PR-2888IRE New Wave Handwriting Teachers Guide - Junior and Senior Infants

DIFFERENTIATION AND HANDWRITING
Differentiation is the practice of using a variety of teaching techniques and adapting lessons to suit a diverse group of
pupils in one classroom.
All pupils are different—they learn in different ways and at different rates, they deal with learning tasks differently and they
have different interests. Pupils have varying ‘prior learning’ experiences and varying degrees of motivation and engagement
in learning.
Differentiation requires teachers to present lessons and concepts at a number of different difficulty levels based on the
different ability levels of pupils. Differentiation matches pupil characteristics to instruction and assessment.
DIFFERENTIATION INVOLVES TEACHERS MODIFYING:
• practice (the way they deliver instruction to pupils)
• process (how the lesson is designed for the pupils)
• products (the kind of work pupils are expected to
complete)
• content (the reading or materials pupils study)
• assessment (how teachers measure what pupils have
learnt)
• groupings (the arrangement of pupils in the classroom)
DIFFERENTIATION FOR LESS CAPABLE HAND WRITERS
Pupils having difficulty in an area of handwriting can be
supported using the following techniques:
• Provide additional practice forming and joining letters in
a variety of different formats and contexts.
• Use slope cards to assist pupils who have difficulty
sloping letters.
• Use highlighted paper or raised line paper (available
commercially) to reinforce letter size differentiation.
• Use small smiley face stickers as word spacers. Visit
to read about the idea.
• Find an online resource where pupils can practise their
handwriting on an iPad ® .
• Provide additional gross motor and fine motor skills.
Refer to pages 55–58 for some suggestions.
• Adjust the handwriting task so pupils only have to
practise some, but less, handwriting than their more
capable counterparts until they become more proficient.
• Use specific language or visual clues to support letter
formation or joining techniques.
• Provide larger writing utensils or wider-spaced lines for
handwriting.
• Provide multisensory activities so a variety of different
learning styles are being catered for.
• Provide one-on-one, paired or small group
demonstrations of letter formations.
• Revise handwriting patterns necessary for letter
formation. Refer to pages 116–140 and
pages 166–190.
DIFFERENTIATION MAY TAKE ON ONE OR MORE OF
THE FOLLOWING CLASSROOM TECHNIQUES:
• creating lessons based on the different learning styles
of pupils
• grouping pupils by common interests or abilities
• formative assessment
• creating a safe and supportive classroom environment
• ongoing assessment and adjustment of lessons to
meet the needs of the pupils
DIFFERENTIATION FOR THOSE PUPILS WHO NEED
HANDWRITING EXTENSION
Consider using these ideas for additional handwriting
practice to extend more capable pupils and those who are
‘quick finishers’.
• Provide longer handwriting practice sheets with more
exercises to complete than less capable counterparts.
• Ask pupils to add patterns or more details to practice
sheets where applicable for additional fine motor skill
practice. Colouring sheets may also be used. Refer to
pages 110 and 161 for examples.
• Consider having pupils reflect on their own handwriting
by writing a sentence or two of self-assessment.
• Ask pupils to select and copy a sentence or two of text
from a picture book or a paragraph from a book with
more words.
• Substitute a handwritten activity for one often completed
using a computer.
• Provide opportunities for pupils to choose their own
handwriting task.
Review sample
Differentiated assessment for Junior and Senior Infants
can be found on pages 102–105 and pages 152–155.
A variety of remediation suggestions for specific handwriting
problems can be found on pages 39–42.
Prim-Ed Publishing www.prim-ed.com 978-1-84654-938-0 NEW WAVE HANDWRITING TEACHERS GUIDE JUNIOR AND SENIOR INFANTS 43