Differentiation and scaffolding
DOI link for Differentiation and scaffolding
Differentiation and scaffolding book
Teachers teach a wide variety of students, with different personalities, interests and backgrounds. Within any class there will be students at different stages of development: physically, mentally and academically. Their social and cultural experiences will differ, influencing their decisions and actions. Some will have barriers to learning or needs to address to ensure they access the learning, whilst others will whizz ahead with little support or guidance requiring challenge and extension. Consequently, differentiation is essential to securing success for all those we teach but too often the meaning of differentiation is misunderstood and becomes skewered into being multiple learning activities, different levels of work and too many resources in a lesson for teachers and students to handle. This chapter looks at the importance of differentiation along with the myths that surround it. Offered are a range of tried-and-tested suggestions to develop effective differentiation techniques and reduce the time spent differentiating on a day-to-day basis. The chapter ends with snippets of insight from a range of teachers, school leaders and university professional from the world of EduTwitter; including the likes of Adrian Bethune, author of ‘Wellbeing in the Primary Classroom: A Practical Guide to Teaching Happiness’, Gill Rowland, Senior Lecturer at Canterbury Christ Church University and Andrew Cowley, Deputy Headteacher and author of ‘The Wellbeing Toolkit’.