In the Handbook
for the Inspection of Schools published by OFSTED, differentiation
is defined as "The matching of work to the differing capabilities
of individuals or groups of pupils in order to extend their learning."
Whether a class is setted
or mixed ability, it will have a range of different abilities. In
their published reports OFSTED have made it clear that differentiation
involves recognising the variety of individual needs within a class,
planning to meet those needs, providing appropriate delivery and evaluating
the effectiveness of the activities in order to maximise the achievements
of individual students.
The Yalding Village Project
is an attempt to provide a systematic approach to differentiation.
I have identified nine different strategies for delivering differentiation
in history.
Differentiation
by Content
The pupils study different
materials within the same topic area but do the same activities.
Differentiation
by Activities
The pupils study the same
content but do different activities.
Differentiation
by Negotiation
The pupils study different
materials within the same topic area and also do different activities.
Teachers help pupils to select appropriate materials.
Differentiation
by Support
The pupils study the same
materials, do the same activities, but receive different amounts of
support from the teacher or from extra printed information.
Differentiation
by Extension
The pupils study the same
materials and do the same activities. Extension work is given to the
most able after they have finished the basic activities.
Differentiation
by Response
The pupils are set open-ended
assignments that can be interpreted at different levels.
Differentiation
by Group Work
The pupils work in mixed
ability groups. Pupils help each other by working together and interpreting
the tasks at different levels.
Differentiation
by Gradation
The pupils are given the
same information and activities. The activities become progressively
more difficult. The pupils work through the activities at different
rates and therefore only the more able do the more difficult tasks.
Differentiation
by Role
The pupils carry out different
activities depending on the role they are playing in a simulation.
The roles are matched to the abilities, aptitudes and needs of the
pupil. The worksheets are differentiated by content, activities, extension,
response, support, gradation, group work and role. In an attempt to
help you maximise the potential of the pupils in the class I have
coded all the worksheets. This coding is based on the readability
levels of the sources as well as the level descriptions addressed
by the questions on the worksheets.
LA/CA
below average achievers/differentiated by content and activities
HA/CA
above average achievers/differentiated by content and activities
GRA
all abilities/gradation
RES
all abilities/response
GRO
pupils work in small mixed ability groups
ROLE
work will depend on the role the pupil is playing
EXW/S
extended writing with extra support materials available
SUP
support materials
EXT
differentiation by extension
CAC
contemporary accounts for extension work
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