Differentiation toolkitDifferentiation is essentially the modification of a lesson or parts of a lesson for
learners (one, some or all).
It is not 30 different lessons in one to accommodate each member of the class. Rather, specific tasks/resources that are adapted to support and challenge
different learners.
This toolkit has been designed to be a bank of resources/ideas for helping you to ensure differentiation is included in your lessons.
GWH INSET March 2017
Describe the key terms; birth rate, death rate, infant
mortality rate, life expectancy
rate
Evaluate the use of economic development
indicators such as income
Why might ‘mobile phone contracts’ be a
useful development
indicator?
Explain why economic and
social indicators are used to
measure development
Suggest how ‘doctors per
1000’ is a useful development
indicator
To what extent might quality of
life be an inaccurate measure of
development?
Learning Wheel Task OptionsGrade 1-3 = 1 x
1 x
Grade 4-6 = 1 x 1 x
Grade 7-8 = 1 x1 x
Extension: Can you think of your own task?
Economic and social
development indicators
Offering a variety of tasks
GWH INSET March 2017
Offering a variety of tasks
GWH INSET March 2017
Graded Success
Criteria
Key words
(especially
helpful for LA)
‘GPS’/Literacy
checker
Encouraging
developed
explanations
Differentiation: Scaffolding
GWH INSET March 2017
Differentiation: Increasing recall and confidence
Students think of a variety of
questions that they can ask
students based on prior teaching
(not limited to the current topic)
One student takes the hot seat
chair. The timer starts and
questions are asked by other
students in the class. It is
imperative that the student
asking the question knows the
answer!
If the student gets the answer right, they stay in
the hot seat. If they get it wrong, the person
who asks the question gets to take the hot seat.
The winner is the person who stays in it the
longest!
GWH INSET March 2017
5, 4, 3, 2, 1 ARTICULATE
Write a list of key words or ideas (related to a topic) on the board. Students get into pairs and are then given a topic. Each partner takes a turn to talk about the topic for 60 seconds whilst the other has their back to the board. Each time the person talking mentions one of the key words on the board, they score a point.
Differentiation: Increasing recall and confidence
GWH INSET March 2017
Differentiation: Providing for a variety of starting points• Task sheets
• Learning grids
• Task takeaway
GWH INSET March 2017
Task Sheets
GWH INSET March 2017
Learning gridsGet students to make connections between boxes. Expect different students to make a different number of connections.
GWH INSET March 2017
Learning gridsStudents roll two die.
They use these ‘coordinates’ to find a word or could be a picture. They can do a variety of things such as:
• Make a sentence using this word
• Define the word or sentence
• Roll the die several times to get a selection of words and explain the connection
• Roll the die several times to get a selection of words to create a paragraph
GWH INSET March 2017
Differentiation: Mixed ability classes
• Model answer marking
• Consensus
• Match, group, rank
• Secret success criteria
GWH INSET March 2017
Model Answer Marking
• Provide students with a variety of model answers (which can be differentiated according to ability). Give them the success criteria and ask them to mark it, justifying the marks given, WWWs and EBIs.
Taking it further:
Give students a variety of answers and get them to rank them based on the assessment criteria, being able to justify marks etc. Depending on ability, students could be given a different number/type of answers
GWH INSET March 2017
Match, Group, Rank
Matching involves students connecting items that are similar or related
Grouping involves students bringing items into conjunction according to some set of criteria
Ranking involves placing items in order relative to one another
Using the same card sorts, students either match similar ideas together, group them into categories or rank them in terms of importance etc.
GWH INSET March 2017
Secret Success Criteria• Give students the same WAGOLL. Using highlighters, ask them to establish what is good about the work.
From this, they can create a success criteria
Differentiate further:
Give extra support to students requiring it, by giving them headings of things to look out for, i.e; key words, description, explanation….
Can you create a success criteria for this question?
What do you need to do to get 4 marks? 3 marks? 2 marks? 1 mark?
Hint: Look at the question – what is it asking for? What key words might you use? Will you explain? Give an
example? GWH INSET March 2017
WAGOLL vs WABOLL
Students to identify what is good about the WAGOLL and what is bad about the WABOLL, or what can be improved.
Use as a basis to form a success criteria
GWH INSET March 2017
Thinking Hats!
Students can be given a colour, or even a coloured piece of card, that
tells them which role they’ll play. Use these to differentiate between the
roles that ask the deeper questions.
Students look at different angles and then bring their ideas together.
The plan to the left was for students to examine China’s one child policy
and they were to use the information to write a news report with a variety
of different ideas represented
GWH INSET March 2017
Using a variety of roles
GWH INSET March 2017
Using a variety of roles
GWH INSET March 2017
Differentiation: Providing support for SEND• Card sorts
• Sentence starters
• Add captions to the pictures
• Task checklist What caption would you
give this?
If these two pictures were on the front page of a
newspaper, what would the headline be?
GWH INSET March 2017
Differentiation: Providing literacy support• Card sorts
• Sentence starters
• Key wordsHere are 5 key words for the
lesson:• Resource• Demand• Supply• Deficit
• Management
Every time you use them in your work, underline them. How many times have you
used them?
GWH INSET March 2017
Differentiation: Extension tasks
• Here are the answers, identify the questions
• Here is one answer, work out as many questions as you can for it
• Here is a piece of text, transfer it into diagrams
GWH INSET March 2017