Teaching and Learning Handbook (A Best Practice Guide)

How Students Differ

A good way to start thinking about differentiation is to consider ways students differ from each other and to assess the extent to which these differences impact on the learning process.

Here are some examples:

Difference	Impact	Way to Minimise Impact
GCSE Achievement	Students require different levels of ‘catch-up’ at start of course. Some students may feel inadequate and lack confidence	Give high achieving students extra introductory exercises. Have ‘catch-up’ exercises available on Moodle. Control teams for group work to help integration. Give an achievable exercise early on to build confidence.
Learning Preference	Some students will love group work while others will prefer to work alone. Students will have varying attention spans.	Use a variety of activities to cover a number of preferences each week. Explain the ‘process’ of the lesson as well as the content. Give different options to complete the same task.
Social Background	Different levels of financial support for equipment, texts or visits. Some students will have financial or childcare commitments which will limit the time available for coursework	Ensure students are aware of any costs involved in the course and any sources of financial support. Give advance notice of assignment deadlines to allow planning. Encourage students to share any difficulties with you.

MOTIVATION

One important area of difference between students is their level of confidence and motivation. The BASICS model has been devised as part of accelerated learning programmes, such as that developed by ALITE. It helps teachers to support students in order to increase their self-esteem and motivation. It takes the view that the teacher is the principal influencer in the classroom and shapes a student’s belief in their ability.

THE BASICS MODEL

Belonging

• Students want to feel part of the shared experience – do we involve all students?

Aspiration

• Students want to know they can improve – do we sell the benefits of learning?

Safety

• Students want to know they are free to take risks – do we create a “safe” learning environment?

Identity

• Students want to know they are recognised – do we value their individuality?

Challenge

• Students need to be stretched – do we have high expectations of all students?

Success

• Students want the satisfaction of success – do we identify their improvement?

SUPPORT FOR STUDY

Some students will have identified learning needs such as dyslexia, dyspraxia or ADHD. Some might be visually impaired or have mobility problems. Others might have basic skills needs. To fully support these students we will often need specialist help from trained staff from the learning support team.

Working will colleagues for the planning and delivery of our subject might be unfamiliar to many of us.

Consider the following questions about the extra support we give students:

• Do we need to use a diagnostic test to spot any unidentified problems?
• Are we aware of what help is available from the learning support team?
• How can we encourage students to get extra help?
• Do we need to provide materials in different formats (such as large copy)?
• How could we best incorporate learning assistants in our class?
• Are our rooms suitable for students with mobility problems?
• Do our digital resources take into account issues of readability (such as use of colour or overlays (colour filter)
• Identify extra resources of time and equipment to complete assignment/course work.

GIFTED AND TALENTED

Gifted and talented students are defined as those who are (or who have the potential to be) significantly ahead of their peer group in one or more subjects.

• Gifted refers to abilities in one or more academic subject.
• Talented refers to abilities in sport, music, creative and performing arts.

Sometimes the phrase more able is preferred to gifted.

Within individual courses much is done to support gifted and talented students. To build on current good practice it would be useful to consider the following questions:

1. Is there a specific system for identifying and supporting gifted and talented students in your course?
2. What examples have you got of stretch and challenge exercises used in your course?

To help identify gifted and talented students the following characteristics were identified by Ofsted. They are not intended to be a checklist, but a guide.

A gifted and talented student may:

• be a good reader
• be very articulate or verbally fluent for their age
• give quick verbal responses (which can appear cheeky)
• have a wide general knowledge
• learn quickly
• be interested in topics one might associate with older people
• communicate well with adults – often better than with their peer group
• have a range of interests, some of which are almost obsessions
• show unusual and original responses to problem solving activities
• prefer verbal to written activities
• be logical
• be self-taught in their own interest areas
• have an ability to work things out in their head very quickly
• have a good memory that they can access easily
• be artistic
• be musical
• excel at sport
• have strong views and opinions
• have a lively and original imagination/sense of humou
• be very sensitive and aware
• focus on their own interests rather than on what is being taugh
• be socially adept
• appear arrogant
• be easily bored by what they perceive as routine tasks
• show a strong sense of leadership
• not necessarily be well-behaved or well-liked by others