*d?Au`Wfm>8OW5JA0eOP'0RNZG7)1I[;&\OqT`j'C#?pbnQn\-H$r4$N'VQg#e+pF Classroom differentiation strategies can also be greatly enhanced by using the Internet in a variety of creative ways. )Tj /F6 1 Tf -1.804 -2.008 TD (Focus:)Tj /F4 1 Tf 0 -1.621 TD 0.056 Tw (In random pairs, using the key words to be learnt in this topic \(see )Tj /F6 1 Tf 26.861 0 TD (Pupil sheet 11)Tj /F4 1 Tf 6.544 0 TD (, page)Tj -33.405 -1.364 TD 0.064 Tw (88\) to get into random pairs. /Filter /FlateDecode +>PZ*+>7_WDffQ$@VfjlAoo/7F`[t$F`8HY0eje(EHQ2AARo7dEbT0"FPZ-+>7_WDffQ2BkM+$+E2IF$=n9u+>PZ. During their training period, aspiring teachers are implored to differentiate without being given clear guidance on what this means in practice. X2aKUk$KhX@$U)@(X"r^H\$7q&)-52guW/B1cQE9GgnoP`\fdr>kZm0c`6==Yi>/9 )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. S+5_!jso:@ In this way, teachers can try out all the approaches and will start to experiment)Tj T* 0.028 Tw (applying the ideas offered for one part of the curriculum to other areas. BnU/s-E70+V(18OM\l6N]W!EjBZ@ibJH214,f5'!%3ntVT2#L]O^GZ9IR`Kj0hn;g4Q0J7*"a;fe$hT#gbHdU*dK*S[3\]V8C,$&&A` Differentiation is a simple idea that’s less simple to actuate. T3X!%og.DglfQ8Rc!5JoM")9/RR(]i.Z;Ro&jgK$O`:!_^WT^AqI]5h+RpbHMG= )Tj 0 -2.136 TD 0.131 Tw (Set a challenge for them that is based on competitive, co-operative groups. `"OF. )Tj -1.804 -1.75 TD (\245)Tj 1.804 0 TD (To know the reasons for respiration. `Y4TiN/Fs9#;3+iIF_k#3M*)n;*c[k?NCb2(H@*LW5K*@=(hCh5[A)!1V]F_Wej&b Ask the)Tj 0 -1.364 TD (contributors to explain their word also. h>;bTj(>F3-tRXA@,p=k0a`Ne5h7M/p4+l6nE]qCGa@X%G-jIY4sOZ^&:3cTfu$7' Differentiated Classroom, I have been at the university longer than I was in the public school classroom. *-j#a`1Qm2$[r4"3prT`F241 )Tj 0 -2.137 TD -0.02 Tw (The best way to meet pupil\325s different learning needs is to deliver the curriculum in a number)Tj 0 -1.364 TD 0.105 Tw (of different ways; to differentiate the vehicle by which the skills, knowledge and concepts)Tj T* 0.006 Tw (arrive, as well as presenting a range of tasks. Many things have changed over the past 15 years. Qualitative data were collected via the use of teachers’ journals, class observations, lesson plans and student and teacher interviews. )Tj ET 1 g 352.011 84.758 m 357.329 84.758 361.64 89.069 361.64 94.387 c 361.64 141.728 l 361.64 147.046 357.329 151.357 352.011 151.357 c 254.92 151.357 l 249.602 151.357 245.292 147.046 245.292 141.728 c 245.292 94.387 l 245.292 89.069 249.602 84.758 254.92 84.758 c 352.011 84.758 l b BT 12.838 0 0 12.838 260.666 120.063 Tm 0 g (Call in outside\015)Tj 1.718 -1.125 TD (agency)Tj ET 477.988 601.961 m 495.64 601.961 l 500.958 601.961 505.269 597.65 505.269 592.332 c 505.269 473.52 l 505.269 468.203 500.958 463.892 495.64 463.892 c 361.64 463.892 l S 476.066 601.961 m 484.05 605.222 l 482.156 601.961 l 484.05 598.699 l 476.066 601.961 l f 505.269 479.137 m 505.269 321.917 l 505.269 316.599 500.958 312.288 495.64 312.288 c 362.041 312.288 l S BT 12.838 0 0 12.838 421.962 469.241 Tm (Yes)Tj 0 -11.809 TD (Yes)Tj -10.409 -4.479 TD (No)Tj 7.063 11.938 TD (No)Tj -6.302 -2.629 TD (but check)Tj 5.399 18.129 TD (Yes)Tj 0.091 -3.563 TD (No)Tj -11.33 -1.036 TD (What do you do? +>c#"06:r7>FF`JUDF`[t$F`8H\ The roots of differentiated instruction go all the way back to the days of the one-room schoolhouse, where one teacher had students of all ages in one classroom. "#�r�P�"=t8q���7��1 xb�c��]��_�5���X�@OA{�z��s������D�j���tS��Дt%RMW�l��hFs[�w{a�3�����Q�F� 22��7Li���TI9�:Z�S%���0z��4,���MD,Ž�:4N`�6d�x͆�_%4�W��f��E�մpZU���\�Y�e��F|yQ� �0�cb,�+��� ��LuHV_�N,{�(I�fQ��7Bb:F�[�Ve��I�s��\t���������8Z�H���@X���$��%. J5cl<9m1UDddSKGT0+>7j[E-670A9Di60ekX106SIWF`[t$ -\Q9JHg5XY1:m>t9\DBt_OTH\De79f=Ob4V"GWsdIZic48^!Z(b2%W2*Y*4-Bj"(07RZ&S>)m^:TJ[caa1,P5>*i@c#rU7;+*YrqFg4+Ogu@SN H(U5SfE9Js/l9$trINju*!9$0\#I0`'ooS.XY.9Li*P&OdjiO!,r\4Wn-e%fKq$tY %���� classroom. 07"a[F`[t$F`8HX1,C%+@WGmeASbpiF:F`[t$F`8HX1H6L1@:X(`Eb0G]-+>757ARoLkCgeH*F`[t$F`8HX @#buSk(()sEulpY5Cc%hF`do5e6/NSq^AOVBeI6eQJ=Eo<0[q?\RX8h9t=fm["ua8 kgR]SqKDf?P? examples of differentiation. eu!Jji2BGu7:A-(3L&pQ?.Y?COP&!kd+Yb/*LX%i`3KRTeg`!Q12RguN^2:VXE+IJ Differentiation in the Classroom Making A Difference Series Materials adapted by Jackie Buisman, PPS TAG, 1997 from Carol Ann Tomlinson 's "How to Differentiate Instruction in Mixed Ability Classrooms" Booklet, Facilita-tor's Guide and videos from ASCD 1995. @75%JIV&dKR"g3k]b;qBGmWm=Q>o3rHmG It also provides them with opportunities to clarify meaning and to build comprehension. Quality curriculum requires clear and compelling learning goals used in ways that engage students' minds and lead to understanding. [cqS[nEXraKX[0cB*F5W!4u]l-*^5V"a/b98(. )Tj -1.804 -1.621 TD (\245)Tj 1.804 0 TD (To understand the ways in which the lungs work when breathing. :;*n^hd'+#i"gLi2YJ+Mfc3U:Fu,l 12 0 obj "*43VgEAZkI#WElP\a;baC9I\KR+'>]/RlD@-N/$EqJA>O]T"lda^4b0FWo!T8mpr#HR/I`/ZWF%_n7egTGcA=D/hu\S=i6b;4`HR1)lYA_;dc,Pr3-dLtZ>Qub They are to)Tj 0 -1.364 TD 0.008 Tw (practice telling their partner the breathing process ready for a written test and the table with)Tj T* 0.021 Tw (the highest marks will get a reward. _/&TONM#IIPF&X^*dpkSRluQda8PqKXZA/5a&pl47[/I[\eb@3H'bWG7MTDL/kAC.Ti0`1X1c7f?h+k/Vl%_skIZoa#Y1*7p A#_Kk#^^IGYm#=Z&:3@[(t%o@k0DFH7/>8elAc,F2U2=)Q!1LYL;"UY@0h+!aZbGd ͑ߊn��]��gÄ�������,��d�!M���|��k�]����wXbi��r�J��έӳs�Vq�`d�.�Y�� a>(le9Ot^`)S^LrDm)HP`fUaq`6 qqBr2+ZK\`pGmFAn-GfC%;Z$/YQ>UR0@NBR5##'?$0*o>*AqT[BkrsfV\JL;0P6Gs %PDF-1.2 *1[g-Oc&%-Eojj4tN"L:K"DnW"Kh1 @.De!L%@s)X#Ch7i6E-670A9Di6 Jackie Buisman/differentiation in the classroom/pub/5/01 Why? )Tj -1.804 -1.751 TD (\245)Tj 1.804 0 TD (Provide a number of books in the room. j@G>XZGmqQ]('Z(8@5n3!4$uW"? 'a\lK"VU(Bg':i6WVg4PCs/2_WVOnp^8!s:e:5$U_@"K.g `"OF. *Tkg@^d.Q1\&BnQo@,mk:gKLdYm`fJ^O0c^$(E9?8I1Y[i(ML*@?F /X@6fgAg%J^Q#QX82!KFcR:M/%75;(HaUs'AD6u9rMW/O0GPcgio,d36+H+l/(jk7 W$H!rhfpt`J?uGrZH,MoXqdc@^"($Z5o0$beIblS)HO!nrZ!O.kXkid"qm>E)42h( In fact, the three can be fitted into a logical progression of teach, practice)Tj T* 0.028 Tw (and assess:)Tj 0 -2.136 TD (\245)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 11 0 0 11 133.31 426.24 Tm 0 0 0 1 k BX /GS2 gs EX 0 Tc 0.028 Tw (differentiation by classroom organisation)Tj /F4 1 Tf 18.705 0 TD (is a way of helping pupils to access)Tj -18.705 -1.364 TD (knowledge, increase understanding, develop concepts and practise skills)Tj -1.804 -1.75 TD (\245)Tj /F6 1 Tf 1.804 0 TD (differentiation by paired task )Tj /F4 1 Tf 13.299 0 TD (is a way of helping pupils to self-assess, peer assess,)Tj -13.299 -1.364 TD (target set and practise skills to reach targets)Tj -1.804 -1.75 TD (\245)Tj /F6 1 Tf 1.804 0 TD (differentiation by outcome)Tj /F4 1 Tf 12.144 0 TD (is a way of both accessing knowledge and experiences)Tj -12.144 -1.364 TD (and assessing at the end of the teach and practise cycle. _8>V(0@#.SI. 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. )Tj ET 1 g 352.011 279.39 m 357.329 279.39 361.64 283.701 361.64 289.019 c 361.64 336.36 l 361.64 341.678 357.329 345.989 352.011 345.989 c 254.92 345.989 l 249.602 345.989 245.292 341.678 245.292 336.36 c 245.292 289.019 l 245.292 283.701 249.602 279.39 254.92 279.39 c 352.011 279.39 l b BT 12.838 0 0 12.838 260.724 322.72 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? <9Yu%`S+ojJ7D^[j/#RaaWmCq(J1'tdPgA"rBR*1AQOh_61&[+_a? )Tj 0 -2.136 TD 0.014 Tw (Invite fours to contribute to a board drawing at the front to explain their thinking. +T)r8lN#3Ql&c!6,t"LIOZs>A7;ei-PdSg1/YAN6OA>.k1/]"$9J3-#i'e7:WHTNT "6F,T;Z)hs_?sdI /lChY&4(!q^RnQ;\LAA([Na0?VcY3^NlDMDa-_*g%>aQgjpKL6((g9i+= (m%,&a[j6B(/PCQK;@;:_>2=km%\-sSP@3:Jr1GKP8Q8o N=;``:leFNDg6]a`ir"6+EmK]!BTf%U4(>fpr 3iEZF"j%t(X]-RN?,r`Gkmg;B-i@Bl?IoZX;ff[;J=0*^JPP=er5tkt!M623crtj* 06;8QD..O#Df-\:F`[t$F`8HX3&Da2E,ol-F^oM9E-670A9Di60fV$505tVJE-670 !NcQ+DUgD!f&$E'7OYjQ'_PYdW(u[>9*-;c>C7k/:E7`n7RS1m?EgL4.1P*j*LrL/E\W()P'p&dWVhEnK>ANC -+3k#nH80WIB4O&E91Jn(#jNh/([_dNbKsCp8'*8+ICp>'Moh8T"Y(G+_i`?3`ph F`8HX0f^@0G9CjIF:)Q$E$-kj0H`#n+E2IF$=n9u+>GW++>8!_E-670A9Di60etL, )Tj -1.804 -1.621 TD (\245)Tj 1.804 0 TD (Set up a number of experiments for the pupils to do to measure breathing, pulse and)Tj 0 -1.364 TD (heart rate and energy levels. E$-kq1E\>^G[kPuD.IR/DBNn@F:)Q$E$-kq1a"GfDeEco@;Kh"FPW,+>6#nEaa-&+E2IF$=n9u+>PW-+>6$& By examining)Tj 0 -1.364 TD 0.074 Tw (these ideas, teachers can assess which forms of differentiation they already use and which)Tj T* -0.024 Tw (steps or methods to try next in order to increase their repertoire of curriculum delivery styles. 1. =JVphdg54ji[VGRMlVD)W@hCX10dHNW$uOJ>6*TXGciS-S (5=0uo9R/p7maO*gJrj2l:N?7@g`bMli[ZUYZG d&od-#R9p#6Hkj\e);.9PWlj0HG-keE? pP5HWX,s%WlGYsXL,b]6/./"oFmgh=:gQKu]Mg7UONCkGG!Kb*,;,1CKA+!9DYt+] q]!AL\PnCL`7q@\.7t&=4F4#EDRiLb"W:_%ncbTra^4"g8Bq0&l(&8kdtq_bFDCF_ )Tj -1.804 -1.622 TD (\245)Tj 1.804 0 TD (To know the reasons for respiration. )Tj /F2 1 Tf 14 0 0 14 114.2 402.82 Tm 0.028 Tw (Sharing the outcomes and criteria with the pupils)Tj /F4 1 Tf 11 0 0 11 114.2 382.15 Tm 0.193 Tw (In this pack the outcomes rather than the aims for each activity are identified. (M1Aa- \4S2)G[^il=H&*4PCrqKrLaqDeo:KtHh!+$5U ^/GFM3$6"-U%MYC? Run Literature Circles. A9Di60fV'6055F:)Q$E$-kp2]sblEb&cnD/!m%DIjr0F`[t$F`8HX Z.Z[RNO?r%Ea6i]/S\`1>l26ZFIkph8Q8XLB4S*^ko+WW@R@PIBjeLenp(ekEZ#c@lfG_CTbfW? They are)Tj T* -0.004 Tw (offered in the format outlined above \320 differentiation by paired task, outcome and classroom)Tj T* -0.013 Tw (organisation. qg3^hsZE\JmELP--qndImf^1Lf,@-P,U&G6`uZ7!WhF$[3FKAYm^eQ*,T4e ;:c8cgKSrmYMJNG\(C6Ij9rN9hXFloZrWZ"T *k?d0Hb_.DbC)&PJa"=Y%ek"HZJq?%E"H? )Tj 0 -2.137 TD 0.09 Tw (The activities outlined below tend to use the \324Three-part lesson approach\325, ie \324Focus, Do,)Tj 0 -1.364 TD 0.135 Tw (Review\325. Section 2: Differentiation in practice in the curriculum Using differentiation to achieve pace and variety Differentiation is about teaching and learning styles and teachers should be using all three types of differentiation in order to have a variety of teaching approaches to accommodate the different learning styles in the classroom. 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. Instead of answering questions about pencils,)Tj T* -0.024 Tw (margins, dates and other presentation/getting started issues, you will be either observing and)Tj T* 0.235 Tw (assessing the pupils, or engaged in discussions with the pupils about their conceptual)Tj T* (development. )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? oPZ$Y$h+5\4FuoWqsR8Q;MTebqpf1U//1Li%4R(,m&&3Y*,7T"7M&m.4DY.CZMre8 ]mj_!U4$icl5]'k6:QO6oCl&&;lLr>^sH771V stream %PDF-1.3 %���� @+AG9j:..H"7W30Y@oHfRF$ae]A0DoAfqF67W30dG!L Ask the pairs to label the diagram with as many key words as)Tj -6.552 -1.364 TD 0.014 Tw (they can to describe the breathing process. 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