Differentiation is a key part of effective teaching; structuring learning experiences to suit the needs of the individual child plays a major part in the quality of the education that child receives. However, even experienced teachers can often struggle to achieve this ideal when considering the needs of a class, which is likely to include pupils across the whole ability range, from students with learning difficulties through to gifted children.
Written by practising teachers this collection:
* examines the definitions and scope of differentiation
* looks at the structuring and management of learning activities within the curriculum areas of key stages 1 and 2
* shows how teachers can provide equal access to the curriculum for all children, whilst also meeting government requirements
* discusses issues of assessment
* describes how schools can construct a whole school policy and approach for differentiation.
Using case studies and examples, this book will lead teachers to reflect on their current practice, whilst also containing practical advice which will enable them to improve.
Chapter 1 Introduction; PART I Definitions and scope of differentiation;
Chapter 2 Introduction to Part I;
Chapter 3 Thinking and talking about
differentiation, Ruth Kershner, Sheila Miles;
Chapter 4 Grounds for
differentiation, Christine Doddington; PART II Differentiation and literacy;
Chapter 5 Introduction to Part II;
Chapter 6 Visual literacy, Katy Pearson,
Gavin Thompson;
Chapter 7 'Cushioned by confidence', Noelle Hunt;
Chapter 8
'You think I'm thick, don't you?', Avril Dawson;
Chapter 9 Hearing impaired
children in the mainstream classroom, Frances Lockwood; PART III Mixed
ability: The range of learners;
Chapter 10 Introduction to Part III;
Chapter
11 Differentiation in physical education, Patricia Maude;
Chapter 12
Differentiation in primary mathematics, Alison Wood;
Chapter 13 Science and
special educational needs, Ros Smith, Isobel Urquhart;
Chapter 14 An ear to
the ground, Jennifer Reynolds;
Chapter 15 Snjezana i Sedam Patuljaka, Ian
Eyres; PART IV Issues of assessment;
Chapter 16 Introduction to Part IV;
Chapter 17 Assessment and diversity, lan Frowe;
Chapter 18 Teaching the art
of detection, Tatiana Wilson;
Chapter 19 Back to basics, Peter Fifield;
