Examples of Differentiation:

Group levels & flexible groupings

Choice boards

Tiered tasks

Coloured Paper

Differentiated learning objectives (All, Most, Some)

'The action or process of differentiating or distinguishing between two or more things or people'

To develop an understanding of a range of barriers and individual needs of learners

How to approach and embed adaptive teaching to support all learners.

Implementation:

• Explore the approach of adaptive teaching

• Research and identify how adaptive teaching and lesson planning are linked.    

• Discuss and identify how physical and cognitive disabilities may impact on learning.  

• Utilise Accessibility training to strengthen adaptive teaching.

Impact:

Trainees to develop a strong understanding of SEND and SEMH and how they can adapt their own planning, teaching, learning and assessments accordingly.

Trainees to make reasonable adjustments to their planning, teaching, learning and assessments and to consider/put these into to practice in a teaching and learning environment to provide an inclusive teaching and learning.

Discuss and research barriers to learning,

Groups will provide 3 examples of

Emotional, Practical and Personal,

Social and Cultural,

Workplace and learning disabilities

Present your findings back to the group

1. Working memory limitations

2. Processing speed

3. Attention difficulties

4. Language and communication challenges

5. Cognitive load

6. Metacognitive deficits

7. Memory retrieval issues

You will be given a Scenario card and you will need to decide how you adapt to those student needs. Will you be proactive or reactive?

Each group must:

• Pause

• Discuss quickly

• Adapt their lesson using an appropriate strategy

At each station, trainees:

• Read the excerpt/article

• Highlight key points

• Discuss in small groups:

  • What theory is presented?

  • How does it relate to adaptive teaching?

  • What are the implications for lesson planning?

  Keep all of your findings as we will have a group discussion, once everyone has had time to review the literature.

Is there any overlap?

1. Define the intelligence or EI domain. 

2. Give one example of how it shows up in teaching or learning. 

3. Share a personal strength or challenge related to it. 

4. After 2 minutes, rotate cards or partners. 

"Now I know that adaptive teaching means..."

"So I will adapt my teaching by..."

To develop an understanding of a range of barriers and individual needs of learners

How to approach and embed adaptive teaching to support all learners.

Implementation:

• Explore the approach of adaptive teaching

• Research and identify how adaptive teaching and lesson planning are linked.    

• Discuss and identify how physical and cognitive disabilities may impact on learning.  

• Utilise Accessibility training to strengthen adaptive teaching.

Impact:

Trainees to develop a strong understanding of SEND and SEMH and how they can adapt their own planning, teaching, learning and assessments accordingly.

Trainees to make reasonable adjustments to their planning, teaching, learning and assessments and to consider/put these into to practice in a teaching and learning environment to provide an inclusive teaching and learning.

CertEd- 1500 words

PGCE- 2000 words

Harvard referencing.

What do the handbooks say- let's look

Introduction to framework and using Word to set out an assignment.

Formative 28th November

Summative 12th December

Any questions.

Also need first observation to have taken place, so let's book them ASAP.