English teaching talks – Understanding differentiation

English teaching talks – Understanding differentiation

In this series of six short videos, Rachael Roberts considers how we can adapt the learning experience to all learners through differentiation, and how doing this creates a positive learning environment. In the videos, Rachael explains the importance of:

• getting to know the differences and strengths of our learners
• encouraging a 'growth mindset'
• using pair and group work to encourage differentiation-friendly learning
• getting more and better answers to all questions in teacher-led activities
• making changes to reading or listening tasks to add challenge or support
• planning for and encouraging learners to speak and write at different levels.

For each video in the series, there are some questions for you to reflect on and discuss with colleagues if possible.

Pre-viewing task

Before you watch the videos, think about the questions below. If you are using this resource as part of your professional development in your institution, discuss the questions below with your colleagues.

1. How do you find out about the differences and strengths of your learners?
2. Which of the areas in the bullet points above are you most eager to learn more about? 

Part 1: Why is differentiation in learning important?

In this first video, Rachael introduces the topic of differentiation, explaining how her experience led her to explore the best ways to teach groups with differences in levels or ways of learning.

Before viewing

• Why is it important to understand differences between our learners? 

While viewing 

• According to Rachael, are differences in language level the only differences we need to consider?

Watch Why is differentiation in learning important?

After viewing

• Have you ever taught classes of mixed levels?
• What did you find challenging?
• If not, what do you imagine would be difficult about teaching the classes that Rachael experienced?

Part 2: How differentiation creates positive learning experiences

In this video, Rachael discusses how to create a positive learning experience for all our learners, including encouraging them to develop a 'growth mindset'.

Before viewing

• How do you find out about your learners' preferences and strengths?
• How can we help our learners who are doing less well?
• What do you think a 'growth mindset' is, and how can it help us and our learners?

While viewing

• What factors does Rachael say we should consider when creating a positive learning experience for all our learners?
• How does she suggest we can find out more about our learners?
• What does Rachael mean by a 'growth mindset'?

Watch How differentiation creates positive learning experiences

After viewing

• Think about your learners. What strengths do they have, other than English skills?
• How could you help your learners succeed by using their strengths?

Part 3: How can group work support differentiation? 

In this video, Rachael talks about how pair and group work can help support differentiation and shares some ideas for creating groups.

Before viewing

• How often do you use pair and group work in your classes?
• How do you form the pairs or groups?

While viewing

• What advantages and disadvantages does Rachael mention when grouping learners of a similar level/different levels?
• How does Rachael suggest overcoming problems with grouping learners?
• What other ideas does Rachael have for creating groups?

Watch How can group work support differentiation?

After viewing

• After watching this video, will you experiment with different kinds of grouping and pairing? Which idea did you like best?

Part 4: Differentiation when teaching the whole class

In this video, Rachael considers how we can include differentiation when teaching the whole class from the front of the classroom. She shares advice and techniques to encourage all learners to understand and participate.

Before viewing

• How do you ensure that all learners participate when you're teaching from the front of the class?
• Do you always give your learners enough thinking time?

While viewing

• What does Rachael say about questioning techniques? 
• What techniques does she suggest for getting better answers from our learners?

Watch Differentiation when teaching the whole class

After viewing

• Do you use any of the think-pair-share technique variations that Rachael mentions?
• Are there any techniques you would like to try after watching this video?

Part 5: Differentiation for reading and listening activities

In this video, Rachael shares ideas for adapting activities for reading and listening skills work, to ensure all learners feel supported and challenged.

Before viewing

• Do you think that differentiation means more work for teachers? Why/why not?

While viewing

• How does Rachael say we can prepare our learners for reading or listening activities?
• What are Rachael's ideas for adapting questions for reading comprehension?
• What are her ideas for supporting weaker learners in listening?

Watch Differentiation for reading and listening activities

After viewing

• Rachael suggests giving learners choices in which tasks they want to try. Do you like this idea? Why/why not?

Part 6: Differentiation for speaking and writing activities

In this last video, Rachael shares ideas for adapting activities for speaking and writing skills work, to ensure all learners feel supported and challenged.

Before viewing

• How do you differentiate speaking and writing tasks?

While viewing

• According to Rachael, why are speaking and writing tasks easier to differentiate than reading and listening tasks?
• What tips does Rachael give for preparation for speaking activities?
• What are the advantages of getting learners to repeat tasks?

Watch Differentiation for speaking and writing activities

After viewing

• Do you like the 432 activity that Rachael mentions? Would it work well in your context?

 Reflection 

• Have the videos given you any new ideas for differentiation? 
• Can you think of any ways to adapt skills activities to ensure all learners feel supported and challenged?
• What are you going to do differently as a result of watching these videos?