Session 351: Differentiation

differentiation

Differentiation can be a saviour for teaching, yet paradoxically it can also be a troublesome burden. In any classroom, no two students are ever the same, so setting suitable tasks to students can take time and consideration. You want to make sure that the more gifted students are suitably stretched mentally, whereas the students who are behind on their targets are given the opportunity to develop and succeed.

Following on from a popular #UKEdChat Twitter Poll, this session explored some of the challenges, opportunities and examples of using differentiation effectively in your classroom.

If you were unable to attend the online chat, then ‘Leave a Reply‘ and add your ideas or questions in the comments box at the foot of this page.

As a guide to help the conversation develop, the session was prompted by the following questions:

  1. Based on your teaching experiences, how would you define ‘differentiation’, and how has this definition been formed in your mind?
  2. Designing differentiation can be very time-consuming. What are your best strategies to manage differentiation for your students?
  3. How effective is differentiation in your setting overall, and how is it managed across different subjects?
  4. How do you plan differentiation into the teaching element of your lessons, via questioning etc.?
  5. What are the main barriers to differentiation, and how can these be overcome?
  6. What is an acceptable level of differentiation….3 levels? What is ethically correct?

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About UKEdChat Editorial 3103 Articles
The Editorial Account of UKEdChat, managed by editor-in-chief Colin Hill, with support from Martin Burrett from the UKEd Magazine. Pedagogy, Resources, Community.

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