Outstanding Differentiation for Learning in the Classroom

Jayne Bartlett

• Publisher: Routledge
• Year: 2015
• ISBN:
  9781317558613
• Edition: 1
• Topic: Education
• Subtopic: Secondary Education

One of the key features of an outstanding lesson is that all learners make progress. All learners are different and teachers must differentiate according to the individual pupil and their individual learning needs to achieve outstanding progress. Outstanding Differentiation for Learning in the Classroom is written with the class teacher in mind and demonstrates how differentiation can be used to enhance and support all aspects of the learning process.

Including chapters on embedding differentiation during each phase of the lesson, assessment and questioning techniques, this book will help you to use differentiation effectively to produce outstanding results. With a strong focus on practical strategies to help you meaningfully apply differentiation in the classroom, this book covers:

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• what differentiation actually means and why it should be applied in the classroom;

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• sequencing and planning for learning with an overview of the learning cycle;

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• practical teaching strategies and effective techniques to use in the classroom;

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• how to structure and apply differentiation practices in your classroom, department and school.

A vital starting point and effective guide for outstanding differentiation, this timely new book is packed full of practical exercises that are easy to implement in the classroom and it is essential reading for newly qualified and experienced teachers alike.

Chapter 1
What do we mean by differentiation?

If we look back to the early beginnings of formal education – the single room schoolhouse where pupils of all ages and abilities were taught together – differentiation has always been part of educational practice. Perhaps not using sophisticated modern-day pedagogy, specific terminology or indeed the complex psychology of learning, but simply as an often implicit part of teaching that has evolved with the education system. So what is differentiation? To be blunt, there is no one definition of differentiation. However, all current definitions are underpinned by considering learners as individuals and learning as a personalised process. The Training and Development Agency for Schools described differentiation quite succinctly as ‘the process by which differences between learners are accommodated so that all students in a group have the best possible chance of learning’. This applies to all classes whether mixed ability or set. It applies to all learners, from those with specific educational needs to the gifted learner. It drives our personalisation of learning to ensure that all pupils make progress and achieve.

The three key aspects of differentiation are based on: readiness to learn (what pupils have already learnt and what are they ready to learn), learning needs (how pupils best learn) and interests (what inspires pupils to learn). This typically entails modifications to our practice and how we develop our lessons to accommodate what can be great variation in and between these parameters. Essentially, if we do not have a strong awareness of an individual pupil’s learning context then it is difficult to differentiate. As professionals we will need to address:

• how we design a lesson to maximise pupil progress (process);
• any specific educational needs;
• whether we have any learning support in the classroom;
• the resources that we use (products);
• the content of the lesson;
• the assessment practices used (how we will use prior and on-going assessment data to inform differentiation);
• how we group pupils;
• the learning environment.

There are different ways in which we differentiate in the classroom: by task, by outcome, by resource, by pace, by grouping, by role, by support, by questioning and by assessment. Of course these can and frequently are used in combination and alongside other techniques.

Differentiation by task

Differentiation by task is where we give pupils different tasks (but the same type of activity) to complete according to their ability. For example, this may be three separate worksheets that target low-, middle- and high-attaining pupils (commonly seen in classrooms). All may encompass the same overarching learning outcome but this will be achieved at different depths (perhaps associated with success criteria). There are two key factors when differentiating by task: how you design the task to ensure that all pupils make progress towards learning outcomes, and how pupils are assigned to a given task. Both of these factors are discussed in detail in Chapter 4. It is important to note here that this type of activity is not simply for mixed-ability classes – it is equally valuable in a ‘set’ environment. Differentiation by task can be used in combination with other differentiation strategies to support learning; what is important is how tasks are tailored to ensure that we do not apply a glass ceiling to learning and limit progress by assigning pupils to a given ‘level’.

Some say that differentiation by task is where all pupils are given a single worksheet on which questions get progressively harder. I argue that this is poor practice and that if you use a single worksheet you must use it wisely (this is discussed in detail in Chapter 4). Remember that two pupils of equal ability may work at a different pace; this would mean that the pupil who works more quickly through a worksheet would complete it first – or have the opportunity to work through the more challenging questions – and the pupil who is not as quick would not reach these questions. This limits their progress. They are no less able; they simply work at a slower pace. When teachers use a single worksheet in this way they often assign different paths to different pupils. Consider, however, the typical worksheet. Most have the applied questions at the end. We can differentiate by having different levels of applied question and different routes through the worksheet but often there is limited space and so producing different worksheets is best to ensure that all pupils experience the appropriate mix of questions.

Differentiation by resource

Differentiation by resource is where we give different pupils, or groups of pupils, different resources in order for them to work towards the same learning outcome. This may result in a classroom where some pupils are designing a poster, some producing a newspaper report, some a radio report, some a PowerPoint presentation (and often different work stations are used). The purpose is to allow pupils to use the medium that best allows them to access learning and that best supports progress in learning. Often when teachers differentiate by resource they accommodate different learning styles. It is important, however, that pupils are exposed to a range of learning resources and not pigeon-holed into one particular style – this can have the opposite effect and ultimately impact on and limit development.

Differentiation by grouping

Differentiation by grouping, and of course combinations thereof, has different aspects. One of the very first questions asked by teachers when we refer to grouping is ‘but how do we group?’ The concern is typically related to an observed lesson (where the teacher is eager to ‘get it right’ – sceptical I know!). There is no correct answer. Just like everything we do as teachers, what you have to do is think about grouping in the context of the activity and how grouping will best support all pupils to achieve the learning goals. Sometimes it is appropriate for us to group pupils of similar ability and sometimes it is appropriate for us to group pupils of mixed ability. When we group pupils of similar ability most see this as an opportunity for learners to work together at their ‘level’ and teachers are often comfortable with this concept. When we group by mixed ability some teachers get concerned that the more able pupils are ‘held back’. The opposite, however, is true. In such contexts the benefit for more able pupils is that they have to explain – they teach others. There is great learning power in this (we discuss this in detail in Chapter 4). In reality, the question we must ask ourselves is the purpose of the grouping – why group in the first place and how does grouping impact on learning? This will help to clarify why we are grouping and how it will maximise progress. Other opportunities for grouping can be based around different learning styles or combined with different resources and these may of course be mixed- or similar-ability groupings. Some pupils may benefit more from an activity (which focuses on the same learning outcome) if they are using new technologies, others if they are using text, others if they are designing a poster and so on, or it may be the specific role that they take within the group (scribe, narrator, chairperson, etc.) that provides the benefit. Grouping pupils in this way allows them to best access learning. There is therefore much more to think about than simply assigning pupils to a group.

Differentiation by pace

Differentiation by pace is exactly as the name suggests. It is effectively the speed with which pupils work through an activity and then progress to the next. Some think that the more able progress quickly through activities (they grasp complex activities at a faster pace). However, in more creative subjects the more able often use time to think more deeply or explore in more depth (they therefore work more slowly, producing work that is of greater length, detail and complexity). Pace can be used to benefit all pupils and, as discussed in Chapter 2, some pupils can follow a single learning cycle and others may follow two or more parallel learning cycles. This allows differentiation by pace to support learning.

Differentiation by outcome

This is where all pupils are given exactly the same task or activity and the same resources. Differentiation is by the differing end points that pupils achieve. In my opinion this is not the best form of differentiation because it is what we are trying to ‘get away from’ in the classroom (it is exactly what those teachers who do not plan for differentiation in learning do – they give every pupil the same work to complete). It is, however, effective if pupils are conducting an investigation, rich task, research project or an open task, and it is often effective in this context when used in combination with other types of differentiation. The key message is to be cautious if you use differentiation by outcome and ensure that you are indeed differentiating, and that you are using this form of differentiation in the most appropriate context.

Differentiation by support

This is something that teachers do naturally. They target support where it is needed and they interact with pupils to ensure that all pupils are confident in achieving the learning outcomes. It is important, however, that we address the type of support that we offer. This might be differentiation by scaffolding (discussed in Chapters 3, 4 and 5) – where we structure a question to encourage thinking or to construct knowledge – or it may be through the dialogue that we have with pupils (differentiation by dialogue). It is with this dialogue that we need to ensure that we are not ‘giving pupils the answer’ but that the way in which we interact with pupils encourages them to think independently. As part of this dialogue we might use questioning to develop thinking (typically in this context developing from lower-order to higher-order questions). With the more-able pupils we can further challenge and extend thinking and with the less able use subtle prompts that guide learning (without giving them too much information) – ensuring that our input supports all pupils in making progress. The language we use plays an essential part in differentiating by dialogue in that the vocabulary and complexity of the language we use will vary dependent upon the pupil. A less-able pupil may require a more detailed explanation using simple language when compared with a more-able pupil who is able to engage in more sophisticated discussion. However we interact with pupils, it is absolutely essential that we do so to encourage metacognition.

Working with teaching assistants

Other sources of support in the classroom include learning support assistants or teaching assistants. It is important that if we have teaching assistants in our classroom that we actively engage with them prior to the lesson (during the lesson is far too late and their role will then have limited and less impact). Teaching assistants are professionals but they cannot operate blindly to support pupils in our classroom. We need to ensure that they are aware of how you wish pupils to develop their learning and that they are confident with the topic and resources to be used. Unless we interact with those who support learning in our classrooms we run the risk of them offering too much support too soon and therefore limiting independent development.

Differentiation by questioning

Questioning is discussed in Chapter 7, where we focus on using Bloom’s Taxonomy to develop learning – promoting thinking through questioning. Bloom’s Taxonomy classifies questions according to their level of cognitive demand (from lower order to higher order). The type of questions we ask and the context in which we ask them is extremely important. Higher-order questions develop deeper learning yet research suggests that we do not ask enough higher-order questions in the classroom. Indeed, when we do, we aim them at the more-able pupils. This limits the progress of the less able – if they are only ever asked lower-order questions then they are not encouraged to extend their thinking beyond lower-order processing. We must therefore carefully design questions that challenge all learners and encourage deeper thinking. Other factors contribute to effective classroom questioning (discussed in Chapter 7) such as, wait time (process and response), how we select pupils to answer and how we develop questioning across the classroom; it is not simply about the type of question that we ask.

Differentiation and OFSTED

It would be remiss not to mention the OFSTED criteria relating to differentiation. While not specifically referred to as ‘differentiation’, there is reference in the outstanding criteria for ensuring that learning needs are met to ensure progress. Indeed the OFSTED criteria (OFSTED 2014a) states that:

Inspectors must consider whether:

• teaching engages and includes all pupils with work that is challenging enough and that meets the pupils’ needs as identified by teachers
• teachers monitor pupils’ responses in lessons and adapt their approach accordingly; also, whether they monitor pupils’ progress over time and use the information well to adapt their planning
• teachers routinely give the necessary attention to the most able and the disadvantaged, as they do to low-attaining pupils or those who struggle at school
• teachers set homework in line with the school’s policy and that challenges all pupils, especially the most able
• assessment is frequent and accurate and is used to set challenging work that builds on prior knowledge, understanding and skills

To achieve an outstanding (1) judgement:

• All teachers have consistently high expectations of all pupils. They plan and teach lessons that enable pupils to learn. As a result, almost all pupils currently on roll in the school, including disabled pupils, those who have special educational needs, disadvantaged pupils and the most able, are making sustained progress that leads to outstanding achievement exceptionally well across the curriculum.

These extracts all point to differentiation in the classroom being essential if we are to create outstanding learning.

High expectations

Expectation is an extremely important part of differentiation; we need to have high expectations of all pupils and challenge each individual to ensure they make optimum progress. Where differentiation won’t work to best effect is when we categorise pupils according to a predetermined ability and this is one of the concerns when teachers differentiate by using data ineffectively – essentially they categorise pupils according to prior data or target grades and then label them as low-, middle- or high-attaining (which tends to stick). In pre-assigning pupils to a specific classification (effectively pre-planning learning) we potentially apply a glass ceiling to some pupils. Those pupils to whom we assign to the ‘low’ category have lower expectations of themselves and even given choice they will select the ‘low’ ability option (perhaps the easy option) because this has been conditioned. We need to prevent this labelling of pupils (discussed in Chapter 6). It is important that we use assessment for learning during the lesson to inform next steps. For example, while a pupil may, in general, be middle-attaining they might excel in one particular area and yet require further support in another. Using formative assessment during learning is essential to ensure that we use differentiation in the most effective way to develop, challenge and extend learning. We discuss the close relationship between differentiation and assessment for learning in Ch...