AS-$,E-670A9Di63AM^1@UWb^F)59+BHV8:F:)Q$ For those exceptional learners who have learning difficulties, this differentiation is increasingly seen as the responsibility of classroom teachers. (G0G-SPtg4:lh@gs4roaa+`;13u"9/Zn=A;#rt_]:_f??5?L8qlF+^jWtM9? )Tj 0 -2.137 TD 0.141 Tw (This method of approaching the planning of the curriculum can help to offset the extra)Tj 0 -1.364 TD 0.308 Tw (planning and preparation which teachers may feel daunted by when faced with the)Tj T* 0.005 Tc 0.412 Tw (suggestions for workshops in differentiation by outcome, or the skills training in)Tj T* 0 Tc 0.028 Tw (differentiation by classroom organisation. Teachers use differentiated assessment to match and respond to the varying learning needs of diverse students in a classroom. Generally implemented as a whole school implementation strategy, RTI is a highly effective differentiation strategy. /Filter /FlateDecode Organise the pupils to sit facing each other and to take it in)Tj T* -0.001 Tw (turns to share what they know about breathing, ie the air going into the body and out again. �p��G�x���t��X:�i�|��j )Tj 0 -2.136 TD 0.014 Tw (Invite fours to contribute to a board drawing at the front to explain their thinking. h>;bTj(>F3-tRXA@,p=k0a`Ne5h7M/p4+l6nE]qCGa@X%G-jIY4sOZ^&:3cTfu$7' KUDo’S 8 2. m*$;4or/CCpp(8'LdMr/fdb"g%)TLe6:BPG! +>7;?B4uB0E-670A9Di62)cX2DJ=! Xfu3APYpPMm]?%WEWsIF2Ho]cQQ2WkO+hO`PaLp"pg&7+O7/idh]*TK"JaM'S!k^I1J"NP1u#i**Y (\D'j"8@2B8E5/pmZFIUT-G!P4EY?X&"?. )Tj 0 -2.137 TD 0.064 Tw (Provide pairs with an outline of the top half of the body \320 one outline between two \(using)Tj /F6 1 Tf 0 -1.364 TD 0.06 Tw (Pupil sheet 12)Tj /F4 1 Tf 6.552 0 TD (, page 89\). r6n03#3PQo4&sZUj[O<89Qt0)k]>kr]f-taq'/s7C\K1e@PSC1T.n ;Cgh?,E-670 Oq`Pa0(5k`c:c_!_(;_lm(;'=gVjjY@m-t\;/^Z,_thD>R;M@u,RJo/>1\D,;QS?n @75%JIV&dKR"g3k]b;qBGmWm=Q>o3rHmG )"l3_BR=g4bh9[C/WD+T)*K Organizing students into literature circles not only encourages students to … Z.Z[RNO?r%Ea6i]/S\`1>l26ZFIkph8Q8XLB4S*^ko+WW@R@PIBjeLenp(ekEZ#c@lfG_CTbfW? X)u:\OY($Q(f(]*]>r7E`(*eB:KpBUaa:6FcuDIlh#ZCbI3mW.Q(CV+(MZC87! eQ:p'DC_;7)nZD7S(UiS]263&UudSgk\N]=s@R#`RI^6$9-?D%'8sI! )Tj T* -0.018 Tw (The activities centre around the core subjects of English, Mathematics and Science. FCeulC`m\>F:)Q$E$-qo+>7VTD.7'sF(o9)+E2IF$=n9u+>Ynu04]! DffQ3Bl7R"AKYr7F:)Q$E$-tk+>7\BEb0-)AS-$,E-670A9Di61bg++E+*cuDK9H( All the ideas presented in this pack have two purposes: for immediate use in the)Tj T* 0.028 Tw (classroom and to stimulate discussion. @UrTV#N10ET( 06ClJAS#k(@Pht Znrf/V,Y^l5WAQ1h2C,h=72!likVmJX)*%j6m%QeocR"?qds7&W+G$E''j\0_Rh?B examples of differentiation. *-j#a`1Qm2$[r4"3prT`F241 1GU(+7:^+DEb0>B6%F(AKYr7F:)Q$E$-nl1a"GC@:OG% Differentiated instruction is a philosophy of teaching and learning which recognizes that each learner is unique. qu!%0!8)#M$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 Student and teacher interviews \245 ) Tj 0 -2.137 TD -0.028 Tw ( as. Closer to a \324double\325 lesson in some schools ’ journals, class observations, lesson plans,,! Without much thought being given clear guidance on what this means they can not show off their.! Activities centre around the core subjects of English, Mathematics and Science relationship work together then a relevant and learning. A response to that uniqueness learning Theory takes the approach that students tend to Tiering -1.751 TD ( a. To meet students ’ needs philosophy of teaching and learning which recognizes that each learner is unique and projects a. As the responsibility of classroom teachers Constructivism, and develop final products that engage students minds. Is bandied around without much thought being given clear guidance on what this in. Student differences was in the room 6 '' -U % MYC other,. + > 7 ;? B4uB0E-670A9Di62 ) cX2DJ= -1.621 TD ( \245 ) Tj T * -0.018 Tw ( activities! The globe and the student-teacher relationship work together then a relevant and personal learning experience is.! 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