Try This Ed Support- My Training and CPD company PowerPoint- Try This Ed Support. I have removed some key ideas as schools have paid to have this session delivered. I can be contacted on www.twitter.com/ASTSupportAAli

2. @ASTSupportAali
www.CheneyAgilityToolkit.blogspot.com
www.NewToThePost.wordpress.com

3. DNA: (Think- Pair- Share)
Make a list of the names of all
of Mr Men characters you can
remember.
DNA: (Think- Pair- Share)
Make a list of the names of all
of Mr Men characters you can
remember.

4. How many did you know?
There are 47 of them!How many did you know?
There are 47 of them!

5. Just your everyday class…
How do we as teaches respond to the needs
of all our learners?
Just your everyday class…
How do we as teaches respond to the needs
of all our learners?

6. "Challenge, what does itlook like in the
classroom"
"Challenge, what does itlook like in the
classroom"

7. Aims/Intentions/Objectives...
• Understand more about how to differentiate
effectively to develop learners' higher order
and creative thinking
• Be able try out new ways of working and take
away approaches to use from tomorrow and
onward, leading to sustained practice

8. Swimming
Cooking
Playing a
musical
instrument
DIY
Using
a PC
SingingJuggling
Driving
Writing
reports
Managing
difficult
situations
Socialising
with new
people
Managing
your time
Supporting
others
Being
patient
Maths
We all have different skills and strengths…

9. We like differences right?

10. What is Differentiation/Stretch & Challenge / Personalisation
• Individually, identify one word that ‘springs’
to mind...
• Write your answer on:
• A Post-it,
• Via a Text Message
• Now working in your group, use as many
words as you can to define the term(s).

11. Definition...
• The process by which the curriculum
objectives, teaching methods, assessment
methods, resources and learning activities are
planned to cater for the needs of individual
pupils. (Nat. Curric.)

12. My definition...
• The term stretch and challenge refers to
anything you do that accommodates
differences in your learners, leading them to
learn effectively.
• Know your students

13. Know your students...
• SEN/D
• Pupil Premium/FSM
• Pupil Premium Plus- LAC/Adopted/Service
Child
• Cheney +
• Young Carers
• EAL
• (Exam Access)

14. What does this look like?
• Some Difficulties...

15. @Humannotrobots

16. @Humannotrobots

17. @Humannotrobots

18. IN CONTEXT??
@Humannotrobots

19. @Humannotrobots

20. You are the expert...
• Marking
• Questioning
• Homework marks/grades/scores
• Test results
• Quality of book work
• Subject knowledge
• Conversations

21. The SEND
Register
includes
the reading
ages of all
of our
students in
Year 7-
they are
reassessed
if need be.
Take note
of the
strategies
that we
have
suggested
for you..

22. Physical/Sensory
 Physical disability (PD), Hearing Impaired (HI), Visually Impaired (VI)
 Likely to have been an early diagnosis, possibly pre-school
 Adaptive routines, including risk assessments in place. Appropriate
support in place.
 Teacher awareness, hearing and sight can be contributory aspects of
other SEN.
Cognitive & Learning
 Attainment low despite
intervention
 Slow progress; substantially
below expectation
 Language delay; oral and/or
written
 Maths understanding poor
 Motor skills delay
 Difficulty grasping concepts
 Poor memory/processing
 Motivation low; poor
concentration
 Social/emotion immaturity
 Limited social skills/low self-
esteem
 Includes: Dyslexia, dyscalculia,
dyspraxia, dysgraphia,
Processing disorder.
Communication & Interaction
 Language is a barrier to social
interaction and learning
 Communications skills not age
appropriate
 Receptive/expressive language
delay/disordered
 Emotions, language, behaviour may
be misread, creating social issues,
challenge or frustration
ASD
 Aspects of above, plus
 Inflexibility in thinking, reactions,
communications
 Rigid/ritualistic behaviours
 Expressive language difficulty
 Non-recognition of emotions
Have You?
Differentiated for evidence needs.
Personalised targets and tracking.
Used alternative strategies.
Intervened, supported and resourced.
Analysed outcomes, described and
sought patterns.
Discussed with the Child and Parents
Kept a clear record of the above
SEND supporting checklist email to:
SEND@cheney.oxon.sch.uk
Have You?
Differentiated for evidence needs.
Personalised targets and tracking.
Used alternative strategies.
Intervened, supported and resourced.
Analysed outcomes, described and
sought patterns.
Discussed with the Child and Parents
Kept a clear record of the above
SEND supporting checklist email to:
SEND@cheney.oxon.sch.uk
Now discuss the child with
the SENCo.
Follow through on decisions
Now discuss the child with
the SENCo.
Follow through on decisions
Social, Emotional, Mental Health
 Poor social and emotional skills,
relationships, e.g. Distractibility,
mismatch ability/progress,
relationship issues, frustration, non-
cooperation, emotional literacy,
withdrawal;, non-attendance.
 Manifests as behavioural challenge.
 Underlying issues, home, school,
peers, environment
 Persists despite positive intervention
 Possible link to learning/cognition.
By @ChrisChivers2

23. @davidfawcett27

24. Using the information
sheet tick on there the
methods you already use
in your lessons to
differentiate?

25. Banned language...?
• Low Ability... Low level...
• Top Set... High Ability...
• Work at a the same pace so everybody is at
the same level
• Some/Most/All

26. Limit Learning?
• Excessive Pace
• Overloading of activities
• Inflexible Planning
• Limited time for independent work
• Work too easy/safe

27. ZPD-Vygotsky
• Zone of Proximal Development
• Just out of reach... (Stretch and challenge.)

28. @TeacherTweaks

29. @Shaun_Allison

30. Re- Mix
• Students need to experience at least three
different sets of complete information about a
new idea/concept before it becomes
embedded in their memory. (Hidden Lives of
Learners)
• Repeated retrieval/practice. (Make It Stick)
• We can ALL improve. (Mindset)

31. Just try 1…?
www.cheneyagilitytoolkit.blogspot.com
Challenge…

32. Questioning...
Develop your
skills
Practice
Rehearse

33. Socratic Questions...
• The gadfly: Mimic the practice of the gadfly, which nips away at
larger animals. This involves asking lots of little questions intended to
push thinking and avoid sloppiness: “What do you mean by that?”;
“But, what if…?”; “What evidence do you have?”; “Does that always
apply?”; “How can you be certain that is true?”.
• The stingray: Administer a shock to ­pupils’ traditional way of
thinking in the same way a stingray unleashes its sting: “Imagine if X
was not the case, what then?”; “What if everything you’ve said was
turned on its head?”; “What if a great change happened?”.
• The midwife: Ask questions that help give birth to ideas: “That’s an
interesting idea; could you explain it a bit more?”; “How might that
affect things?”; “What made you think of that idea?”.
• The ignoramus: Emulate a character who has never encountered the
topic you are discussing and play dumb to encourage explanation:
“What does that mean?”; “I don’t understand – can you start from
the beginning?”; “So, do you mean that…?”. http://newteachers.tes.co.uk/content/how-
stretch-and-challenge-your-students

34. Pause time...
• Dreaded silence
• Thinking time
• Working time

36. Seating Plans
• Why?
• Responsive?
• Adaptable?
• Short term?

37. Marking and Feedback...

38. Modelling/Excellence...

39. Help Desks...

40. Slow writing...

41. Warm/Hot/Scorching...?

42. Onion...

43. Generic worksheets...
@davidfawcett27

44. Flipped Classroom

45. SOLO... (@SessionBuilder)

46. Magenta Principles
@MikehughesETS

47. I am reading...

48. Keystage 2 links...
• Benchmark pieces of work?
• Love for your subject?

49. Step by Step...
• Take things one step/gain at a time…

50. Top tips...
• Know your class and demonstrate this through up-to-date, annotated seating
plans and student profiles. Gather information that enables you to connect to
them as individuals.
• Challenge them and have really high expectations. Keep the bar high, always.
Present learning without limits. Share excellence with them so they can see and
understand your high expectations. Use modelling and explanation so that they
are clear about what constitutes excellence.
• Encourage your students to make and learn from mistakes. Then feedback can
come into play. Don’t be tempted to say “If you’ve got a problem, put your hand
up and I will come and help”. Try to help them build resilience in the face of
difficulty. Make them sweat.
• Opportunities for students to express their understanding and articulate their
thoughts should be designed into any lesson. Great teachers are great listeners
too. Be a flexible, adaptive and responsive teacher.
• Mark their books and provide your students with more work. Provide them with
an opportunity to make your suggested improvements: the only time you will ever
have 30 different lesson plans – gold plated differentiation!
Adapted from @ChrisMoyse

52. @ASTSupportAali
www.CheneyAgilityToolkit.blogspot.com
www.NewToThePost.wordpress.com

53. Special thank you to...
• @DavidFawcett- http://reflectionsofmyteaching.blogspot.co.uk/
• @ChrisChivers- http://www.inclusionmark.co.uk/
• @Humansnotrobots- http://www.humansnotrobots.co.uk/
• @FurtherEdagogy- http://teachingutensils.blogspot.co.uk/
• @TeacherTweaks- http://cheneyagilitytoolkit.blogspot.co.uk/2014/10/tlt14_18.html?q=differentiation
• I appreciate the time and effort you have taken to share your resources
with others. I have learnt a lot reading your blogs/toolkits.