Differentiation PdPc strategies for Primary pupils (English Language)
The Scheme of Work outlines one or more suggestions for differentiation for each lesson. These suggestions are related directly to the focus of that lesson and are often similar to the strategies below. However, every class is different, and teachers are encouraged to reflect on the learning needs of their individual pupils in each class. They may choose to follow the suggestions in the Scheme of Work, and/or follow one or more strategies from the list below.
Strategy 1: Differentiate by the task pupils are given
If teachers are using the same task for the whole class, using open-ended tasks such as brainstorming allows a large number of correct responses. Open-ended tasks (e.g. Tell me the food words you know, or What will happen next?) allow more proficient pupils to contribute more unusual words, more complex language, or more original ideas. Sometimes, the teacher can also give different tasks to more proficient and less proficient groups of pupils according to their needs and interests: see Strategy 5 for more on this.Strategy 2: Differentiate by the type and amount of support provided
The teacher can support pupils to understand and use language with:- their own instruction (e.g. ‘It begins with B. You read it. It’s on the desk.’)
- with gestures
- with visuals (e.g. flashcards on the board to help pupils understand or use vocabulary)
- with written words (e.g. written words on a worksheet to help pupils with spelling).
Strategy 3: Differentiate by the outcome expected from pupils
The teacher may expect more language from some pupils, and less from others. The main aim is that every pupil says or writes something, so that they feel successful. Two useful strategies here are:i) Compulsory plus optional
Here, the teacher sets pupils targets such as With your partner, write 2 sentences or more, or In your group, say 3 colours or more. The minimum target (2 sentences, 3 colours) is compulsory, and everyone needs to achieve this to be successful. But the ‘or more’ is optional, and gives a chance for more proficient language pupils to challenge themselves. Some pupils will stop at the minimum target at first, but with more practice, they will soon get the idea of going beyond the minimum target.
ii) Remember and share
If pupils are asked to remember and share, they have to tell the teacher words or ideas they learned in a previous lesson or task (e.g. Look at the classroom objects on my table. In one minute, I’ll cover them… Now, share with your group what you remember and then tell me). Sometimes, less proficient pupils have good memories, so as well as different outcomes, this task also allows different pupils to make successful contributions.
Strategy 4: Differentiate by the time pupils are given to complete a task
Some pupils need longer than others to complete tasks, especially when writing is involved. When it is appropriate, these pupils should be given a little more time to finish, and extra tasks for pupils who complete the task early should be provided (e.g. Write as many animal words as you can; Name the things in this picture in the textbook; Talk with your friend in English: you choose what to talk about). Rewarding fast finishers with something ‘fun’ to do (such as playing with toys or drawing a picture) should be avoided, as this will encourage pupils to work quickly, rather than to work carefully at their own speed. Extra tasks should extend and enrich learning.Strategy 5: Differentiate by supporting individual learning preferences and needs
When appropriate, teachers can support preferences by letting pupils make choices about what they do and how they do it. Sometimes, for example, pupils decide for themselves which tasks they want to do (e.g. the gestures they create for an action song, or a revision game), depending on the ways they prefer to learn (for example visually, through speaking or listening, or through movement).Different pairings and groupings will allow pupils to work in different ways – teachers can sometimes pair up pupils who can help and support each other (e.g. one who can write and one who cannot yet write well) or who enjoy working together. Sometimes teachers might want to mix girls and boys, or have single-sex pairs/groups. In some tasks, pupils can be assigned different roles to do, for example a group manager, writer or artist. Teachers should make sure to vary pairing and grouping over time.
Teachers can support needs by setting individual tasks and targets for pupils based on teacher assessment. For example, if a number of pupils are not able to read well yet, a teacher might decide on a reading target for each pupil and provide them with different tasks from those pupils who can already read. If a few pupils are proficient readers, they could be given extra tasks.