English for Pupils With Diverse Backgrounds

Appendix 1: Differentiation Originally taken from the BECTA website

Forms of differentiation: Summary

Differentiation is not a single event: it is a process. This process 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.

1. Identifying the need
• Do you have a class profile so that you know the needs of the individual pupil?
• Physical
• EAL
• SEN
• Gifted & talented
• Literacy
• Behavioural
   
2. Differentiation by resource
• Select resources carefully: reading level ; illustrations and symbols; design and layout of printed matter: White space, Emphasis, Line breaks, Symbols, Labels, Clarity and quality
• Augment class texts with a wide variety of media and other sources e.g. videos, tapes, visitors, photographs, visits, practical, research etc.
• Use technology, for presenting and interpreting information and independent recording
• Use study guides
• Provide well managed storage and retrieval systems e.g. big labels in different colours, established areas for different types of material
• Prepare students at the start of the course
• Build study skills into the course programmes
   
3. Differentiation by task
• Provide an appropriate variety of tasks: writing, oral, research, practical etc.
• Match tasks to students' abilities, aptitudes and interests
• Provide a range of tasks to allow choice
• Build learning routes that offer a variety of outputs from a task to allow for individual strengths and interests
   
4. Differentiation by support
• Support from other adults and students
• Individual support from the teacher
• Support from carefully selected systems and technology
• Celebration of achievement
• Cooperative teaching
• Small group tutoring
   
5. Differentiation by response
• Make course objectives explicit and accessible
• Make assessment criteria explicit
• Develop individual action plans
• Create a system of response partners
• Provide learning logs
• Feedback for learning

And finally…
Here is a checklist to help you evaluate content and resources in relation to the individual needs of your own students:

• Reading
  • Could there be a simpler version?
  • Are there opportunities for more illustrations?
  • Would symbols add meaning? Could these be developed by the class?
  • Could content be tape recorded or videoed?
  • Can pupils work in pairs so that competent readers can help others?
  • Is text in electronic format? Text-to-speech software could be used.
  • Are there extra resources (CD-ROMs, reference books at a variety of levels, extension worksheets) for strugglers and quick finishers?
     
• Layout
• Can work be spread out over more pages?
• Is work in clear print, e.g. word processed in a sans-serif font?
• Are there line breaks in appropriate places?
• Could there be more emphasis on key words?
   
• Content
• Can the core content be reduced?
• Is it easy to extend it?
• Is there an appropriate alternative to this core?
   
• Vocabulary
• Can you provide a word bank for revision/introduction of key vocabulary?
• Have you got a further vocabulary list for increasing the complexity of discussion and recording?