Challenge. Progress. Differentiation. #2 November 2013
I do that ! ..I could do that ? ..I'll try that !!
Starting off right in Maths
Through a differentiated starter task Vicky Lawrence challenged all pupils right from the start of the lesson. In a low ability group all pupils were able to find their own individual level of challenge through a worksheet that allowed differentiation according to the level of information that was applied to it. Some students could apply single figure numbers whilst others could apply more. Find out more from Vicky......
Team effort in Tech
During a food technology lesson with Lizzie Broxholme pupils were given differentiated place mats to allow them to progress at different rates. Lower ability students could refer back to key points whilst more able students could push on to extended tasks and questioning. The place mats, created by POD achievement assistant Charlotte Duffy, gave students additional support when and where necessary. See Lizzie or Charlotte for more info.
Tackling difficult differentiation
The use of video in our classrooms is a hit with most pupils but, can it be differentiated? Ms Hughes took on the challenge whilst pupils watched the assassination of Franz Ferdinand. Differentiated question sheets were produced to match key information presented on screen. Higher ability pupils were encouraged to further question the information they were being presented with whilst lower ability students were given key words to listen out for and match to a set of descriptions. Read more from Carolyn....
Fran Elliotts success in building challenge last term was combined with Blooms Taxonomy to drive differentiation in English. Nicola Snape planned a sequence of tasks that challenged pupils to respond at their individual target levels. Tasks focussed on confirming existing knowledge to begin with before pushing onto more challenging tasks. For full details from Nicola click here.....
Planning for differentiation
How far do we go when planning for individual needs in our classroom? Speaking with POD leaders, quick chats on corridors and discussions during Tuesday night meetings the ways we can and do differentiate our lessons is extensive. At its extreme we could have 30 individual lessons to suit every member of the class. To help us in our mission Kelly Walker has created the '5 minute differentiation flow chart'. Takes longer to say it than use it! Have a look and feedback any thoughts to Kelly.