1.varied products/projects

Created by M Featherstone and H Thompson

1.Varied Products/Projects

• Allow students to make choices about how they demonstrate what they have learned, whether they write an essay, make a poster, or act out a scene.

• Be clear about your expectations; then allow them to meet the requirements in their own way.

• Year 8 Science students were given the project title ‘Etna’ and over a series of weeks, their homework was to create a product which demonstrated their independent learning on this topic, using the ideas from the Cranium board game to help them. Here is just a sample.

Created by H Thompson

How it works

• Nine commands or questions, arranged like a tic-tac-toe board. Students choose three to complete, creating a row vertically, horizontally, or diagonally.

• The tasks are coloured according to difficulty/length so pupils can be directed according to their ability.

• The tasks can be class work or home work.


Summarise each paragraph in 8 words or less.

Choose something from the text and transform it into a script to be performed for

the class.

Give your favourite 5 chapters a title which

suggests what it is about.

Create a quiz based on what you have learned from

the text.

Draw a flow chart which describes the process described in the text.

Write a review of the text, stating its strengths,

weaknesses and your personal opinion.

Transform the text into comic strip using images to

replace words.

Change the audience for the text that you have read – e.g. transform a text book aimed at A Level students, suitable for a pupils at Key

Stage 3.

Answer the questions from page 65 in the text book.

Create a model of 6 water molecules and 6

carbon dioxide molecules and use them

to make a glucose molecule (using the picture to help you)

Leguminous plants, such as clover, are able to survive in soil in low nitrate conditions.

Explain why.

Create a Venn diagram to show at least 5 ways that starch and glucose

are different

Glucose is a soluble carbohydrate. The diagram shows it dissolved in the

cytoplasm of a plant cell. Draw water molecules on the

diagram to show their movement if glucose

was stored in cells

Draw a flow diagram showing how carbon

dioxide and water are made into glucose

through the process of photosynthesis

Answer the questions from the sheet about the uses of glucose in

the plant

To move nitrate ions into the plant roots the

nitrates must move from a low concentration in

the soil to a high concentration in the roots. Describe the method nitrates will

move into the cell and how it’s different from

diffusion

Plants take up nitrate ions from the soil

through their roots. Use the images to decide why it needs nitrates and then explain why they are so important.

Create 5 quiz questions about the uses of

glucose


2.Differentiated Homework

How it works:

• Year 11 students are given a range of activities to do for homework. Based on their area of greatest need (ascertained by examination results or confidence levels), students choose tasks to complete.


Year 10 Independent Learning and Thinking Skills

Narrative and Creative Writing

1pointRemembe

r

Make a timeline of your narrative story

Draw a sketch of two of the settings in your

narrative

Make a list of all the features of

narrative writing and all the features of descriptive writing

Write down everything you know about one of

the characters in your story

2 points Understand Summarise the emotions in your story

in a flow chart

Make a list of the positive aspects of your story and the

negative aspects in two columns

Have a list of Do’s and Don’ts in both

narrative and descriptive writing

Give reasons for why your character

behaves as they do in your story

3 points Analyse Write a short explanation describing how effective your

story is in creating the atmosphere you wish

to create

Make up 10 quiz questions about

techniques you can use in creative writing

Use a Venn Diagram to show the key similarities between narrative

and descriptive writing

Write the “blurb” for your narrative story

4 points Create Design a front cover for your narrative story

Write a diary entry from one of your minor characters reflecting on the

events of the story

Mind-map the main themes of your story, with examples and

pictures

Plan a sequel to your narrative writing

5 points Teach Create a 5 minute lesson to teach to the rest of the class about any aspect of narrative and/or creative writing.

A series of varied tasks is given to students, with a range of tasks of differing complexity. Students are challenged to attain as many points as they can in an hour or for homework


Look back at the feedback from your essay. Which of the AOs is your target? This will decide which task you complete during today’s lesson,

to practice the skills you need most. You will be presenting your findings to the rest of the group at 12.00.

AO1 and AO2 (Language)Create a page for E-notes which teaches A Level students how to

write an exam style answer based on the task you did last

week.

AO2 (Form)Watch the three different videos of

actors playing Claudius. Write a critique of each and then give your own direction to a new

actor taking on the role.

AO2 (Structure)Track Claudius through the play so

far and fill out the masques provided to identify how his character has developed or

changed.

AO3 (Context)Read chapter 7 from a modern text transformation of Hamlet. How is

Claudius presented in this version? Evaluate the characterisation given – do

you think it is a reasonable interpretation? Why?

AO3 (Context)Wider reading. You have an essay from academic Terry Eagleton, sum

up the main points he makes regarding Claudius – do you agree

with the writer? Why?A04 (Creative use of language)Write the missing scene – what is Claudius thinking during the play

within the play?

AO4 (Creative use of language)Write a review of the production

that we saw last week for the Guardian website.


3. Seating Plans and Grouping

• Look at the different seating plans for the same class. Imagine that each seating plan is used throughout the year.

• Fill out your PMI thinking about why it is good, bad or interesting to use more than one seating plan.

• Extension: If you have time, use the blue cards to arrange the pupils in a different type of seating plan and fill out your PMI grid accordingly.


Teacher

RidaA*

TomA

BradleyA

MeganA*

Richard A*

Stephen A*

Jodie B

Chris B

John B/A

HannahB

Michael B

JoanneB

Rachel D

Beth D/E

MatthewD

SophieD/E

Jamie D

HamzaD/E

Lucy C

AndrewC/D

IanC

Karen C

Katie C

Reece C

Seated by ability


Teacher

RidaA*

TomA

BradleyA

MeganA*

Richard A*

Stephen A*

Jodie B

Chris B

John B/A

HannahB

Michael B

JoanneB

Rachel D

Beth D/E

MatthewD

SophieD/E

Jamie D

HamzaD/E

Lucy C

AndrewC/D

IanC

Karen C

Katie C

Reece C

Seated by motivation/example


Teacher

RidaA*

TomA

BradleyA

MeganA*

Richard A*

Stephen A*

Jodie B

Chris B

John B/A

HannahB

Michael B

JoanneB

Rachel D

Beth D/E

MatthewD

SophieD/E

Jamie D

HamzaD/E

Lucy C

AndrewC/D

IanC

Karen C

Katie C

Reece C

Seated by ability grouping


Teacher

RidaK

TomK

BradleyV

MeganV

Richard K

Stephen A

Jodie K

Chris A

John K

HannahA

Michael V

JoanneK

Rachel V

Beth V

MatthewK

SophieK

Jamie A

HamzaK

Lucy K

AndrewK

IanA

Karen A

Katie K

Reece V

Seated by VAK


Courtney

Grade A*

Kinaesthetic

Learner

Ben

Grade A*

Visual

Learner

Leanne

Grade A

Kinaesthetic learner

William Grade A


Reece

Grade B

Auditory

Learner

Lauren

Grade C

Auditory learner

Adam

Grade A


Stephanie

Grade B

Auditory

Learner

Zeeshan

Grade D


Keeley

Grade B

Visual

Learner

Tom

Grade C

Visual Learner

Dominic

Grade C


Zoe

Grade B

Visual learner

Danielle

Grade E

Auditory

Learner

Chris

Grade B

Visual Learner

Misba

Grade A

Visual learner

Jake

Grade D

Auditory learner

Khizar

Grade B

Kinaesthetic

Learner

Laura

Grade C

Visual learner

Serena

Grade C

Kinaesthetic leaner

Alex

Grade D


Jamie

Grade C

Auditory learner

Josh

Grade C

Visual

learner

Hannah

Grade D

Visual learner

4. By Outcome (AFL)

• This is a level assessed task. It is differentiation according to the level/grade that pupils are currently working at.

• The aim is that pupils try to achieve their target grade or beyond (high expectations). They can also use this to set themselves targets.

What Happened to the Guard?Level Assessed Task

To be graded level 4, 5 or 6 your report needs to:• 4: Say what evidence you have seen that proves that particles

exist. Say what evidence you have seen that proves that particles can move.

• 5. As above plus: Use science words to explain how particles from the vial could have travelled to the guard. Words to use: Diffusion, gas, particles

• 6: As above plus: Use the idea of particles to explain how a drug that could fill the whole room could have fitted inside the small vial.

Tell Dragon and the gallery owner.How you know that particles exist How particles are helpful in solving this crimeAnd just why particles matter to forensic scientists.

Learning Outcomes:

• Describe patterns and trends in results and link this evidence to any prediction made

• Explain patterns and trends in results and whether this supports any prediction made

• Evaluate the strength of your evidence to support conclusions.


5. Differentiated Starters

As a starter activity, this allows students to identify their skills base using prior learning. They recognise where they are and where they need to go next. This activity will then inform a piece of extended writing.

Be flexible, if someone finishes their starter way before the rest of the class, they clearly underestimated their skill and need the next one up.

If the hardest one is too hard, it’s not the end of the world, in fact it is just the opposite, we should challenge our students.

Look back at a piece of writing in your book. Are you red, amber or

green?EParagraphs may be used to show obvious

divisions or group ideas into some order

DParagraphs are logically ordered and sequenced

(topic sentences are supported by relevant detail)

C/BParagraphs are structured to create deliberate

effects and dramatic impact.

Starter

Read the article, draw in the paragraphs to show where

they go.

Put the paragraphs into

a logical and sequential

order.

Choose the order of the paragraphs according to

dramatic impact.

BE PREPARED TO EXPLAIN YOUR ANSWERS!

Can you make up a sentence to explain what Architecture is? Use as many words as

possible from the list below?• Architecture• Construction• Design• Architect• Think• Style• Environment

• Tourist• Materials• Strength• Cost• Import• Economy• Purpose

3b

4b


Created by M Featherstone

6. By task

• At the start of the lesson, students independently assess their confidence levels on a particular skill – either with traffic lights or numbers.

• Students rearrange themselves into groups of Learning Objectives and complete the differentiated tasks provided.

• After 20 minutes, students come back together to work on an extended task, in this example it was an exam question.

• The plenary reassess confidence levels to demonstrate progress.


Today you are setting your own learning objectives from the list below. These objectives are from the GCSE English Literature mark scheme and

together, they will help you achieve a grade C or above.Please rate your confidence level for each in the left hand column:

1 = Eh? 3 = I know the basics 5 = Sorted

Confidence at 10.05

Learning Objective Confidence at 11.00

Discuss the plot and its themes in detail.

Select relevant quotations to prove my points.

Present a range of interpretations of language.

Discuss characters and relationships between them in detail.

Make connections between historical context and events of the novel.

L.O.Discuss the plot and its themes in detail.

Instructions

You have got Josh and Jacob’s card sort. You can work as a group or independently – it’s up to you.• Put the cards into the correct order. • Add anything that you think is missing onto the spare cards.• Use the post-its with themes written on them and attach them to the plot

cards where necessary. You will need to create more as there is only one of each.

• On the ‘high five’ post-its, write down any patterns that you notice about the plot and the themes – e.g. does any theme become more common at particular points in the novel? Why might this be? Which themes seem to show up more commonly? Why might this be?

Suggested themes: Loneliness, Friendship, Racism, Cruelty etc.


L.O.Select relevant quotations to prove my points.

Instructions1. Read the question and highlight key words.2. Read the extract and highlight individual words

which relate to the question.3. Evaluate your quotations – which are fully

loaded with meaning and which have ‘magic’ words?

4. Now, challenge yourself further and choose ones which aren’t obvious – quotes which imply information rather than telling us something overtly.

L.O.Present a range of interpretations of

language.

Instructions:

1. You have a series of cards with important events on them and a series of character speech bubbles.

2. For each event, write a thought bubble for the characters and possible readers of the novel – what would they think about what happened? Think carefully about their responses.


L.O.Discuss characters and relationships between them in

detail.

Instructions1. On the cards, list the names of

characters in the novel.2. Using the string, connect the characters

and events, thinking about why they are all connected.

3. On the post-it, explain which connections you were most surprised by and why you think they are affected by these events.

L.O.Make connections between historical context and

events of the novel.

Instructions

1. Using what you learned last week about historical context, link real events and attitudes from history by attaching post –its to the event in the novel.

2. What new understanding have you got of the events in the novel?

7. Anchoring activities

• Read the sheet outlining a typical use of an anchoring activity/activities. Discuss PMI.

**Good for BTEC!**


Principles of using anchor activities to create groups

Teach the whole class to work independently andquietly on the anchor activity.

Half the class workson anchor activity.

Other half works ona different activity.

Flip-Flop

1/3 works onanchor activity.

1/3 works on adifferent activity.

1/3 works withteacher---direct

instruction.

1

2

3

Using Anchor Activities to Create Groups – an example

Teach the whole class to work independently andquietly on their piece of coursework. ANCHOR

Half the class workson anchor activity.

Other half works ona different activity. E.g. improving a

particular strand

Flip-Flop

1/3 works onanchor activity.

1/3 works on improving a particular strand.

1/3 works withteacher-direct

instruction.

1

2

3

• Bloom’s Taxonomy is a spectrum of task difficulty. It goes from easy tasks such as recalling knowledge to harder tasks such as evaluating an argument. It deals with cognitive learning*, but a similar approach can be used in other sorts of learning.

• ‘Tasks’ include everything you ask students to do: verbal question and answer, tasks set in the lesson; and full blown assignments or projects. It also includes tasks for work inside and outside the class.

• A mix of developmental and mastery tasks ensures that weak students achieve some success while the able are stretched.

7. Blooms Taxonomy


Evaluation(judge, critically appraise)strengths and weaknessesadvantages and disadvantagegive arguments for and against fitness for purposevalue for money & value for effortcompare and contrastconsider evidence, bias etc

Hard

Synthesis (create, design, invent)solve a problemwrite an essay, report, criticismdesign a leaflet, poster, presentation etc. give constructive suggestions for improvement in a given situationdesign a policy or strategy or devicedo a survey (eg with a questionnaire etc.)

Analysis(consider the parts separately)analyse a situation, experiment, case study etc and describe what is happening.ClassifyComparegive reasons, give causes and effects

ComprehensionExplainInterpret

classifyreorganise

Knowledgestaterecall

definedescribe

categorisededuce

Easy

A mix of mastery and developmental tasks is requiredMastery so that weaker students can succeedDevelopmental to stretch the more able, and to ensure deep understanding for all studentsSet a mix of these tasks for Q&A; lesson tasks; worksheets; assignments; etc

Developmental TasksE..g. Evaluate the importance of full to high employment.Report on the leisure time opportunities in Worcester City.Characteristics.: they are difficultthey are highly dependent on prior learningdevelopment is slow and requires considerable effortthey create transferable learning of important thinking skillsthey are more interesting, even to weak studentsthey are vocationally and academically relevantthey create deep learning

Mastery TasksE.g. Recognise and name the main constituents of a cell.Copy and label a diagram of a power station Characteristics:

They are easy. 100% of students can get them 100% right! they are not dependent on prior learning They can be attained in a short time, perhaps minutes


8. Differentiation by support• Give out the traffic light cups or cards at the start

of the lesson. All pupils are told to place their cups on green. During each task/part of the lesson pupils can be asked to change the cup to reflect their learning, understanding or ability to continue with the task.

• RED = No idea• YELLOW = OK, could you check?• GREEN = Easy peasy, I am confident

with this task.• This allows teachers and support staff to provide

support or group students for intervention where necessary.

1.varied products/projects

Documents

h thompsoncreated

text book

h thompsonhow

h thompson2

h thompsonsummarise

h thompson1

h thompsonyear

science students