WEBVTT 00:00:00.000 --> 00:00:00.240 align:middle line:90% 00:00:00.240 --> 00:00:01.660 align:middle line:84% YEASMIN MORTUZA: Hello, everybody. 00:00:01.660 --> 00:00:03.090 align:middle line:90% My name is Yeasmin Mortuza. 00:00:03.090 --> 00:00:05.670 align:middle line:84% I'm here with my colleague Jane Winter. 00:00:05.670 --> 00:00:08.070 align:middle line:84% And this is the second of our set 00:00:08.070 --> 00:00:10.920 align:middle line:84% of three video diaries for this course on differentiation 00:00:10.920 --> 00:00:12.410 align:middle line:90% for learning. 00:00:12.410 --> 00:00:14.310 align:middle line:84% So I'm going to hand over directly 00:00:14.310 --> 00:00:16.590 align:middle line:90% to Jane for our first comment. 00:00:16.590 --> 00:00:17.902 align:middle line:90% Over to you, Jane. 00:00:17.902 --> 00:00:19.110 align:middle line:90% JANE WINTER: Hello, everyone. 00:00:19.110 --> 00:00:20.220 align:middle line:90% Lovely to be here again. 00:00:20.220 --> 00:00:22.042 align:middle line:84% And the first comment is from Christine. 00:00:22.042 --> 00:00:23.250 align:middle line:90% Thank you so much, Christine. 00:00:23.250 --> 00:00:25.458 align:middle line:84% You've really been contributing a lot to this course, 00:00:25.458 --> 00:00:28.760 align:middle line:84% and we've got a couple of your slides in this diary. 00:00:28.760 --> 00:00:32.520 align:middle line:84% And so Christine makes a great, great point. 00:00:32.520 --> 00:00:34.440 align:middle line:84% When you're teaching students, you 00:00:34.440 --> 00:00:36.150 align:middle line:84% need to start where they are, not 00:00:36.150 --> 00:00:39.750 align:middle line:84% where you wish they were, not where last year's teacher says 00:00:39.750 --> 00:00:42.030 align:middle line:84% they are, where they really, really are. 00:00:42.030 --> 00:00:47.880 align:middle line:84% And she makes the lovely analogy of talking 00:00:47.880 --> 00:00:49.890 align:middle line:84% to students who live in the desert 00:00:49.890 --> 00:00:53.130 align:middle line:84% about pedestrian crossings on roads. 00:00:53.130 --> 00:00:54.660 align:middle line:84% If you were using that in England, 00:00:54.660 --> 00:00:56.790 align:middle line:84% that would be a helpful thing to talk to children 00:00:56.790 --> 00:00:58.860 align:middle line:84% about to help them with their understanding. 00:00:58.860 --> 00:01:01.170 align:middle line:84% If you talk to children who live in the Sahara, 00:01:01.170 --> 00:01:03.190 align:middle line:84% it would be no use to them whatsoever. 00:01:03.190 --> 00:01:05.190 align:middle line:84% So it's about knowing the child in front of you. 00:01:05.190 --> 00:01:08.673 align:middle line:84% And even if you're living in a fairly homogeneous environment, 00:01:08.673 --> 00:01:10.590 align:middle line:84% you may have children coming through all sorts 00:01:10.590 --> 00:01:14.290 align:middle line:84% of different backgrounds and experiences. 00:01:14.290 --> 00:01:16.453 align:middle line:84% And if we make assumptions, we're 00:01:16.453 --> 00:01:18.120 align:middle line:84% not helping the children in front of us. 00:01:18.120 --> 00:01:19.800 align:middle line:84% I used to move schools a lot, and I remember 00:01:19.800 --> 00:01:21.092 align:middle line:90% one particular history teacher. 00:01:21.092 --> 00:01:22.410 align:middle line:90% I really liked him. 00:01:22.410 --> 00:01:25.030 align:middle line:84% Except he kept talking about the last year's 00:01:25.030 --> 00:01:29.070 align:middle line:84% syllabus in order to situate the learning of that year. 00:01:29.070 --> 00:01:31.500 align:middle line:84% It didn't actually hold me back academically, 00:01:31.500 --> 00:01:33.900 align:middle line:84% but it did make me feel very excluded. 00:01:33.900 --> 00:01:36.690 align:middle line:84% And in a more severe case, it could actually 00:01:36.690 --> 00:01:38.740 align:middle line:90% confuse children. 00:01:38.740 --> 00:01:42.410 align:middle line:84% So when we're talking about starting where children are, 00:01:42.410 --> 00:01:44.542 align:middle line:84% it's about starting where they are emotionally. 00:01:44.542 --> 00:01:46.500 align:middle line:84% And we're going to talk about that a little bit 00:01:46.500 --> 00:01:47.810 align:middle line:90% later in this diary. 00:01:47.810 --> 00:01:50.400 align:middle line:84% It's about starting where they are academically, 00:01:50.400 --> 00:01:53.880 align:middle line:84% but it's also thinking about their whole life experience 00:01:53.880 --> 00:01:56.310 align:middle line:90% and valuing it-- 00:01:56.310 --> 00:02:00.210 align:middle line:84% you know, all sorts of diversity and not making assumptions. 00:02:00.210 --> 00:02:02.820 align:middle line:84% Now, I love this image that Yeasmin has made 00:02:02.820 --> 00:02:04.210 align:middle line:90% to go along with this slide. 00:02:04.210 --> 00:02:05.440 align:middle line:90% And see all those arrows? 00:02:05.440 --> 00:02:08.037 align:middle line:84% They're all going in the same direction. 00:02:08.037 --> 00:02:09.870 align:middle line:84% And they're all making progress, but they're 00:02:09.870 --> 00:02:11.160 align:middle line:90% starting at different places. 00:02:11.160 --> 00:02:13.650 align:middle line:84% And not all those arrows are the same length either. 00:02:13.650 --> 00:02:16.740 align:middle line:84% We help every child reach their potential 00:02:16.740 --> 00:02:19.860 align:middle line:84% by starting where they are and taking them as far 00:02:19.860 --> 00:02:24.650 align:middle line:84% as we possibly can along that route, however far that journey 00:02:24.650 --> 00:02:25.150 align:middle line:90% is. 00:02:25.150 --> 00:02:28.320 align:middle line:84% So thank you for that lovely image, Yeasmin. 00:02:28.320 --> 00:02:31.038 align:middle line:84% And I think you've got a comment from Jacqueline now. 00:02:31.038 --> 00:02:32.330 align:middle line:90% YEASMIN MORTUZA: I have indeed. 00:02:32.330 --> 00:02:33.610 align:middle line:90% Thanks, Jane. 00:02:33.610 --> 00:02:37.730 align:middle line:84% So Jacqueline's comment-- we've stuck with the same arrows. 00:02:37.730 --> 00:02:40.180 align:middle line:84% So Jacqueline, thank you again for this comment 00:02:40.180 --> 00:02:43.810 align:middle line:84% and also for your comments throughout. 00:02:43.810 --> 00:02:48.220 align:middle line:84% So I think Jacqueline's comment relates to aiming 00:02:48.220 --> 00:02:50.590 align:middle line:90% for all students to achieve. 00:02:50.590 --> 00:02:55.370 align:middle line:84% So Jacqueline uses the word achievement rather than 00:02:55.370 --> 00:02:56.120 align:middle line:90% attainment. 00:02:56.120 --> 00:02:58.930 align:middle line:84% And I think that's really important because, especially 00:02:58.930 --> 00:03:01.720 align:middle line:84% in secondary schools, we could get stuck on this word 00:03:01.720 --> 00:03:04.210 align:middle line:84% attainment, whereas achievement is 00:03:04.210 --> 00:03:07.750 align:middle line:84% about ensuring that irrespective of thought points, 00:03:07.750 --> 00:03:11.500 align:middle line:84% that students move forward, that they're progressing forward, 00:03:11.500 --> 00:03:13.870 align:middle line:84% and that if we identify where their start point is, 00:03:13.870 --> 00:03:16.840 align:middle line:84% as Jane explained, we can then identify 00:03:16.840 --> 00:03:19.870 align:middle line:84% what it looks like to add value for that student 00:03:19.870 --> 00:03:21.340 align:middle line:90% from that point onward. 00:03:21.340 --> 00:03:23.440 align:middle line:84% And that's what true differentiation is about. 00:03:23.440 --> 00:03:27.100 align:middle line:84% So if we know where the students start and ensure that they're 00:03:27.100 --> 00:03:31.690 align:middle line:84% all actually moving forward, then what we're doing 00:03:31.690 --> 00:03:35.740 align:middle line:84% is we're looking at progression rather than attainment. 00:03:35.740 --> 00:03:37.990 align:middle line:84% And so thinking about rule retainment, 00:03:37.990 --> 00:03:40.980 align:middle line:84% especially in secondary school, sometimes it trips us up, 00:03:40.980 --> 00:03:42.670 align:middle line:90% really. 00:03:42.670 --> 00:03:45.820 align:middle line:84% So Jacqueline talks about all pupils achieving and not 00:03:45.820 --> 00:03:49.777 align:middle line:84% just a few and also how do you do that, 00:03:49.777 --> 00:03:50.860 align:middle line:90% the manageability of that. 00:03:50.860 --> 00:03:54.490 align:middle line:84% Well, two things just touched on very lightly 00:03:54.490 --> 00:03:58.660 align:middle line:84% here is that differentiation is ensuring that students are both 00:03:58.660 --> 00:04:01.640 align:middle line:90% supported and challenged. 00:04:01.640 --> 00:04:03.340 align:middle line:84% And that's going to look slightly 00:04:03.340 --> 00:04:07.580 align:middle line:84% different for each pupil because they've got 00:04:07.580 --> 00:04:08.820 align:middle line:90% their different start points. 00:04:08.820 --> 00:04:11.890 align:middle line:84% And some of them will fly forward faster, 00:04:11.890 --> 00:04:13.870 align:middle line:84% moving at a faster rate than others as well. 00:04:13.870 --> 00:04:16.510 align:middle line:84% So it really is truly is a different learning journey 00:04:16.510 --> 00:04:18.670 align:middle line:90% for all of the students. 00:04:18.670 --> 00:04:20.200 align:middle line:84% And later on, we'll talk about how 00:04:20.200 --> 00:04:22.240 align:middle line:84% do we do that because we don't have 00:04:22.240 --> 00:04:24.400 align:middle line:84% to use the students as their own resource 00:04:24.400 --> 00:04:26.600 align:middle line:90% in order to achieve that. 00:04:26.600 --> 00:04:28.270 align:middle line:84% So Jacqueline mentions that it's really 00:04:28.270 --> 00:04:31.930 align:middle line:84% important that that achievement-- 00:04:31.930 --> 00:04:34.720 align:middle line:84% that there is a sense of achieving 00:04:34.720 --> 00:04:36.880 align:middle line:84% because that achievement, sense of achievement, 00:04:36.880 --> 00:04:41.230 align:middle line:84% is actually going to become a positive feedback loop that we 00:04:41.230 --> 00:04:44.700 align:middle line:84% can draw upon and rely on to help 00:04:44.700 --> 00:04:47.380 align:middle line:84% this the whole business of progression. 00:04:47.380 --> 00:04:50.050 align:middle line:84% So thank very much, Jacqueline for your comment. 00:04:50.050 --> 00:04:54.160 align:middle line:84% I'm going to hand back over to Jane for the next comment 00:04:54.160 --> 00:04:55.530 align:middle line:90% from Christine. 00:04:55.530 --> 00:04:56.322 align:middle line:90% Over to you, Jane. 00:04:56.322 --> 00:04:57.030 align:middle line:90% JANE WINTER: Yes. 00:04:57.030 --> 00:04:58.820 align:middle line:90% Yes, thank you, Christine again. 00:04:58.820 --> 00:05:01.540 align:middle line:84% And she makes a lovely comment about where she describes 00:05:01.540 --> 00:05:03.570 align:middle line:84% a 14-year-old boy that she works with who's 00:05:03.570 --> 00:05:05.980 align:middle line:90% got special educational needs. 00:05:05.980 --> 00:05:08.080 align:middle line:90% And she explains how he feels-- 00:05:08.080 --> 00:05:09.430 align:middle line:90% really lacks confidence. 00:05:09.430 --> 00:05:14.720 align:middle line:84% And he's really reluctant to start a call and a task, 00:05:14.720 --> 00:05:17.280 align:middle line:84% but she gives him the support that he needs. 00:05:17.280 --> 00:05:21.160 align:middle line:84% And after a while, he's able to get into that state of flow 00:05:21.160 --> 00:05:24.435 align:middle line:84% that we've been talking about, that lovely feeling that 00:05:24.435 --> 00:05:26.560 align:middle line:84% is so great when you get into it, where you're just 00:05:26.560 --> 00:05:27.610 align:middle line:90% lost in that moment. 00:05:27.610 --> 00:05:29.170 align:middle line:90% You're concentrating. 00:05:29.170 --> 00:05:32.482 align:middle line:84% You're working at using your ability. 00:05:32.482 --> 00:05:33.190 align:middle line:90% You're not bored. 00:05:33.190 --> 00:05:35.107 align:middle line:84% You've having to really think, but then you're 00:05:35.107 --> 00:05:36.790 align:middle line:84% not overstretched so that you start 00:05:36.790 --> 00:05:41.880 align:middle line:84% to worry that you can't do it and get stuck. 00:05:41.880 --> 00:05:42.448 align:middle line:90% Great. 00:05:42.448 --> 00:05:43.990 align:middle line:84% That's where we need all our students 00:05:43.990 --> 00:05:45.830 align:middle line:90% to be some of the time. 00:05:45.830 --> 00:05:47.900 align:middle line:84% Now I think the point that I really, 00:05:47.900 --> 00:05:52.120 align:middle line:84% really want to go without though is when we think about giving 00:05:52.120 --> 00:05:54.970 align:middle line:84% students opportunities to get into flow, 00:05:54.970 --> 00:05:58.110 align:middle line:84% we think about meeting their academic needs 00:05:58.110 --> 00:06:01.690 align:middle line:84% and the skill set that they've got and what they can do, 00:06:01.690 --> 00:06:04.202 align:middle line:90% but it's more than that. 00:06:04.202 --> 00:06:07.130 align:middle line:84% With Christine's student, it was emotional. 00:06:07.130 --> 00:06:09.740 align:middle line:84% Now, yeah, he's got special needs, 00:06:09.740 --> 00:06:12.130 align:middle line:84% but a lot of those students in front of you 00:06:12.130 --> 00:06:14.890 align:middle line:84% that haven't necessarily got special needs as such, 00:06:14.890 --> 00:06:16.180 align:middle line:90% they will lack confidence. 00:06:16.180 --> 00:06:19.030 align:middle line:84% They will have had painful past experiences. 00:06:19.030 --> 00:06:22.000 align:middle line:84% They might not come from families that support them 00:06:22.000 --> 00:06:23.440 align:middle line:84% and help them to understand that, 00:06:23.440 --> 00:06:24.690 align:middle line:90% yes, they can do these things. 00:06:24.690 --> 00:06:28.540 align:middle line:84% So yeah, you might be a secondary teacher teaching 00:06:28.540 --> 00:06:30.500 align:middle line:84% top set GCSE, and you think, yeah, 00:06:30.500 --> 00:06:32.485 align:middle line:84% these students should just be able to do that. 00:06:32.485 --> 00:06:34.660 align:middle line:90% Give them the support they need. 00:06:34.660 --> 00:06:36.190 align:middle line:84% Give them that bit of scaffolding, 00:06:36.190 --> 00:06:37.850 align:middle line:90% that little bit of reassurance. 00:06:37.850 --> 00:06:39.430 align:middle line:84% Remind them of when they could do it. 00:06:39.430 --> 00:06:43.750 align:middle line:84% Just give them what they need initially so they can then 00:06:43.750 --> 00:06:45.412 align:middle line:90% go forward independently. 00:06:45.412 --> 00:06:48.510 align:middle line:84% And it's by giving them that support when they need it, 00:06:48.510 --> 00:06:52.300 align:middle line:84% that emotional support, that they can then 00:06:52.300 --> 00:06:53.380 align:middle line:90% do what they need to do. 00:06:53.380 --> 00:06:55.920 align:middle line:84% So don't just stick to the academic. 00:06:55.920 --> 00:06:58.690 align:middle line:84% You know, remember that that person in front-- 00:06:58.690 --> 00:07:00.280 align:middle line:90% they're a whole person. 00:07:00.280 --> 00:07:04.150 align:middle line:84% They've got multiple needs, not just learning needs. 00:07:04.150 --> 00:07:06.370 align:middle line:84% And you might think, well, that's not your job. 00:07:06.370 --> 00:07:08.120 align:middle line:90% Well, A, yes, it is your job. 00:07:08.120 --> 00:07:10.060 align:middle line:84% And B, it will make your job a lot easier 00:07:10.060 --> 00:07:11.550 align:middle line:90% if you take the time to do that. 00:07:11.550 --> 00:07:13.758 align:middle line:84% So thank you so much for bringing that up, Christine. 00:07:13.758 --> 00:07:15.580 align:middle line:84% It's slightly off the tangent for what 00:07:15.580 --> 00:07:18.638 align:middle line:84% we do talk about in the course but really, really important. 00:07:18.638 --> 00:07:19.180 align:middle line:90% So thank you. 00:07:19.180 --> 00:07:22.632 align:middle line:84% So I think you've got a comment from Iptyeal now, Yeasmin. 00:07:22.632 --> 00:07:23.840 align:middle line:90% YEASMIN MORTUZA: I do indeed. 00:07:23.840 --> 00:07:26.200 align:middle line:90% Thanks, Jane. 00:07:26.200 --> 00:07:31.750 align:middle line:84% So Iptyeal, I hope I've got the pronunciation right-- 00:07:31.750 --> 00:07:36.850 align:middle line:84% makes a really, really important inquiry and shares a concern 00:07:36.850 --> 00:07:41.470 align:middle line:84% about identifying the needs of what we-- 00:07:41.470 --> 00:07:42.880 align:middle line:84% the range of students, especially 00:07:42.880 --> 00:07:45.072 align:middle line:90% in a mixed ability class. 00:07:45.072 --> 00:07:47.030 align:middle line:84% Quite often, in secondary schools, we have sets 00:07:47.030 --> 00:07:52.010 align:middle line:84% and there are mixed-ability lessons as well. 00:07:52.010 --> 00:07:52.510 align:middle line:90% Right. 00:07:52.510 --> 00:07:55.720 align:middle line:84% So the thing to recognise here, whether you're teaching 00:07:55.720 --> 00:08:00.310 align:middle line:84% in mixed ability or in sets, is actually the true, 00:08:00.310 --> 00:08:04.960 align:middle line:84% for want of word, abilities or range of a student is actually 00:08:04.960 --> 00:08:06.700 align:middle line:90% a spiky profile. 00:08:06.700 --> 00:08:09.090 align:middle line:84% And when we look at things like test results, 00:08:09.090 --> 00:08:14.440 align:middle line:84% they don't give an indication of the complexity of how any five 00:08:14.440 --> 00:08:17.800 align:middle line:84% children will make their way through a particular learning 00:08:17.800 --> 00:08:20.350 align:middle line:84% task because we are complex beings. 00:08:20.350 --> 00:08:22.180 align:middle line:90% We think in complex ways. 00:08:22.180 --> 00:08:26.170 align:middle line:84% And we do have a mixed bag of aptitude 00:08:26.170 --> 00:08:28.630 align:middle line:84% towards different areas of skills 00:08:28.630 --> 00:08:31.300 align:middle line:90% that we draw upon for learning. 00:08:31.300 --> 00:08:34.750 align:middle line:84% So actually, any student, any one student, 00:08:34.750 --> 00:08:38.140 align:middle line:84% is going to have strengths and weaknesses 00:08:38.140 --> 00:08:41.590 align:middle line:84% in a range of different areas, irrespective of whether they're 00:08:41.590 --> 00:08:43.480 align:middle line:84% in a mixed-ability group or whether they're 00:08:43.480 --> 00:08:46.700 align:middle line:90% in setted groups as well. 00:08:46.700 --> 00:08:49.030 align:middle line:84% And so how do we unravel all of that? 00:08:49.030 --> 00:08:51.670 align:middle line:84% Well, the truth of the matter is-- 00:08:51.670 --> 00:08:54.370 align:middle line:84% that places enormous pressure on teachers. 00:08:54.370 --> 00:08:58.390 align:middle line:84% The truth of the matter is we can't unpick all of it 00:08:58.390 --> 00:09:03.520 align:middle line:84% for each student as a separate entity, but what we can do 00:09:03.520 --> 00:09:06.850 align:middle line:84% is have a broad understanding of the range-- 00:09:06.850 --> 00:09:11.440 align:middle line:84% the range-- one of the likely things that some students will 00:09:11.440 --> 00:09:13.750 align:middle line:84% be able to do and maybe struggle on, 00:09:13.750 --> 00:09:16.200 align:middle line:84% the likely stumbling blocks, et cetera. 00:09:16.200 --> 00:09:21.430 align:middle line:84% And if we allow for all of the different possibilities 00:09:21.430 --> 00:09:24.880 align:middle line:84% to be catered for, that's when true differentiation 00:09:24.880 --> 00:09:26.350 align:middle line:90% starts coming. 00:09:26.350 --> 00:09:29.440 align:middle line:84% I think, especially in secondary schools, 00:09:29.440 --> 00:09:32.560 align:middle line:84% we then have the problem of thinking that we, the teacher, 00:09:32.560 --> 00:09:34.370 align:middle line:84% are the main resource in the classroom. 00:09:34.370 --> 00:09:37.160 align:middle line:84% Yes, we are the mastermind behind the lesson plan, 00:09:37.160 --> 00:09:40.540 align:middle line:84% but actually we forget that the students 00:09:40.540 --> 00:09:42.760 align:middle line:90% are their own resource. 00:09:42.760 --> 00:09:45.400 align:middle line:84% They are their own resource for themselves, 00:09:45.400 --> 00:09:48.050 align:middle line:84% and they are a resource for each other. 00:09:48.050 --> 00:09:50.950 align:middle line:84% Now, if we start tapping into that as a resource, 00:09:50.950 --> 00:09:54.400 align:middle line:84% we can allow students to self-differentiate. 00:09:54.400 --> 00:09:57.980 align:middle line:84% And then it befalls faster to oversee the process. 00:09:57.980 --> 00:10:00.820 align:middle line:84% So if we are giving them autonomy and allowing them 00:10:00.820 --> 00:10:03.610 align:middle line:84% to self-differentiate and self-regulate, 00:10:03.610 --> 00:10:05.590 align:middle line:84% we just need to make sure two things. 00:10:05.590 --> 00:10:08.410 align:middle line:84% We need to make sure that we've provided them 00:10:08.410 --> 00:10:10.570 align:middle line:84% with the opportunity, the learning tasks-- 00:10:10.570 --> 00:10:13.870 align:middle line:84% the range of learning tasks are there available-- 00:10:13.870 --> 00:10:16.600 align:middle line:84% and also that, during class time, 00:10:16.600 --> 00:10:20.230 align:middle line:84% we are able to intervene, to support, to direct, 00:10:20.230 --> 00:10:21.550 align:middle line:90% to redirect. 00:10:21.550 --> 00:10:23.530 align:middle line:84% And so that way, we don't actually 00:10:23.530 --> 00:10:30.030 align:middle line:84% need to have a thorough understanding of how 00:10:30.030 --> 00:10:33.160 align:middle line:84% one student may learn, but, rather, we've 00:10:33.160 --> 00:10:37.210 align:middle line:84% got a generic understanding of the range of stumbling blocks 00:10:37.210 --> 00:10:38.760 align:middle line:90% that students come across. 00:10:38.760 --> 00:10:41.350 align:middle line:84% And that way, we let ourselves off the hook 00:10:41.350 --> 00:10:44.440 align:middle line:84% because it would be impossible to hold information 00:10:44.440 --> 00:10:47.440 align:middle line:84% like what that graph suggests in our head 00:10:47.440 --> 00:10:50.390 align:middle line:84% as we're going about our day-to-day business. 00:10:50.390 --> 00:10:55.220 align:middle line:84% OK, so really building using collaborative learning 00:10:55.220 --> 00:10:57.680 align:middle line:84% to allow students to self-differentiate, 00:10:57.680 --> 00:11:00.680 align:middle line:84% I think, Iptyeal would go a long way 00:11:00.680 --> 00:11:04.715 align:middle line:84% towards helping to deal with mixed-ability teaching. 00:11:04.715 --> 00:11:07.940 align:middle line:84% And it lets us off the hook for identifying 00:11:07.940 --> 00:11:09.840 align:middle line:90% the needs of all students. 00:11:09.840 --> 00:11:14.750 align:middle line:84% But, of course, we do need to be aware of specific needs which 00:11:14.750 --> 00:11:16.400 align:middle line:90% would impact on our plans. 00:11:16.400 --> 00:11:18.875 align:middle line:84% We do need to have that awareness as well, 00:11:18.875 --> 00:11:21.740 align:middle line:84% but it means that we don't need to have knowledge 00:11:21.740 --> 00:11:26.060 align:middle line:84% of this micro-detail that high-level differentiation 00:11:26.060 --> 00:11:27.720 align:middle line:90% might imply. 00:11:27.720 --> 00:11:30.920 align:middle line:84% So thank you very much for that comment. 00:11:30.920 --> 00:11:33.950 align:middle line:84% I'm going to hand it back over to Jane for Elena's comment. 00:11:33.950 --> 00:11:35.177 align:middle line:90% Over to you, Jane. 00:11:35.177 --> 00:11:37.010 align:middle line:84% JANE WINTER: Yes, thank you for this, Elena. 00:11:37.010 --> 00:11:38.210 align:middle line:90% You make a great point. 00:11:38.210 --> 00:11:43.130 align:middle line:84% And she actually says assessment doesn't have to be stressful. 00:11:43.130 --> 00:11:44.500 align:middle line:90% It can be stressful. 00:11:44.500 --> 00:11:48.350 align:middle line:84% And if it's all about giving children the grades, 00:11:48.350 --> 00:11:51.350 align:middle line:84% making them feel judged, making them compare themselves 00:11:51.350 --> 00:11:55.430 align:middle line:84% against each other, making it like a competition, 00:11:55.430 --> 00:11:57.290 align:middle line:84% and knowing that everything is written down, 00:11:57.290 --> 00:12:00.050 align:middle line:84% and there's numbers attached to them 00:12:00.050 --> 00:12:02.390 align:middle line:90% that relate to their ability-- 00:12:02.390 --> 00:12:06.680 align:middle line:84% I don't like that word, but you know where I'm coming from. 00:12:06.680 --> 00:12:08.600 align:middle line:84% Assessment doesn't need to be like that. 00:12:08.600 --> 00:12:12.410 align:middle line:84% It shouldn't be about levels and labels and everything 00:12:12.410 --> 00:12:15.860 align:middle line:84% written down and file for prosperity forever. 00:12:15.860 --> 00:12:18.080 align:middle line:84% It's about knowing your students. 00:12:18.080 --> 00:12:21.470 align:middle line:84% It's about celebrating what they can do 00:12:21.470 --> 00:12:24.410 align:middle line:84% and finding out what they need to do next. 00:12:24.410 --> 00:12:29.230 align:middle line:84% It shouldn't be threatening for a student 00:12:29.230 --> 00:12:31.790 align:middle line:84% where differentiation is working well. 00:12:31.790 --> 00:12:33.390 align:middle line:90% It's about feeling heard. 00:12:33.390 --> 00:12:36.230 align:middle line:84% It's about feeling known and understood 00:12:36.230 --> 00:12:38.990 align:middle line:84% and having work that fits what you can actually do. 00:12:38.990 --> 00:12:40.850 align:middle line:90% And that is empowering. 00:12:40.850 --> 00:12:44.300 align:middle line:84% And there's also creative ways that we can do assessment, 00:12:44.300 --> 00:12:46.460 align:middle line:84% but quizzes and games are only as 00:12:46.460 --> 00:12:50.380 align:middle line:84% good as the environment in which you are using them 00:12:50.380 --> 00:12:52.490 align:middle line:90% and the way that they're done. 00:12:52.490 --> 00:12:54.830 align:middle line:84% Because quizzes and games, if they're done 00:12:54.830 --> 00:12:57.050 align:middle line:84% and the students say, oh, that's to give me a label, 00:12:57.050 --> 00:13:00.710 align:middle line:84% or that's to show what I can do, it's very threatening. 00:13:00.710 --> 00:13:03.050 align:middle line:90% Where they're collaborative. 00:13:03.050 --> 00:13:05.810 align:middle line:84% And you know that it's helping you 00:13:05.810 --> 00:13:09.570 align:middle line:84% understand what you can do and know what your next steps are. 00:13:09.570 --> 00:13:14.000 align:middle line:84% And this leads very much back to what Iptyeal and Yeasmin were 00:13:14.000 --> 00:13:19.160 align:middle line:84% saying on the last slide about giving students the power 00:13:19.160 --> 00:13:21.680 align:middle line:84% to self-differentiate, to find out what they can do, 00:13:21.680 --> 00:13:23.120 align:middle line:84% and make decisions for themselves. 00:13:23.120 --> 00:13:24.380 align:middle line:90% That isn't threatening. 00:13:24.380 --> 00:13:27.680 align:middle line:84% And it's great when you can have the opportunity 00:13:27.680 --> 00:13:30.720 align:middle line:84% to get in that flow that we've been talking about 00:13:30.720 --> 00:13:35.840 align:middle line:84% and know that the people around you want you to make progress. 00:13:35.840 --> 00:13:39.350 align:middle line:84% When you learn a new skill, it feels great, doesn't it? 00:13:39.350 --> 00:13:41.690 align:middle line:84% And you can feel yourself moving on. 00:13:41.690 --> 00:13:44.110 align:middle line:84% And that's what good assessment is. 00:13:44.110 --> 00:13:48.560 align:middle line:84% It's about giving students the power to learn, to move on, 00:13:48.560 --> 00:13:50.900 align:middle line:84% not to think, oh, I'm not quite so good 00:13:50.900 --> 00:13:52.520 align:middle line:90% as the person I sit next to. 00:13:52.520 --> 00:13:55.100 align:middle line:84% Or oh, I'm a lot better than that person over there. 00:13:55.100 --> 00:13:56.190 align:middle line:90% It shouldn't be like that. 00:13:56.190 --> 00:13:57.440 align:middle line:90% It really, really shouldn't. 00:13:57.440 --> 00:14:00.320 align:middle line:84% So thank you so much for bringing that up, Elena. 00:14:00.320 --> 00:14:02.000 align:middle line:84% That's the end of another video diary, 00:14:02.000 --> 00:14:04.810 align:middle line:84% and we'll be back towards the end of week five 00:14:04.810 --> 00:14:08.010 align:middle line:84% with our final video diary of the course. 00:14:08.010 --> 00:14:10.580 align:middle line:84% However, we can't do this if you don't give us permission. 00:14:10.580 --> 00:14:11.540 align:middle line:90% So do look out. 00:14:11.540 --> 00:14:14.420 align:middle line:84% If we've made a comment on one of your comments 00:14:14.420 --> 00:14:15.560 align:middle line:90% asking for permission. 00:14:15.560 --> 00:14:18.785 align:middle line:84% There's also the question and answer session. 00:14:18.785 --> 00:14:20.770 align:middle line:84% If you've got a question, pop over 00:14:20.770 --> 00:14:26.410 align:middle line:84% to set 5.2 and post it there for our expert educators to answer. 00:14:26.410 --> 00:14:30.180 align:middle line:84% And that will be uploaded by the 14th of February. 00:14:30.180 --> 00:14:34.110 align:middle line:84% And I think that's it for this time, so see you online. 00:14:34.110 --> 00:14:35.660 align:middle line:90% YEASMIN MORTUZA: Bye.