While you wait….review your own ‘differentiation’ practice
Please complete the ‘Reviewing your own practice: providing stretch and support’resource
Under Starters orders…..
Gary Dawson
Fair Oak Academy, Rugeley, Staffordshire
Beth Harries, Central Foundation
Boys' School, London
Managing differentiation: providing stretch and support.
Secondary Phase Committee
Corseting your geography teaching: providing stretch and
support
Original title !
Objectives: success criteria
• All: reflect on how you differentiate in your classroom
• Most: make a contribution that supports another delegate/colleague
• Some: apply some of these ideas in your classroom in the first few weeks back at school
Differentiation ? What is it ?
Differentiation ? What is it ?
Differentiation ? What is it ?
Background to session
Getting the whole class teaching right to support differentiation
Getting the whole class teaching right to support differentiation
1/ Clear learning objectives … students know where the lesson is going
2/ Positive working environments – students encouraged to achieve, do their best and have a go
Getting the whole class teaching right…
1/ Clear learning objectives … students know where the lesson is going
2/ Positive working environments – students encouraged to achieve, do their best and have a go
3/ Students are expected to and do get involved...whole class and group work.
4/ Knowledge of students and their abilities
5/ Students understand the task, its expectations and its context. Excellent teacher explanation, examples and modelling
6/ Using quality prepared resources
7/ Students undertake a range of engaging, varied and challenging tasks
8/ Reviewing the learning (including AFL) and monitoring and demonstrating progress
9/ Students know what to do to improve ( reviewing, AfL (modelling, peer, self), targets, marking, objectives)
10/ Provide opportunities for and encourage independence
Types of differentiation
Types of differentiation1/ Planned expectation (Must Should Could, All Most Some)
2/ Assessment
3/ Tasks, targets and homework related to level/ability/target
4/ Resources (quantity, amount of text, readability of text, supporting images)
5/ Support (other students/different groupings/seating plans)
6/ Support (TA or teacher)
7/ Choice of activity (guided)
8/ Writing support (scaffolds, frames, key words)
9/ Directed questioning
Types of differentiation
• 1/ Planned expectation (must, should, could, or all, most, some)
• 2/ Assessment• 3/ Task, targets and homework• 4/ Resources (quantity, amount of text,
readability of text, supporting images)• 5/ Support (other students/different
groupings/seating plans)• 6/ Support (TA or teacher)• 7/ Choice of activity (guided)• 8/ Writing support (scaffolds, frames, key
words)• 9/ Directed questioning
Any others ?
Types of differentiation
• 1/ Planned expectation (must, should, could, or all, most, some)
• 2/ Assessment• 3/ Task, targets and homework• 4/ Resources (quantity, amount of text,
readability of text, supporting images)• 5/ Support (other students/different
groupings/seating plans)• 6/ Support (TA or teacher)• 7/ Choice of activity (guided)• 8/ Writing support (scaffolds, frames, key
words)• 9/ Directed questioning
Any others ?
Which do you use the most and why …
Is differentiation by outcome differentiation ?
Differentiation ? What is it ?1/ Planned expectation (must, should, could, or all, most, some)2/ Assessment3/ Task, targets and homework4/ Resources (quantity, amount of text, readability of text, supporting images)5/ Support (other students/different groupings/seating plans)6/ Support (TA or teacher)7/ Choice of activity (guided)8/ Writing support (scaffolds, frames, key words)9/ Directed questioning
Carousel activities
+
Carousel activities
+
boardsElectronic
cornerdoor
Table of organisation
Table 3
312
Table 2
231
Table 1
123
Table 6
645
Table 5
564 Table 4
456
boardsElectronic
cornerdoor
Table of organisation
Table 3
312
Table 2
231
Table 1
123
Table 6
645
Table 5
564 Table 4
456
Activity 1 – what if
• Task: using the ‘what if’ resource…• Make the task more challenging• Make the task more accessible to less able
students
• Stretch: describe another example/scenario where you might use a ‘what if’ activity
• Support: use Bloom’s taxonomy or the creativity wheel to help you to make the task more challenging and more accessible
If you finish the task attempt the stretch !
Activity 2 – objective setting• From the GCSE AQA A specification – Water on the Land.
‘There is discussion about the costs and benefits of hard and soft engineering and debate about which is the better option. Hard engineering strategies – dams and reservoirs, straightening.
Soft engineering – flood warnings, preparation. Flood plain zoning, do nothing. The costs and benefits of these.’
• Task: generate learning objectives for a lesson that would support the learning of students working at grades F, C and A, for the content above
• Stretch: consider how you will review these objectives to show progress in student learning
• Support: make use of the exam questions on this topic to help you. Look at the resource from the ‘Isle of Wight Partnership’ on objective setting
If you finish the task attempt the stretch !
Activity 3 – Evaluate the lesson plan template
• Task: evaluate how the PowerPoint template for an outstanding lesson plan caters for the more and less able
• Stretch: what else could be included in the PowerPoint to provide support in the planning of an outstanding lesson
• Support: make use of the lesson observation proforma to make a judgement (note: this does not take account of most recent inspection changes)
If you finish the task attempt the stretch !
Activity 1 – what if
Task: using the ‘what if’ resource…
Make the task more challenging
Make the task more accessible to less able students
Stretch: describe another example/scenario where you might use a ‘what if’ activity
Support: use Bloom’s taxonomy or the creativity wheel to help you to make the task more challenging and more accessible
1/ China is the world's richest nation
2/ The poorest countries in Af rica were no longer poor
3/ Tokyo takes a direct hit f rom a powerful earthquake
4/ The UK government charges an environment tax on all goods and services according to the impact they have on the environment
5/ Farmers in the UK no longer get subsidies for f ood production
6/ Confl ict between the Palestinians and I srael ends
7/ All students complete their homework on time
8/ The gulf stream is altered by climate change
9/ Mcdonalds can be f ound in every country of the world
10/ oil runs out
11/ Lif e expectancy in Afghanistan is similar to that in the USA
12/ The Thames Barrier f ails to protect London f rom flooding
13/ Stocks of cod in the North Sea run so low, the fish is said to be extinct
14/ Birmingham City Football Club win the Premiership and the Champion's League in the same season
15/ Britain withdraws f rom the European Union to join with America in the North Atlantic Free Trade Association
16/ Colombia no longer produces large amounts of coca leaves, the raw material f or cocaine
17/ The UK has to ration electricity 18/ Mexicans no longer want to migrate to the USA
19/ The world's population reaches 12 billion.
20/ Blackpool has more casinos than Las Vegas
Task:Using the above table, select in order, the top 6 scenarios which are likely to occur. Give reasons for your order.
Activity 2 – objective setting• From the GCSE AQA A specification – Water on the Land.
‘There is discussion about the costs and benefits of hard and soft engineering and debate about which is the better option. Hard engineering strategies – dams and reservoirs, straightening.
Soft engineering – flood warnings, preparation. Flood plain zoning, do nothing. The costs and benefits of these.’
• Task: generate learning objectives for a lesson that would support the learning of students working at grades F, C and A, for the content above
• Stretch: consider how you will review these objectives to show progress in student learning
• Support: make use of the exam questions on this topic to help you. Look at the resource from the ‘Isle of Wight Partnership’ on objective setting
WRITING LEARNING OBJECTIVES (source: Isle of Wight Partnership)
A learning objective is A learning objective encompasses
A learning objective is expressed
A learning objective is NOT expressed
A precise statement of what a child should be able to do at the end of an activity
A differentiated minimum target
An application or
A capability or
An opportunity for pupil assessment/self evaluation
draw handle
Identify list
calculate present
plan build
predict make
decide define apply use
state contrast
compare select
assemble explain
describe discuss
construct write
solve classify
reflect upon
make distinctions
draw conclusions
Demonstrate
Know
Understand
Learn
Memorise
Acquire skills in
Become familiar with
Develop mastery in
Appreciate the significance of
Understanding is a very important learning objective BUT it is measured by one or more of the above objectives. If you use it as an objective in its own right, you MUST say how it will be assessed by application in problem solving
WRITING LEARNING OBJECTIVES (source: Isle of Wight Partnership)
A learning objective is A learning objective encompasses
A learning objective is expressed
A learning objective is NOT expressed
A precise statement of what a child should be able to do at the end of an activity
A differentiated minimum target
An application or
A capability or
An opportunity for pupil assessment/self evaluation
draw handle
Identify list
calculate present
plan build
predict make
decide define apply use
state contrast
compare select
assemble explain
describe discuss
construct write
solve classify
reflect upon
make distinctions
draw conclusions
Demonstrate
Know
Understand
Learn
Memorise
Acquire skills in
Become familiar with
Develop mastery in
Appreciate the significance of
Understanding is a very important learning objective BUT it is measured by one or more of the above objectives. If you use it as an objective in its own right, you MUST say how it will be assessed by application in problem solving
Activity 3 – Evaluate the lesson plan template
• Task: evaluate how the PowerPoint template for an outstanding lesson plan caters for the more and less able
• Stretch: what else could be included in the PowerPoint to provide support in the planning of an outstanding lesson
• Support: make use of the lesson observation proforma to make a judgement
Some resources to share !
Example of lesson on flooding
+
Objectives:
• All: reflect on how you differentiate in your classroom
• Most: make a contribution that supports another delegate/colleague
• Some: apply some of these ideas in your classroom in the first few weeks back at school
Stop it’s lunch time !
Depending on time
• Could do 1,2 or 3 of these tasks !!
Top Related