differentiationideas cpd group

8/19/2019 Differentiationideas CPD GROUP

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Practical diferentiation

strategies ideas or the busy teacher

CPD GROUP: Kendall P. Loredana I.

il!iu ". #ida I.


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$%enu& 'or(sheets) Design *or(sheets *ith a !ariety o tas(s o

diferent co+,le-ity) tudents start *here they eel a,,ro,riate) Going urther: Use / 0/ 1 to grade *or( according

to student&s ,re!ious ,er or+ance


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Retelling

) Retell2 u++arise lesson instructions or ans*er to a3uestion in the style o i4 a a+ous ,erson ii4 anad!erb

) Going urther: #d5ust the conditions o the 3uestion

the students are ans*ering e.g.: I a literacy basedsub5ect use conditionals to +a(e the studentschange style o ans*er


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Diferentiation by ,ace

) Instead o a teacher ,resentation use ,ictures to gettas( instructions across6 this is e-cellent or 7#Lstudents4.

) Going urther: 8he ,ictures can be chosen to be

!ery o,en to inter,retation/ so students ha!e todiscuss/ de!elo, the tas(/ and +eet the successcriteria *hile including the ,icture ,ro+,ts in a *ayo their choosing.


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8he ,o*er o ,eer assess+ent inIC8

) Peer assess+ent is ,o*er ul/ but only i thestudents (no* both criteria and ter+s

) Use the online IC8 #09 dictionary at teach0ict.cteach ter+s

) 7-,licitly teach ,eer assess+ent s(ills) Use the+ to ,eer assess tests) Going urther: Use Google Dri!e or collaborati!e

grou, ,resentations

http://teach-ict.com/http://teach-ict.com/


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Diferentiation by su,,ort) I you *ant to learn so+ething/ teach it

) Pair +ore able students *ith *ea(er students

) tudents are better able to e-,lain to other students than you are6as you *on&t re+e+ber the +ista(es a beginner learner +a(es4/ but

ensure that only your stronger students get to do this to ensure theyare teaching the correct in or+ation

) Going urther: 7ncourage inde,endence by ha!ing G ;8 students,re,are lesson starters/ initially ro+ te+,lates your ,ro!ide andlater inde,endently


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Diferent stro(es

) ndings ro+

one disci,line in the or+ o another eg: an ans*erto a geogra,hical ,roble+ as a +athe+aticale3uation 6or !ice !ersa4.


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Grou, roles

) #llocate diferent roles to diferent students in +i-edability grou,s

) 8his +ight be $Leader& or $Re,orter&) #llo* students to choose their role) Include success criteria or success ul grou, *or() Going urther: ?ou can ha!e real un *ith this/ i you

include $secret& roles li(e $saboteur@ or $s,y&


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Rando+ chance

) Use a die 6you can nor+ally steal so+e o thesero+ the %aths de,art+ent4

) Gi!e each nu+ber a diferent tas( all o *hich+atch the lesson outco+e

) Going urther: Aa!e diferent coloured dice *ithharder tas(s or G and 8 students or as( the+ to rollt*ice/ and >gure out a *ay o co+bining t*o 6or+ore4 tas(s to reach the outco+e


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Post0it 3uestions) Create a $3uestion s,ace&

) #s( each student to create a 3uestion based around the lesson6or series o lessons4 i4 easy ii4 hard

) u,,ort *ea(er students *ith 3uestion ste+s and e-a+,les

) tudents ,in 3uestions on the 3uestion s,ace then select *hichones to ans*er

) Going urther: Use


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cafolding

) 'riting scafolds can be used to e-tend as *ell assu,,ort (no*ledge and gra++ar in 7nglish andhistory

) 8his +a(es the+ a su,erb tool or G and 8 and 7#L

) Going urther: Aa!e students design the scafoldte+,lates and success criteria


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"o >-ed outco+es

) Gi!e students success criteria and learningintentions only

) 7nsure the success criteria enshrines highe-,ectations

) Ao* students achie!e the success criteria is u, tothe+

) Going urther: Use student ,eer assess+ent toassess outco+es


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8iered learning intentions

) Aigh e-,ectations are one o the +ost ,o*er ul,redictors o ,ositi!e learning outco+es there is

) et these by $tiering& your learning intentions or lessons) tart *ith $+ust& or outco+es/ then $could&/ and then

$challenge& criteria) Going urther: Consider celebrating those *ho achie!e$challenge& criteria&/ and2or (ee,ing co,ies o success ul$challenge& outco+es as e-e+,lars


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Case studies

) %ade a+ous as a ,edagogical tool by Aar!ard ndother i4 su,,orting ii4 contradictory case study e-a+,les/ studentsthen ha!e to >nd solutions to the real *orld issue *hich resol!e thecon=ict


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Cross*ords

) Cross*ords are incredibly !ersatile tools ordiferentiation

) Can be ada,ted to any sub5ect) tretch the +ore able students by ,ro!iding the+ *ith

ans*ers only and they ha!e to de!elo, the 3uestions) Going urther: Pro!ide ,air *or( cross*ords *ith each

,artner only ha!ing hal the ans*ers 6or hal the3uestions4/ Use an online 7 L cross*ord generator to+a(e these.


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#nalogies

) #s( students to e-,lain a co+,le- idea through astory or analogy

) Going urther: Put restrictions on the analogy orstory by setting so+e ele+ents to include e.g.: ?our

tas( is to e-,lain ele+ents o $ th centuryi+,erialis+&/ in the conte-t o a school houseco+,etition


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%ind +a,,ing ideas

) Use big *hiteboards or large sheets o ,a,er) Di!ide students into +i-ed ability grou,s) Aa!e students create +ind +a,s or the lesson +aterial

*ith leadershi,/ success criteria and assess+ent

,ro!ided by +ore able students) Going urther: De!elo, the +ind +a,s by ha!ing thestudents i4 +a(e connections2branches across units ii4+a(e connections2branches *ith other sub5ectdisci,lines


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Paragra,h ,ro+,ts

) Create +i-ed ability grou,s) Gi!e each grou, large sheets o ,a,er

) #s( the+ to i4 conce,t +a, ii4 analyse iii4 de!elo, a story ro+ the ,ro+,tyou are about to gi!e the+

)Gi!e a *riting ,ro+,t e.g.: E#t >rst glance..F to each grou,

) Grou,s *rite ,aragra,hs/ then share2edit ,aragra,hs *ith other grou,s/then co+bine ,aragra,hs into a coherent story

) Going urther: Use rando+ *riting ,ro+,ts/ or ,icture ,ro+,ts/ or studentcreated ,ro+,ts


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Listening tas(s % L style

) Put students in diferent ability grou,s.) 7ach grou, has to listed or s,eci>c in or+ation ro+ a

s,o(en te-t and record the+ e.g.: Grou, : #d5ecti!esBGrou, H: erbsB Grou, J: #ny other ,art o s,eech.

) 8he stronger the grou,/ the harder the listeningre3uire+ent.

) Going urther: #da,t this to other sub5ects e.g.: Inhistory/ ha!e one grou, listen or causesB another oro!erall thesisB another or +ain decision +a(ers etc etc


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u,,ort and Challengestations

) Create t*o sections in the class/ one *ith su,,ort+aterials/ the other *ith challenge +aterials

) tudents begin the tas(/ and +o!e to the rele!antstation as a,,ro,riate

) Going urther: Aa!e students design and create the+aterial or the su,,ort and challenge stations6based around the learning intentions4


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nd it di cult to

*or( under ti+e ,ressure so this is a good *ay o

stretching the+) Going urther: Record accuracy rates and >nish ti+es

on a leader board/ so students ha!e to beat their,ersonal records ne-t ti+e you do this style o lesson


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uestion ti+e

) Diferentiate the le!el o 3uestions you as( indi!idual students) I a student is unable to ans*er/ +o!e on to another student/ but al*ays

co+e bac( to the >rst student to su++arise the !arious ans*ers

) %odel diferent ty,es o 3uestions *ith the class

)


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Choreogra,hy cards

) Use action2clue cards to su,,ort and2or challengestudents during choreogra,hic tas(s

) Consider one *ord ,ro+,ts or broad categories suchas: $Relationshi,&B &Dyna+ic&B $#ction&B $ ,ace&B

) 7asily ada,table to a *ide !ariety o sub5ect disci,lines) Going urther: 8he ,ro+,ts can also be used to restrict

student +o!e+ents and o,tions/ +a(ing the tas( +orechallenging


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u,,ort cards)

Cards are an e-cellent tool or on the s,ot diferentiation) 8hese can be hel, cards *ith cluesB assistsB use ul !ocabularyB

) 8hese can also be $s(i,& cards reducing the tas(s e-,ected o students*ho are struggling *ith a ,articular tas(

) 8he ,o*er o the cards lies in the act that you don&t ha!e to interru,t therest o the class in any*ay to ad5ust the re3uire+ents.

) Going urther: Create a teaching station in your class *ith +aterialsco!ering the learning intention. tudents struggling *ith the tas( can begi!en the $teaching station& card and go there to re!ie* the +aterial


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8he ,o*er o ,eers)

$8hin(&B $Pair&B $ hare&B is a sta,le o or+ati!e assess+ent) # ter as(ing students a suitable 3uestion 6analytical 3uestions *or( best4/ insist

they thin( o their ans*er be ore discussing their ans*er *ith a ,artner and then*ith the *hole class.

) # good !ariation is $consensus&B once the ,airs ha!e agreed on the best ans*erthey then ha!e to +a(e a $ our& *ith another ,air and then arri!e at a consensusas to the best ans*er/ and then the ours do the sa+e *ith another our to +a(ean eight and so on.

) Going urther: 7ric %aMur&s Peer Instruction is a +ore so,histicated !ersion o this.Use conce,8ests/ class res,onse syste+s such as ocrati!e/ and $8urn to yourneighbour& to ,ro!ide e!ery student *ith su,,ort and challenge.


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CJ


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Route to i-

) Create a tas( sheet *ith diferent !alues 6 0 4 ordiferent tas(s

) 8he higher the nu+ber the +ore de+anding the tas() Use


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Lo* threshold/ high ceiling) Rather than ha!e to ,re,are diferent reading te-ts/ use the sa+e te-t or the

*hole class

) #d5ust reading tas(s and ti+e allocated according to ability le!el

) 8his ga+i>es the acti!ity by adding diferent ,er or+ance le!els

) tudents can start at any le!el they *ish and +o!e u, or do*n according toneed

) tudents are thus incenti!ised to ,rogress through the le!els

) Going urther: Create all your tas(s 6not 5ust readings4 *ith this ,rinci,le in +ind.


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'hat *as the 3uestionQ

) Gi!e students an ans*er 6ans*ers4) 8hey ha!e to *or( out the 3uestion) 8his can be ada,ted to all sub5ects) Going urther: Use +eta,hor or sy+bol in the

ans*ers to add another layer o co+,le-ity 6a bitli(e $guess the icon& a,,s


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(ills under ,ressure)

8his is a ,o*er ul +ethod o diferentiation ro+ P.7.) 8each a s(ill in the usual *ay through drills etc

)


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c disci,line) Going urther: Aa!e students create a +eta,hor

ban( or re!ision and reteaching ,ur,oses


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%ore un *ith ,ost0its)

Create a $con>dence *all& or ,ost0its di!ided into J sections: $Aigh&B$%ediu+&B $Lo*&B

) tudents are gi!en a conce,t to dra* or e-,lain and then add theire-,lanation to *hiche!er o the three sections o the *all they eel isa,,ro,riate

) Other students then assess i this choice is accurate by e-a+ining theaccuracy o the underlying conce,ts

) Going urther: # ter the eedbac( ,hase students rede!elo, their conce,tdra*ings until they all reach the $high& ,art o the con>dence *all


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%ystery tas(s) 7-cellent or de!elo,ing thin(ing s(ills and the ability to +ani,ulate sub5ect

s,eci>c s(ills and conce,ts

) Gi!e students a 3uestion to sol!e: E'hy *as 8ho+as


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Aot s,otting)

Aa!e stronger students EAot s,otF tas(s to identi y i+,ortantin or+ation and2or (ey ,assages in te-ts.

) 8hese can be ran(ed in order o i+,ortance

) Once the rest o the class ha!e +astered the +ost i+,ortantin or+ation they can engage *ith the rest o the te-t

) Going urther: Diferentiate the nature o the learning day0considerdeclaring one lesson a *ee( or so/ ,eer to ,eer day/ *here studentsha!e to ,re,are/ deli!er and chec( understanding o +aterial to eachother


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tudent res,onse syste+s)

Use student res,onse syste+s such as Google or+s or ocrati!e toestablish discussion in class

) 7ach student *rites an ans*er and teacher boards u, N2 o the bestans*ers

) tudents then discuss the ,ros and cons o each ans*er in grou,sbe ore +a(ing their >nal decision

) Going urther: 7-,lore %aMur&s ,eer instruction *hich is si+ilar tothis/ or use a blended learning a,,roach by lin(ing the 3uestions and3uestion re,oses to ho+e*or(


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8able to, tea+s) Di!ide students into +i-ed ability grou,s. ll each bit o ,a,er *ith *hat they (no*.) tudents are not allo*ed to re,eat *hat a ,re!ious grou, has added but can +a(e

lin(s to their ,oints

) Going urther: Use strict ti+ings or each station be ore students ha!e to rotatestations.


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8argeted instruction)

I a student is ha!ing di culty *ith a ,articular creati!e s(ill eg:creating +irror i+ages/ gi!e targeted su,,ort to ease the+ ,ast thetroubleso+e as,ect o the s(ill.

) or e-a+,le: Use the light bo- 6*indo*4 to dra* basic sha,es as asu,,ort/ and then students >ll in the rest o the details.

) Gradually reduce the nu+ber o su,,ort sha,es until they are nolonger needed.

) Going urther: 8his techni3ue is si+ilar to the use o *riting ra+es inother disci,lines/ but su,erior as the ra+e in this case di+inishesgradually as student s(ills i+,ro!e.

differentiationideas cpd group

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