By Susan Hart

Differentiation is a key a part of potent instructing and is at present an INSET precedence for plenty of secondary colleges. by means of giving real-life examples, this ebook makes hyperlinks among the idea of differentiation and a few of the wide variety of fine perform already occurring in colleges. It explores the that means and matters surrounding phrases like 'differentiation' and 'equal possibilities' and provides useful innovations for tackling this frequently tough region. The textual content presents priceless case reviews written through practicing academics and offers precious examples of verified INSET actions.

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We can teach mathematical concepts and develop literacy through topic areas that are of high interest to the child, if the child is making slow headway with regular reading and maths activities. Recognising these differences, it strikes me that the transition from primary to secondary school may require even more adjustment than we have previously WHAT IS DIFFERENTIATION? 29 appreciated. How do children experience and adapt to these changes? What are the implications for helping children to make the adjustment successfully to the new demands and expectations of the secondary curriculum?

Whatever else it may or may not have achieved, the Differentiation Project has certainly succeeded in opening classroom doors and creating opportunities for dialogue about teaching. We believe that, more important than putting into place any particular structures, strategies or approaches, the key to enhancing children’s learning is to put in place conditions which support and promote professional dialogue. It is professional dialogue which helps us to see new possibilities, which gives us the courage and impetus to try out new possibilities and which supports us in honestly evaluating and refining developments.

However, they are more likely to take up such opportunities once they have begun to feel confident and successful as a result of developing their learning through other modes. 42 WHAT IS DIFFERENTIATION? INCIDENTAL DEMANDS THAT PRESENT BARRIERS We need to look carefully at the demands of a particular task and our intentions for children’s learning, and make sure that these present no barriers that will impede participation or unnecessarily divert children’s efforts into activities that form no part of our intentions for their learning.

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