1 / 42

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. Under Starters orders…. Secondary Phase Committee. Managing differentiation: providing stretch and support.

malina
Download Presentation

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

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. While you wait….review your own ‘differentiation’ practice Please complete the ‘Reviewing your own practice: providing stretch and support’ resource

  2. Under Starters orders…..

  3. Secondary Phase Committee Managing differentiation: providing stretch and support. Beth Harries, Central Foundation  Boys' School, London Gary Dawson Fair Oak Academy, Rugeley, Staffordshire

  4. Corseting your geography teaching: providing stretch and support Original title !

  5. 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

  6. Differentiation ? What is it ?

  7. Differentiation ? What is it ?

  8. Differentiation ? What is it ?

  9. Background to session

  10. Getting the whole class teaching right to support differentiation

  11. 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

  12. 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

  13. 3/ Students are expected to and do get involved...whole class and group work.

  14. 4/ Knowledge of students and their abilities 5/ Students understand the task, its expectations and its context. Excellent teacher explanation, examples and modelling

  15. 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

  16. 9/ Students know what to do to improve ( reviewing, AfL (modelling, peer, self), targets, marking, objectives) 10/ Provide opportunities for and encourage independence

  17. Types of differentiation

  18. Types of differentiation 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

  19. Types of differentiation 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

  20. Types of differentiation 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 …

  21. Is differentiation by outcome differentiation ?

  22. Differentiation ? What is it ? 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

  23. Carousel activities +

  24. Carousel activities +

  25. boards Electronic corner door Table of organisation Table 2 Table 6 Table 3 231 645 312 Table 1 Table 5 Table 4 564 123 456

  26. boards Electronic corner door Table of organisation Table 2 Table 6 Table 3 231 645 312 Table 1 Table 5 Table 4 564 123 456

  27. 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

  28. 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

  29. Activity 3 – Evaluate the lesson plan template 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)

  30. 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 Task: Using the above table, select in order, the top 6 scenarios which are likely to occur. Give reasons for your order.

  31. 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

  32. 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

  33. 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

  34. 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

  35. Some resources to share !

  36. Example of lesson on flooding +

  37. 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

  38. Stop it’s lunch time !

  39. Depending on time • Could do 1,2 or 3 of these tasks !!

More Related