Learn effective differentiation for learning to enable all students to progress
Every student is different, entering classrooms with varying ideas and understanding. This course will help you improve your understanding and use of differentiating for learning for both primary and secondary education.
You will explore the key principles of effective differentiation for learning, see how teachers use these approaches in their classrooms, and learn how to differentiate for learning by task. Real classroom footage and examples are provided from science and maths lessons.
You will leave the course feeling confident in your ability to respond to evidence of your students’ learning and address their different needs.
Supporting all students to develop knowledge, understanding and skills
The link between learning and differentiation
Welcome to the course. We start the first week looking at what we mean by ‘differentiation for learning’. What is your definition?
In this section we look at the work of Vygotsky and how the idea of scaffolding learning underpins differentiation for learning.
In this part of the course you’ll explore thinking organisers and see how they’ve been used in primary and secondary lessons. How will you plan to scaffold learning for your classes?
Nurturing a differentiated learning environment to motivate all learners
Developing a learning classroom culture
This week you’ll explore ideas around establishing an environment where everyone believes they are able to achieve and succeed in their learning.
Belief in the potential of all
Dweck’s work on Growth Mindsets can influence the attitudes of both teacher and learner. How will you use these ideas to shape your classroom culture?
Developing students’ motivation
In this part of the course we’ll look at two examples of how student choice can be planned for. What approaches will work for your classroom?
The importance of challenge if learning is to occur
Challenge for all
This week we’ll explore how all students need to be challenged in their thinking in order to learn. How do you enable students to take on difficult tasks?
Using differentiation to increase challenge and ownership of learning
Here we look at two approaches to increasing challenge and ownership of learning. There are clips from both primary and secondary lessons to demonstrate these.
Developing your practice
As you begin to put ideas into practice, what have you learnt from your experience and reflections? What insights can you gain from your students?
Reviewing your professional development
Review your professional development and plan your next steps to sustain and develop the way you plan for learning.
This course is for teachers, curriculum leaders, teaching assistants, newly qualified teachers, trainee teachers and others involved in teaching Science, Engineering, Technology, Computing or Maths. It’s suitable for educators working at primary, secondary or further education (ages 5-19 years).
Teachers of other disciplines will find the course useful to extend their thinking about how to support all learners they teach.
By the end of the course, you‘ll be able to…
- Describe the key principles of differentiation for learning.
- Evaluate a range of practical ideas that can be used to scaffold students’ learning.
- Collect and analyse evidence from students on changes implemented in the classroom in order to critically reflect on own practice in order to prioritise next steps in own development
- Develop a classroom culture that motivates all learners.
- Identify approaches to increase challenge and ownership of learning within their teaching context.