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While you wait….review your own ‘differentiation’ practice. Please complete the ‘Reviewing your own practice: providing stretch and support’ resource. Under Starters orders…. Secondary Phase Committee. Managing differentiation: providing stretch and support.

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While you wait review your own differentiation practice
While you wait….review your own ‘differentiation’ practice

Please complete the ‘Reviewing your own practice: providing stretch and support’

resource



Secondary Phase Committee practice

Managing differentiation: providing stretch and support.

Beth Harries, Central Foundation 

Boys' School, London

Gary Dawson

Fair Oak Academy, Rugeley, Staffordshire



Objectives success criteria
Objectives: success criteria support

  • 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







Getting the whole class teaching right to support differentiation1
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
Getting the whole class teaching right… 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



4/ Knowledge of students and their abilities class and group work.

5/ Students understand the task, its expectations and its context. Excellent teacher explanation, examples and modelling


6/ Using quality prepared resources class and group work.

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 differentiation (modelling, peer, self), targets, marking, objectives)


Types of differentiation1
Types of differentiation (modelling, peer, self), targets, marking, objectives)

1/ Plannedexpectation (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 differentiation2
Types of differentiation (modelling, peer, self), targets, marking, objectives)

Any others ?

  • 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


Types of differentiation3
Types of differentiation (modelling, peer, self), targets, marking, objectives)

Any others ?

  • 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

Which do you use the most and why …


Is differentiation by outcome differentiation
Is differentiation by outcome differentiation ? (modelling, peer, self), targets, marking, objectives)


Differentiation what is it3
Differentiation ? What is it ? (modelling, peer, self), targets, marking, objectives)

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


Carousel activities
Carousel activities (modelling, peer, self), targets, marking, objectives)

+


Carousel activities1
Carousel activities (modelling, peer, self), targets, marking, objectives)

+


boards (modelling, peer, self), targets, marking, objectives)

Electronic corner

door

Table of organisation

Table 2

Table 6

Table 3

231

645

312

Table 1

Table 5

Table 4

564

123

456


boards (modelling, peer, self), targets, marking, objectives)

Electronic corner

door

Table of organisation

Table 2

Table 6

Table 3

231

645

312

Table 1

Table 5

Table 4

564

123

456


Activity 1 what if

If you finish the task attempt the stretch ! (modelling, peer, self), targets, marking, objectives)

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


Activity 2 objective setting

If you finish the task attempt the stretch ! (modelling, peer, self), targets, marking, objectives)

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


Activity 3 evaluate the lesson plan template
Activity 3 – Evaluate the lesson plan template (modelling, peer, self), targets, marking, objectives)

If you finish the task attempt the stretch !

  • 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)


Activity 1 what if1
Activity 1 – what if (modelling, peer, self), targets, marking, objectives)

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

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 setting1
Activity 2 – objective setting (modelling, peer, self), targets, marking, objectives)

  • 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)

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)

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 template1
Activity 3 – Evaluate the lesson plan template Partnership)

  • 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




Objectives
Objectives: Partnership)

  • 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



Depending on time
Depending on time Partnership)

  • Could do 1,2 or 3 of these tasks !!


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