{"id":2660,"date":"2024-02-19T09:25:47","date_gmt":"2024-02-19T09:25:47","guid":{"rendered":"https:\/\/testbasede.wpengine.com\/?p=2660"},"modified":"2024-06-28T13:57:26","modified_gmt":"2024-06-28T13:57:26","slug":"differentiation-vs-scaffolding-a-joint-approach-to-adaptive-teaching","status":"publish","type":"post","link":"https:\/\/www.testbase.co.uk\/differentiation-vs-scaffolding-a-joint-approach-to-adaptive-teaching\/","title":{"rendered":"Differentiation vs Scaffolding: a joint approach to adaptive teaching"},"content":{"rendered":"<div class=\"wpb-content-wrapper\">[vc_row el_id=&#8221;article&#8221;][vc_column][vc_column_text]\n<blockquote><p>\u201cWe\u2019re all reaching for the top of the mountain but some of us will need more help, more guidance, more time.\u201d (Sherrington, 1999)<\/p><\/blockquote>\n<p>Discussion around how and why adaptive learning should differentiate, scaffold, or both, in our lessons is often hotly debated. There is no \u2018right\u2019 answer, and each setting and lesson has different requirements. Differentiation and scaffolding strategies often overlap depending on the lesson content, the output and the prior learning of the pupils. They can and should be used in conjunction with each other. The DfE clearly lays out for us the expectation for ensuring success for every pupil:<\/p>\n<ul>\n<li>Plan lessons to ensure that there are no barriers to every pupil achieving<\/li>\n<li>Set high expectations for every pupil<\/li>\n<li>Stretch work for pupils whose attainment is above expected standard<\/li>\n<li>Plan lessons for pupils who have low levels of prior attainment \/ disadvantaged backgrounds<\/li>\n<\/ul>\n<p>To get the best from our pupils, we should have an ethos within the classroom that creates a <strong>culture of learning without limits and promotes flexibility, independence, and challenge<\/strong>. Both approaches are critical for achieving this.<\/p>\n<h2>Differentiation vs Scaffolding<\/h2>\n<p>One definition of differentiation is the way in which the teacher changes the content, task, environment or expectations of teaching and learning. As Carol Ann Tomlinson (1999) explains, \u201cDifferentiation means providing students with many options for gaining knowledge. It ensures that learning and teaching works for every student. In order for it to work for every student, we must not approach differentiation with a single approach.\u201d The Early Career Framework states, \u201cadaptive teaching is less likely to be valuable if it causes the teacher to artificially create distinct tasks for different groups of people or to set lower expectations for particular pupils.\u201d<\/p>\n<p><strong>Scaffolding is \u201cthe process of making it easier for pupils to reach their learning goals by splitting up big development goals or tasks into several, progressive stepping stones and providing support such as prompting questions or writing frames.<\/strong> (GTC Research of the Month Summary Behaviour for learning: Engaging with research.) It is the journey from teacher-led learning to pupil-led learning by gently adding and then removing levels of support, like the removal of stabilisers on a bike. This should be built into the curriculum and pedagogy of a school, but teachers should also be adapting individual lessons responsively.[\/vc_column_text][vc_single_image image=&#8221;2661&#8243; img_size=&#8221;full&#8221; alignment=&#8221;center&#8221; onclick=&#8221;link_image&#8221;][vc_column_text]\n<h2>What is scaffolding?<\/h2>\n[\/vc_column_text][vc_single_image image=&#8221;2662&#8243; img_size=&#8221;full&#8221; alignment=&#8221;center&#8221; onclick=&#8221;link_image&#8221;][vc_column_text]\n<h2>Adaptive learning for a personalised approach<\/h2>\n<p>The focus should be on an adapted learning experience, personalised for each child, rather than specifically on scaffolding OR differentiation. At the lesson design stage, include building blocks for ALL students, allowing pupils with a variety of prior learning to access the learning and grow in confidence. In the same breath, avoid making assumptions about a child and placing a \u2018ceiling\u2019 on the learning they will be able to access. Greater challenge should always be available and encouraged. Scaffolding makes every task accessible for every type of learner, whilst differentiation ensures there is a task suitable for learners irrelevant of prior learning, with the option to progress to the next step of the learning journey when ready to do so.<\/p>\n<h2>Differentiation and Scaffolding strategies<\/h2>\n[\/vc_column_text][vc_single_image image=&#8221;2663&#8243; img_size=&#8221;full&#8221; alignment=&#8221;center&#8221; onclick=&#8221;link_image&#8221;][vc_column_text]\n<h2>How these strategies translate in a classroom<\/h2>\n<h3>Scenario 1: Self-selecting differentiating with scaffolding<\/h3>\n<p>Consider, a maths lesson introducing the concept of the formal column method for addition with regrouping:<\/p>\n<ul>\n<li>Concrete <strong>resources<\/strong> will be available with a variety of methods <strong>modelled<\/strong> during the teaching phase of the lesson. This will be evident in books when children are showing their working out.<\/li>\n<li>Recap prior knowledge of adding two numbers together (drawing, counting on, number lines, use of number bonds, mental maths)<\/li>\n<li>Strategies for the formal method are <strong>modelled<\/strong> first using visual and concrete support (pictures and dienes) with no regrouping (previous year curriculum) and then regrouping<\/li>\n<li>Formal method modelled again with visual and concrete support alongside written method<\/li>\n<li>Share \u2018Challenge\u2019 questions on each slide with missing numbers. <strong>Model<\/strong> how to answer at least one.<\/li>\n<li>Different tasks shared with class (column method no regrouping, column method with regrouping, column method with missing numbers)<\/li>\n<li>Children given the <strong>choice<\/strong> to start on the task they feel they are confident with and reminded of the flexibility to move onto a more challenge task without completing the original task if too easy<\/li>\n<li>Discussion opportunities with teacher throughout lesson on task choice<\/li>\n<li>Children <strong>self-reflect<\/strong> at end of lesson<\/li>\n<\/ul>\n[\/vc_column_text][vc_row_inner][vc_column_inner width=&#8221;5\/12&#8243;][vc_single_image image=&#8221;2664&#8243; img_size=&#8221;full&#8221; alignment=&#8221;center&#8221; onclick=&#8221;link_image&#8221;][\/vc_column_inner][vc_column_inner width=&#8221;1\/6&#8243; offset=&#8221;vc_col-md-offset-0 vc_col-sm-offset-0 vc_col-xs-offset-5 vc_col-xs-2&#8243;][vc_single_image image=&#8221;2665&#8243; img_size=&#8221;full&#8221; alignment=&#8221;center&#8221;][\/vc_column_inner][vc_column_inner width=&#8221;5\/12&#8243;][vc_single_image image=&#8221;2666&#8243; img_size=&#8221;full&#8221; alignment=&#8221;center&#8221; onclick=&#8221;link_image&#8221;][\/vc_column_inner][\/vc_row_inner][vc_column_text]\n<h3>Scenario 2:\u00a0 Split teaching<\/h3>\n<p>Consider a maths lesson with a learning intention of finding the area of shape.<\/p>\n<ul>\n<li><strong>Support<\/strong> used to challenge the \u2018most confident\u2019. <strong>Knowledge<\/strong> and <strong>modelling<\/strong> used to ensure the majority can work independently.<\/li>\n<li>Recap prior <strong>knowledge<\/strong> and <strong>model<\/strong> method needed for multiplying<\/li>\n<li>Method <strong>modelled<\/strong> to class with <strong>questioning<\/strong> and AFL whiteboard work used to assess those confident with method<\/li>\n<li>Independent task shared with children<\/li>\n<li>Class teacher to use AFL carried out to choose confident children to stay on the carpet in order to <strong>model<\/strong> problem solving and reasoning questions based on area<\/li>\n<li>Once the initial challenge group is working independently, the rest of the children are given the <strong>choice<\/strong> to come and join the class teacher for some challenge questions. Class teacher to check each child\u2019s answers before they join group to check for understanding<\/li>\n<\/ul>\n[\/vc_column_text][vc_single_image image=&#8221;2667&#8243; img_size=&#8221;full&#8221; alignment=&#8221;center&#8221; onclick=&#8221;link_image&#8221;][\/vc_column][\/vc_row][vc_row el_id=&#8221;references&#8221;][vc_column][vc_column_text]\n<h2>References<\/h2>\n<ol>\n<li>Sherrington, T (2019) <a class=\"notion-link-token notion-focusable-token notion-enable-hover\" tabindex=\"0\" href=\"https:\/\/teacherhead.com\/2019\/01\/24\/rescuing-differentiation-from-the-checklist-of-bad-practice\/\" rel=\"noopener noreferrer\" data-token-index=\"1\"><span class=\"link-annotation-unknown-block-id-381623510\">Rescuing Differentiation from the Checklist of Bad Practice. \u2013 teacherhead<\/span><\/a><!-- notionvc: 22e25b3e-ffa2-4f66-b9a8-b95b6631a5dc --><\/li>\n<li>Tomlinson, C. A. (1999). <a class=\"notion-link-token notion-focusable-token notion-enable-hover\" tabindex=\"0\" href=\"https:\/\/files.eric.ed.gov\/fulltext\/EJ787917.pdf\" rel=\"noopener noreferrer\" data-token-index=\"1\"><span class=\"link-annotation-unknown-block-id-1739230486\">The Differentiated Classroom Responding to the Needs of All Learners<\/span><\/a><!-- notionvc: ac6e0fa3-3fb3-4e58-9ea3-4e364f68e089 --><\/li>\n<\/ol>\n[\/vc_column_text][\/vc_column][\/vc_row]\n<\/div>","protected":false},"excerpt":{"rendered":"<p>[vc_row el_id=&#8221;article&#8221;][vc_column][vc_column_text] \u201cWe\u2019re all reaching for the top of the mountain but some of us will need more help, more&#8230;  <a href=\"https:\/\/www.testbase.co.uk\/differentiation-vs-scaffolding-a-joint-approach-to-adaptive-teaching\/\" class=\"more-link\" title=\"Read Differentiation vs Scaffolding: a joint approach to adaptive teaching\">Read more &raquo;<\/a><\/p>\n","protected":false},"author":2,"featured_media":2708,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-2660","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.6 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Differentiation vs Scaffolding: a joint approach to adaptive teaching | Testbase<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.testbase.co.uk\/differentiation-vs-scaffolding-a-joint-approach-to-adaptive-teaching\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Differentiation vs Scaffolding: a joint approach to adaptive teaching | Testbase\" \/>\n<meta property=\"og:description\" content=\"[vc_row el_id=&#8221;article&#8221;][vc_column][vc_column_text] \u201cWe\u2019re all reaching for the top of the mountain but some of us will need more help, more... 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