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Differentiation in secondary and post-16 Science? Charlotte Hendey Jumeirah College. When we teach the same thing to all students at the same time; 1/3 already know it 1/3 get it easily 1/3 never will So 2/3 of the students are wasting their time. What are DSIB looking for?.

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Presentation Transcript
slide2
When we teach the same thing to all students at the same time;

1/3 already know it

1/3 get it easily

1/3 never will

So 2/3 of the students are wasting their time

differences
Differences?

What are the differences between students?

Which of these differences can we take account of at classroom level?

Prior knowledge

Skill

Learning rate

Cognitive ability

Learning style

Motivation, attitude and effort

slide7

Articulate

  • Students have to describe a word so team mates can guess the word.
  • Support: Give taboo words that students are not allowed to use when describing the word or allow students to draw instead of use words.
  • Extend: Students have to write definitions for each word.
slide8

Pick 5 of the words below and describe them so your partner guesses the word.

  • Atom
  • Element
  • Compound
  • Mixture
  • Chromatography
  • Distillation
  • Electrolysis
  • Bond
slide9

Personal glossary

  • Students have a section in the back of their exercise books to make their own glossary.
  • Words can be entered as directed by the teacher or when a student encounters new words.
what am i

What am I? Students are given a post-it note and stick it on their head/written on the whiteboard (and back to back) students ask Yes/No questions. They have 3 questions then have to make a guess.

What am I?
slide12

Give students a list of keywords at the beginning of a topic.

  • Differentiate: Students could write the definitions as they meet the new terms throughout the teaching of the topic.
  • For less able students give the definitions separately and they can match them up as they meet them.
slide13

Group work

  • Group students according to ability and have different tasks for each group, or provide support material for less able groups.
  • Have mixed ability groups and assign roles. This allows students to work to their strengths or improve their weak areas.
slide14

Market place:

Start with mixed ability groups but number students according to ability

slide15

Market place:

Students team up in number groups. Work can be given appropriate to ability.

slide16

Market place:

Re-join original groups and share information.

slide17

Roles: To produce revision material

  • Manager
    • Distributes responsibilities to team members
    • Monitors progress of team mates
    • Manages activities, discussion and time
    • Helps team mates with their tasks, as necessary
  • Artist
    • Select a small number of key images and draw the images out
    • Label images and add necessary descriptions
  • Wordsworth
    • Identify key terms
    • Produce flash cards or another revision aid linked to terminology
  • Public Speaker
    • Prepare a brief presentation (2-3 minutes) for classmates using Artist’s images and Wordsworth’s key terms from team-mates.
  • Clairvoyant
    • Predict 10+ questions that would be asked on an exam on the topic.
    • Give correct answer / mark scheme for each question.
slide18

Roles: For experiments

  • Project manager: co-ordinating or leading the method
  • Safety Officer: Checking all students are working safely
  • Data collector: Writing table and entering results
  • Lab technician: In charge of materials
questioning1

Write 5 questions about chemical reactions.

Put each question on a separate post-it note.

30 seconds

Questioning
questioning2

Stick your questions on the Bloom’s Taxonomy sheet based on the level of your question

Where are most of the post-it notes?

Questioning
differentiating questions

Write students name on a lolly stick

Colour code the lolly sticks based on ability

Pick a lolly stick whenever you ask a question

Differentiating questions
slide24

A ‘Bloom’s lesson’

  • Write 7 questions based on Bloom’s taxonomy
  • Students start on question 1
  • When they have answered and checked a question is correct they put a post-it note with their name on the corresponding part of the triangle.
  • They make their way up the pyramid by answering increasingly challenging questions.
  • Have prompts if needed

Creating - 7

Evaluating

- 5 &6

Analysing - 4

Applying - 3

Understanding- 2

Recall - 1

power teaching

You say ‘class’ they say ‘yes’

You say ‘teach’ they say ‘ok’

Hand and eye point – really key bit of information.

Pupils have to repeat the information from the beginning with each new point.

Power teaching
slide30

Differentiating power teaching

  • Support:
  • Give any support staff a copy of the script
  • Give students keywords
  • Allow students to do diagrams on a white board
  • Give a writing frame
  • Extension
  • Supply additional information for students analyse using the information covered
  • Give questions that can be answered as the power teaching progresses