My Teaching Reflections - Differentiation

Over the last few months I have been busy teaching online. I have learnt lots of new things about teaching and learning and I have decided to create a new series of blogposts about my teaching reflections in which I will give practical tips and hacks and suggest some reading about the topic I am dealing with each time. I will follow the KISS 💋 rule - I will Keep my posts Short and Simple in order not to get you bored.

👩‍🏫 👨‍🏫Differentiation is not discrimination.

▶️When students are assigned different tasks, they are not concerned about the task itself but the
reason behind that allocation - we, teachers, should communicate to ‘less confident learners that our aim is to find ways to include them in the lesson’.

▶️ Inclusiveness and togetherness play an essential role in classroom dynamics - it is advisable not to use differentiated activities at the beginning/end of the lesson.

▶️ Dominant learners tend to shout 🗣 their answers, talk over one another and interrupt other students. On the other hand, less confident students will assume a passive role. Especially during online lessons they just mute their microphones 🤐. The ‘random tool’ (a feature you can find in https://www.classdojo.com or you can make on your own by simply using lollipop sticks) gives all the students an equal opportunity to answer questions.

The book 📖 I recommend today is:

Mixed-Ability Teaching by Dudley and Osváth.

You can find it here.














That’s all folks!

Bye for now,
Larissa

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