Reimagining Differentiation: Enhancing Classroom Practice Through Learning Theories

 
Differentiation reimagined:
how theories of learning can inform effective
adaptive classroom practice
 
NIGERIA PRESENTATION April 2023
Tanya Riordan
 
 by Unknown Author is licensed under 
CC BYThis Photo
 
Session aims and outline:
 
Briefly report our research with student teachers looking at
links between learning theory, differentiation and classroom
practice
 
Present a reconceptualization of the notion of differentiation
 
Revisit key theories which help underpin the concept of
differentiation: the ZPD, scaffolding and contingency
 
Explore generic ideas and tasks to support differentiation in
language classrooms
undefined
 
Our research aimed to explore the concept of
differentiation in relation to how it is currently practised
in language classrooms, through:
 
1.
An in-depth literature review including theories of learning
2.
A small-scale practitioner-led inquiry with qualitative data
collected from 3 sources:
(i) Student Teachers on an initial teacher training course
(reflections and teaching materials);
(ii) Mentors (focus group discussions)
(iii) Course Tutor (teaching materials to illustrate concept of
differentiation and journal reflections)
Definitions of Differentiation
 
A complex and contested concept
A wide-ranging term, difficult to define, many interpretations, no common
consensus
Incorporates many elements of ‘good teaching’, for example: general and
individualised feedback; formative assessment; collaborative learning; positive
reinforcement; teacher questioning; peer tutoring; flexible grouping; active
engagement; positive classroom environment
Confucian philosophies of teaching and learning: “Vary the way you teach according
to the person you teach; teach in a way that best suits the ability of the learner;
teach in a way that makes the best use of the circumstance/context/material
available”
  
(Professor Li Wei, 2021, p.35)
A reimagined definition:
 
Differentiation is an approach to learning and teaching where the needs of all learners are recognised, planned for,
and valued. Teachers take time to get to know their learners through scrutiny of class data; through observation within
and out of lessons; and through ongoing discussion with individuals. Differentiation is a ‘mode of thinking’ which,
once espoused, becomes embedded in a teacher’s repertoire.
 
Through strategic planning of lessons around ‘core’ learning objectives and the design and adaptation of ‘branching’
activities catering for individual differences and preferences, teachers can ensure 
that all students are working within
the ZPD and challenged to go just beyond what they can already do unaided (Vygotsky, 1978). With the 
provision of
positive, constructive feedback, all learners will then experience opportunities to make progress and achieve their full
potential.
 
In a differentiated classroom, 
learning can be adapted through individual student questioning, monitoring, support, and
group work rather than by differentiating separate tasks into levels. Students are enabled to 
make choices about their
own learning needs whilst being challenged to work at an appropriate pace.”
      
(Riordan and Convery, 2021, p.26)
undefined
Differentiation or Adaptive Teaching?
(what’s in a name?)
 
Latest Government policy documents refer to ‘adaptive teaching’ rather than
differentiation
“Adaptive teaching is less likely to be valuable if it causes the teacher to artificially create
distinct tasks for different groups of pupils or to set lower expectations for particular
groups”
    
(ITT Core Content Framework, DfE, 2019, p.20)
“Adapting teaching in a responsive way, for example, by providing focused support to
pupils who are not making progress, is likely to improve outcomes. However, this type of
adaptive teaching should be clearly distinguished from forms of differentiation that cause
teachers to artificially create distinct tasks for different groups of pupils…”
    
(Ofsted Education Inspection Framework, 2019, p.17)
 
 
Differentiation or Adaptive Teaching?
 
Many ideas outlined similar to those previously identified as differentiation e.g.
students learn at different rates; they need different types of support; have
different levels of prior attainment; can be flexibly grouped effectively
Shift in focus to:
1.
providing targeted support for learners who require it, enabling teachers to be
more efficient in decision-making
2.
spending more time interacting with learners
3.
g
iving more ‘wait time’
4.
making sure all students receive enough praise and encouragement
 
How useful are learning theories
for enhancing differentiation?
 
 
inform planning and teaching to construct
the most effective learning opportunities for
our students
help explain how students gain knowledge
and understanding
guide our responses to individual learners
assist in the diagnosis of in-class problems
help us to understand and evaluate our
practice
support classroom observations of learning
and teaching
 
 
 
 
 
Theories of Learning and Teaching
which provide a framework for
differentiation
 
 
Vygotsky’s socio-cultural theory of mind/social development
theory, including the ZPD
 
Bruner’s theory of scaffolding
 
Wood’s theory of contingent teaching/tutoring
 
 
 
 
 
Vygotsky’s Zone of Proximal Development (ZPD)
 
 
The ZPD refers to the
‘gap’ that exists for
an individual between
what (s)he is able to
do alone and what
(s)he can achieve
with help from
someone more
knowledgeable or
skilled
 
 
 
Atherton J S (2013) 
Learning and Teaching; Constructivism in learning 
[On-line: UK] retrieved 7 December 2021 from
http://acbart.com/learningandteaching/LearningAndTeaching/www.learningandteaching.info/learning/constructivism.html
Implications for classroom differentiation:
 
Co-operation and
interaction lie at the
basis of learning
 
Support within the ZPD
by a MKO (teacher, other
adult or peer) can help
children to learn
 
Pitching work at a level
accessible to all learners
 
Some children are able to
learn more in the ZPD
than others
 
 
Q: What is scaffolding?
A:
A form of adult assistance that
enables a child to solve a problem,
carry out a task or achieve a goal
which would be beyond the child’s
unassisted efforts
 
Q: What form does
scaffolding take?
 
A:
 
Many different forms, depending
on the task, for example:
a nod or smile of encouragement
a verbal prompt
a suggestion or hint
modelling of an answer
thinking aloud
 
 
Bruner and scaffolding
Implications for classroom differentiation
 
Anticipation, at the planning stage, of the
difficulties learners may face and how to provide
the appropriate support
Will all students have equal access to the
support?
Focus on the 
processes
 of learning, not just the
learning itself
Create thinking skills and problem-solving
approaches (metacognition)
Provision of challenging and motivating learning
opportunities
Wood’s theory of Contingent
teaching/tutoring
 
 
When a learner is struggling, the
teacher steps in to help and get
the student on track
 
Once the student has started the
task, the teacher gradually
withdraws the support
 
5 levels of contingency (support):
1.
General encouragement or
verbal prompt
2.
Specific verbal instruction
3.
Assists in choice of material
4.
Prepares material
5.
Demonstration
 
Implications for classroom differentiation:
 
Being responsive to individuals
Creating opportunities for one-on-one interaction
Finding the time to devote to each individual student on an equitable basis
Being reactive to circumstances as they happen
Listening to the responses of individual students and finding on the spot solutions
Judging when to offer, and when to withdraw, support
 
Planning for Differentiation – no more levels!
 
Core and branching activities – make these explicit on lesson plans
Break down the learning into manageable chunks
ALL students need to be challenged
All students need reinforcement tasks at some time
Take into account student diversity – what background
knowledge/interests/strengths do students bring to the lesson, and how can you
build on these?
Progression in learning (that ‘+1’ element, or ZPD)
Formative assessment opportunities and constructive feedback
 
 
Types of Differentiation
 
Text
Task
Outcome
Support
Resource
Interest
creativity, enjoyment, fun
Choice
NOT by attainment, 3 levels discouraged by Ofsted in the UK
Practical ideas leading to Differentiation (1)
 
Teacher questioning – question types: yes/no, closed, either/or, open, probing,
follow-on
Think/pair/share
Wait time
Judging how to pitch questions into each student’s ZPD
How to scaffold questions – repeating/rephrasing/
simplifying/using body language/passing the question on
Allowing students to pose their own questions:
‘what questions do you want to ask me about this topic?’
Practical ideas leading to Differentiation (2)
 
Pair work:
static pairs – moving pairs – interviews –
speed dating – back-to-back conversations –
information gap – role plays – paired reading
– surveys
 
 
O_  h _  _ _  _ _ _   t _?
J'_ _ _ _ _ _   _   P_ _ _ _ _ _ _ _ _
 
 
 
                        
  ?
 
 
 
-----------------------
 
1 ___  ___ gusta viajar en avión porque _________ me hace vomitar y además es _________
____________.
 
2  _________  ___  ______ __________viajar en autocar, ____  _____ _______ e
incómodo, así que _________ el tren.
 
3  Para mí lo ______es el ________ porque es _____  rápido y es __________emocionante.
 
1  I don’t _______ _________ ___ ______ _______ sometimes it makes me sick and what’s
more it’s very uncomfortable.
 
2  Although it’s cheaper  ______  ____ _______, it is very boring _______ and uncomfortable,
_____ I prefer the train.
 
3  _____ _____  ____ best is the plane because it’s very ______ and quite ____________.
 
Parallel translation
 
1 ___  ___ gusta viajar en avión porque _________ me hace vomitar y además
es _________  ____________.
 
1  I don’t _______ _________ ___ ______ _______ sometimes it makes me
sick and what’s more it’s very uncomfortable.
 
    No me                                                 a veces
          muy incómodo
 
                              
like to travel by plane because
 
Parallel translation
 
Group work:
jigsaws (home and expert) – snowballing – carousel – projects –
fishbowl​ -
flipped learning
 
Practical ideas leading to Differentiation (3)
HELMUT:
 
Dieter, was m
ö
chtest du?
DIETER:
 
Eine Tasse Kaffee
, bitte
HELMUT:
 
Gut. 
Dreimal Kaffee bitte
, Fr
ä
ulein
MARIA:
 
Nein, 
ein Glas Orangensaft
 für mich, bitte
HELMUT:
 
Gut… also, 
zweimal Kaffee und ein Glas Orangensaft
FRÄULEIN:  Also, 
ein Glas Orangensaft und zweimal Kaffee
, ich komme gleich.
Once memorised, choose from one of the tasks below
1.
Change the items underlined
 
2.  As above and then add something e.g. order a snack or ask where the
toilets are
3.  As 1 and 2 above but then create a problem: the coffee machine has
broken or the toilets are closed
4.  Record your final conversation
 
Shy’M: la nouvelle princesse de la musique française
 
Shy’M est une chanteuse française. Elle est souvent
comparée à Rihanna. Elle est maintenant une grande star
sur internet, avec des millions de vues sur YouTube. En 2012
et 2013, elle a gagné le prix « NRJ Music Awards » de la
meilleure artiste féminine.
 
En réalité, Shy’M s’appelle Tamara Marthe. Elle a 31 ans. Elle
a pris le nom de « Shy » parce qu’elle est timide. Puis, elle a
choisi la lettre « M » pour Martinique, une île française dans
les Caraïbes. Son père y habitait avec ses grands-parents.
 
Shy’m est fan des 
Red Hot Chili Peppers 
et de 
Beyoncé
.
Mais elle est aussi influencée par le « zouk », un style de
musique martiniquaise moderne. En 2006, elle chante «
Femme de Couleur », en hommage à la Martinique et à ses
racines culturelles. La chanson est très populaire.
 
Au collège, Shy’m voulait devenir danseuse. En 2011, elle
participe à la saison numéro deux de « Danse avec les Stars
». C’est la version française de « Strictly Come Dancing ».
Elle gagne le grand prix ! Après, dans les saisons trois et
quatre, elle prend place parmi les juges.
 
Shy’M est une chanteuse française. Elle est souvent comparée
à Rihanna. Elle est maintenant une grande star sur internet,
avec des millions de vues sur YouTube.
En réalité, Shy’M s’appelle Tamara Marthe. Elle a 31 ans. Elle a
pris le nom de « Shy » parce qu’elle est timide.
Puis, elle a choisi la letter « M » pour Martinique, une 
île
française dans les Caraïbes. Son père y habitait avec ses
grandparents.
En 2006, elle chante 
« Femme de Couleur », en homage 
à
 la
Martinique et 
à
 ses racines culturelles. La chanson est tr
è
s
populaire.
En 2011, elle participe à la saison numéro deux de « Danse
avec les Stars ». C’est la version française de « Strictly Come
Dancing ». Elle gagne le grand prix !
En 2012 et 2013, elle a gagné le prix « NRJ Music Awards » de
la meilleure artiste féminine.
U
n
 
c
h
a
s
s
e
u
r
 
s
a
c
h
a
n
t
 
c
h
a
s
s
e
r
 
s
a
i
t
 
c
h
a
s
s
e
r
 
s
a
n
s
 
s
o
n
 
c
h
i
e
n
 
d
e
 
c
h
a
s
s
e
S
o
n
 
c
h
a
t
 
c
h
a
n
t
e
 
s
a
 
c
h
a
n
s
o
n
T
r
o
i
s
 
p
e
t
i
t
e
s
 
t
r
u
i
t
e
s
 
c
u
i
t
e
s
T
r
o
i
s
 
p
e
t
i
t
e
s
 
t
r
u
i
t
e
s
 
c
r
u
e
s
C
i
n
q
 
g
r
o
s
 
r
a
t
s
 
g
r
i
l
l
e
n
t
 
d
a
n
s
 
l
a
 
g
r
o
s
s
e
 
g
r
a
i
s
s
e
 
g
r
a
s
s
e
M
o
n
 
p
è
r
e
 
e
s
t
 
m
a
i
r
e
,
 
m
o
n
 
f
r
è
r
e
 
e
s
t
 
m
a
s
s
e
u
r
 
Key Points to Take Away
 
Respond to the individual needs of your learners
Provide challenge and reinforcement for ALL your students
Think: core and branching activities
Provide formative assessment opportunities and give constructive feedback
Make time for subject pedagogy theory
Have a shared and agreed definition of differentiation with your team
Be creative
 
 
Q
u
e
s
t
i
o
n
s
 
a
n
d
 
C
o
m
m
e
n
t
s
Slide Note
Embed
Share

Explore how theories of learning can inform effective adaptive classroom practice, focusing on the concept of differentiation. The presentation delves into reimagining differentiation, key theories supporting it, and practical strategies to support differentiation in language classrooms. The research aims to enhance understanding through literature review and practitioner-led inquiries, shedding light on the complex and contested nature of differentiation. A reimagined definition emphasizes valuing all learners and strategic planning to meet individual needs.


Uploaded on Mar 20, 2024 | 1 Views


Download Presentation

Please find below an Image/Link to download the presentation.

The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author. Download presentation by click this link. If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.

E N D

Presentation Transcript


  1. Differentiation reimagined: Differentiation reimagined: how theories of learning can inform effective how theories of learning can inform effective adaptive classroom practice adaptive classroom practice NIGERIA PRESENTATION April 2023 Tanya Riordan

  2. Session aims and outline: Briefly report our research with student teachers looking at links between learning theory, differentiation and classroom practice Present a reconceptualization of the notion of differentiation Revisit key theories which help underpin the concept of differentiation: the ZPD, scaffolding and contingency Explore generic ideas and tasks to support differentiation in language classrooms

  3. Our research aimed to explore the concept of differentiation in relation to how it is currently practised in language classrooms, through: 1. An in-depth literature review including theories of learning 2. A small-scale practitioner-led inquiry with qualitative data collected from 3 sources: (i) Student Teachers on an initial teacher training course (reflections and teaching materials); (ii) Mentors (focus group discussions) (iii) Course Tutor (teaching materials to illustrate concept of differentiation and journal reflections)

  4. Definitions of Differentiation Definitions of Differentiation A complex and contested concept A wide-ranging term, difficult to define, many interpretations, no common consensus Incorporates many elements of good teaching , for example: general and individualised feedback; formative assessment; collaborative learning; positive reinforcement; teacher questioning; peer tutoring; flexible grouping; active engagement; positive classroom environment Confucian philosophies of teaching and learning: Vary the way you teach according to the person you teach; teach in a way that best suits the ability of the learner; teach in a way that makes the best use of the circumstance/context/material available (Professor Li Wei, 2021, p.35)

  5. A reimagined definition: Differentiation is an approach to learning and teaching where the needs of all learners are recognised, planned for, and valued. Teachers take time to get to know their learners through scrutiny of class data; through observation within and out of lessons; and through ongoing discussion with individuals. Differentiation is a mode of thinking which, once espoused, becomes embedded in a teacher s repertoire. Through strategic planning of lessons around core learning objectives and the design and adaptation of branching activities catering for individual differences and preferences, teachers can ensure that all students are working within the ZPD and challenged to go just beyond what they can already do unaided (Vygotsky, 1978). With the provision of positive, constructive feedback, all learners will then experience opportunities to make progress and achieve their full potential. In a differentiated classroom, learning can be adapted through individual student questioning, monitoring, support, and group work rather than by differentiating separate tasks into levels. Students are enabled to make choices about their own learning needs whilst being challenged to work at an appropriate pace. (Riordan and Convery, 2021, p.26)

  6. Differentiation or Adaptive Teaching? (what s in a name?) Latest Government policy documents refer to adaptive teaching rather than differentiation Adaptive teaching is less likely to be valuable if it causes the teacher to artificially create distinct tasks for different groups of pupils or to set lower expectations for particular groups (ITT Core Content Framework, DfE, 2019, p.20) Adapting teaching in a responsive way, for example, by providing focused support to pupils who are not making progress, is likely to improve outcomes. However, this type of adaptive teaching should be clearly distinguished from forms of differentiation that cause teachers to artificially create distinct tasks for different groups of pupils (Ofsted Education Inspection Framework, 2019, p.17)

  7. Differentiation or Adaptive Teaching? Many ideas outlined similar to those previously identified as differentiation e.g. students learn at different rates; they need different types of support; have different levels of prior attainment; can be flexibly grouped effectively Shift in focus to: 1. providing targeted support for learners who require it, enabling teachers to be more efficient in decision-making 2. spending more time interacting with learners 3. giving more wait time 4. making sure all students receive enough praise and encouragement

  8. How useful are learning theories for enhancing differentiation? inform planning and teaching to construct the most effective learning opportunities for our students help explain how students gain knowledge and understanding guide our responses to individual learners assist in the diagnosis of in-class problems help us to understand and evaluate our practice support classroom observations of learning and teaching

  9. Theories of Learning and Teaching which provide a framework for differentiation Vygotsky s socio-cultural theory of mind/social development theory, including the ZPD Bruner s theory of scaffolding Wood s theory of contingent teaching/tutoring

  10. Vygotskys Zone of Proximal Development (ZPD) The ZPD refers to the gap that exists for an individual between what (s)he is able to do alone and what (s)he can achieve with help from someone more knowledgeable or skilled Atherton J S (2013) Learning and Teaching; Constructivism in learning [On-line: UK] retrieved 7 December 2021 from http://acbart.com/learningandteaching/LearningAndTeaching/www.learningandteaching.info/learning/constructivism.html

  11. Implications for classroom differentiation: Co-operation and interaction lie at the basis of learning Support within the ZPD by a MKO (teacher, other adult or peer) can help children to learn Pitching work at a level accessible to all learners Some children are able to learn more in the ZPD than others

  12. Bruner and scaffolding Q: What is scaffolding? A:A form of adult assistance that enables a child to solve a problem, carry out a task or achieve a goal which would be beyond the child s unassisted efforts Q: What form does scaffolding take? A: Many different forms, depending on the task, for example: a nod or smile of encouragement a verbal prompt a suggestion or hint modelling of an answer thinking aloud

  13. Implications for classroom differentiation Anticipation, at the planning stage, of the difficulties learners may face and how to provide the appropriate support Will all students have equal access to the support? Focus on the processes of learning, not just the learning itself Create thinking skills and problem-solving approaches (metacognition) Provision of challenging and motivating learning opportunities

  14. Woods theory of Contingent teaching/tutoring When a learner is struggling, the teacher steps in to help and get the student on track Once the student has started the task, the teacher gradually withdraws the support 5 levels of contingency (support): 1. General encouragement or verbal prompt 2. Specific verbal instruction 3. Assists in choice of material 4. Prepares material 5. Demonstration

  15. Implications for classroom differentiation: Being responsive to individuals Creating opportunities for one-on-one interaction Finding the time to devote to each individual student on an equitable basis Being reactive to circumstances as they happen Listening to the responses of individual students and finding on the spot solutions Judging when to offer, and when to withdraw, support

  16. Planning for Differentiation no more levels! Core and branching activities make these explicit on lesson plans Break down the learning into manageable chunks ALL students need to be challenged All students need reinforcement tasks at some time Take into account student diversity what background knowledge/interests/strengths do students bring to the lesson, and how can you build on these? Progression in learning (that +1 element, or ZPD) Formative assessment opportunities and constructive feedback

  17. Types of Differentiation Text Task Outcome Support Resource Interest creativity, enjoyment, fun Choice NOT by attainment, 3 levels discouraged by Ofsted in the UK

  18. Practical ideas leading to Differentiation (1) Teacher questioning question types: yes/no, closed, either/or, open, probing, follow-on Think/pair/share Wait time Judging how to pitch questions into each student s ZPD How to scaffold questions repeating/rephrasing/ simplifying/using body language/passing the question on Allowing students to pose their own questions: what questions do you want to ask me about this topic?

  19. Practical ideas leading to Differentiation (2) Pair work: static pairs moving pairs interviews speed dating back-to-back conversations information gap role plays paired reading surveys

  20. O_ h _ _ _ _ _ _ t _? J'_ _ _ _ _ _ _ P_ _ _ _ _ _ _ _ _ ? -----------------------

  21. Parallel translation 1 ___ ___ gusta viajar en avi n porque _________ me hace vomitar y adem s es _________ ____________. 1 I don t _______ _________ ___ ______ _______ sometimes it makes me sick and what s more it s very uncomfortable. 2 _________ ___ ______ __________viajar en autocar, ____ _____ _______ e inc modo, as que _________ el tren. 2 Although it s cheaper ______ ____ _______, it is very boring _______ and uncomfortable, _____ I prefer the train. 3 Para m lo ______es el ________ porque es _____ r pido y es __________emocionante. 3 _____ _____ ____ best is the plane because it s very ______ and quite ____________.

  22. Parallel translation 1 ___ ___ gusta viajar en avi n porque _________ me hace vomitar y adem s es _________ ____________. No me a veces muy inc modo 1 I don t _______ _________ ___ ______ _______ sometimes it makes me sick and what s more it s very uncomfortable. like to travel by plane because

  23. Practical ideas leading to Differentiation (3) Group work: jigsaws (home and expert) snowballing carousel projects fishbowl - flipped learning

  24. HELMUT: Dieter, was mchtest du? DIETER: Eine Tasse Kaffee, bitte HELMUT: Gut. Dreimal Kaffee bitte, Fr ulein MARIA: Nein, ein Glas Orangensaft f r mich, bitte HELMUT: Gut also, zweimal Kaffee und ein Glas Orangensaft FR ULEIN: Also, ein Glas Orangensaft und zweimal Kaffee, ich komme gleich.

  25. Once memorised, choose from one of the tasks below 1. Change the items underlined 2. As above and then add something e.g. order a snack or ask where the toilets are 3. As 1 and 2 above but then create a problem: the coffee machine has broken or the toilets are closed 4. Record your final conversation

  26. ShyM: la nouvelle princesse de la musique franaise Shy M est une chanteuse fran aise. Elle est souvent compar e Rihanna. Elle est maintenant une grande star sur internet, avec des millions de vues sur YouTube. En 2012 et 2013, elle a gagn le prix NRJ Music Awards de la meilleure artiste f minine. En r alit , Shy Ms appelle Tamara Marthe. Elle a 31 ans. Elle a pris le nom de Shy parce qu elle est timide. Puis, elle a choisi la lettre M pour Martinique, une le fran aise dans les Cara bes. Son p re y habitait avec ses grands-parents. Shy m est fan des Red Hot Chili Peppers et de Beyonc . Mais elle est aussi influenc e par le zouk , un style de musique martiniquaise moderne. En 2006, elle chante Femme de Couleur , en hommage la Martinique et ses racines culturelles. La chanson est tr s populaire. Au coll ge, Shy m voulait devenir danseuse. En 2011, elle participe la saison num ro deux de Danse avec les Stars . C est la version fran aise de Strictly Come Dancing . Elle gagne le grand prix ! Apr s, dans les saisons trois et quatre, elle prend place parmi les juges.

  27. ShyM est une chanteuse franaise. Elle est souvent compare Rihanna. Elle est maintenant une grande star sur internet, avec des millions de vues sur YouTube. En r alit , Shy Ms appelle Tamara Marthe. Elle a 31 ans. Elle a pris le nom de Shy parce qu elle est timide. Puis, elle a choisi la letter M pour Martinique, une le fran aise dans les Cara bes. Son p re y habitait avec ses grandparents. En 2006, elle chante Femme de Couleur , en homage la Martinique et ses racines culturelles. La chanson est tr s populaire. En 2011, elle participe la saison num ro deux de Danse avec les Stars . C est la version fran aise de Strictly Come Dancing . Elle gagne le grand prix ! En 2012 et 2013, elle a gagn le prix NRJ Music Awards de la meilleure artiste f minine.

  28. Son chat chante sa chanson Trois petites truites cuites Trois petites truites crues Un chasseur sachant chasser sait chasser sans son chien de chasse Mon p re est maire, mon fr re est masseur Cinq gros rats grillent dans la grosse graisse grasse

  29. Key Points to Take Away Respond to the individual needs of your learners Provide challenge and reinforcement for ALL your students Think: core and branching activities Provide formative assessment opportunities and give constructive feedback Make time for subject pedagogy theory Have a shared and agreed definition of differentiation with your team Be creative

  30. Questions and Comments

Related


More Related Content

giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#