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

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Carousel activities

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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

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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 !!