Posted in TS1, TS2, TS4, TS5, TS6

Differentiation in Maths

 

In my Phase 2 placement, the school took a differentiated approach to Maths. This meant that they planned their lesson daily, with the first lesson being a whole class input and the follow up lesson being planned for differentiated groups.

I really enjoyed this approach as it allowed all children to progress to the level which suited them. It gave children the opportunity to either revisit a particular area or to attempt the next steps at Greater Depth.

Although this meant that they was more preparation for the lesson, with many activities being planned, children progressed at significant amounts.

Above are examples of the differentiated activities. The main focus of the class was to try and get on to the next steps which was problem solving.

TARGET: Continue to explore differentiation techniques.

Advertisements
Posted in TS2, TS3, TS4, TS5, TS6, TS8

Differentiated Planning

Having experienced different formats of planning, I have been able to see the different ways that teachers differentiate their planning.

On my current placement I have been introduced to the schools format of maths planning, in which teachers plan daily. The first lesson is a whole class input, with children completing the same activity. This is differentiated through teacher/TA support and resources, as well as implementing next steps for the children to attempt once completed. Through formative assessment and summative assessment of the children’s work that lesson, the teacher decides what to do in the next lesson. This may be moving on to a new area of the topic, or to revisit what the children have just done in the lesson.

When revisiting, children are grouped in to 3 different groups (working towards, expected greater depth – though children are not aware of this) and the input and activity is differentiated according to how these groups of children managed the previous lesson. Each group has their own teacher input at various times throughout the lesson and of various lengths of time depending on their needs. Whilst a group is having the teacher input, the other two groups work on an activity that reinforces or further develops that learnt previously. A TA works with these two groups to support them.

I have found that this planning approach is extremely beneficial, as teaching is adapted appropriately so progression is ensured for all children. It is extremely important to be aware of the children’s prior knowledge and to build on this, but also to guide and allow the children to reflect on the progress that they make throughout. However this approach will only be fully successful with a TA, so that the children maintain their focus and have someone to go to without interrupting the teacher input and other children’s learning.

 

TARGET: To continue to explore differentiated teaching methods.