The English Department Website

 

 

Differentiation

IST is a comprehensive school and does not set or stream pupils in English. As a result, there is a wide range of ability in all classes. In addition, most groups contain either some speakers of English as an additional language or first language speakers who have done a significant part of their schooling in a language other than English. Some groups may contain students with disabilities or Specific Learning Difficulties. 

Differentiation means setting work in the classroom and for homework which is suitably challenging and motivating for all pupils. This is most effectively achieved when learning outcomes are explicit and shared with pupils and when a variety of teaching techniques is employed 

The purpose of differentiation is to: 

  1. Provide a range of activities to ensure the participation of all pupils
  2. Allow different outcomes for different individuals
  3. Promote a gradual development of skills
  4. Allow sufficient repetition to consolidate skills
  5. Use pupils' strengths to build their confidence
  6. Give pupils the opportunity to learn effectively in a way suited to their abilities.

How? 

Differentiation can be done by Resource, Task, Support & Teacher Response/Evaluation 

Ensuring that we know as much as possible about each child’s needs & history e.g. those of a different age from their peers, those with poor hearing, sight, speakers of EAL, those with literacy or behavioural problems
Ensuring the physical environment is adaptable to their needs
Setting optional extension activities to homework and encouraging pupils to do them
Rewarding success through merits & commendations
Setting early easy tasks which ensure all pupils achieve something and gifted pupils do not neglect key areas
Allowing students to negotiate their tasks by allowing them to choose from a range of options
Varying the audience for activities
Setting a series of open-ended tasks where pupils can explore ideas at the depth of their understanding
Allowing pupils time to reflect on their work
Ensuring that the pace of the lesson takes account of the differing work rates of individual pupils
In class, varying questioning between open & closed questions and between those which probe surface meaning with those that require pupils to use inference
Where necessary, liaising with Student Support to ensure that any work fits in with the student’s IEP
Where there are pupils learning EAL, taking special care with the pace & register of teacher talk
Operating a careful balancing of groups
Effective classroom management including clear ground rules on collaboration
Pre Teaching key vocabulary
Using laptops for scaffolding, teacher modelling & collaborative work
Using material which is free of gender bias and uses different cultural and ethnic background to enrich teaching and learning e.g. North American writers, Spanish locations etc.