Differentiation toolkit - Brownhills€¦ · Differentiation: Scaffolding GWH INSET March 2017....

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Differentiation toolkit Differentiation 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

Transcript of Differentiation toolkit - Brownhills€¦ · Differentiation: Scaffolding GWH INSET March 2017....

Page 1: Differentiation toolkit - Brownhills€¦ · Differentiation: Scaffolding GWH INSET March 2017. Differentiation: Increasing recall and confidence Students think of a variety of questions

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

Page 2: Differentiation toolkit - Brownhills€¦ · Differentiation: Scaffolding GWH INSET March 2017. Differentiation: Increasing recall and confidence Students think of a variety of questions

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

Page 3: Differentiation toolkit - Brownhills€¦ · Differentiation: Scaffolding GWH INSET March 2017. Differentiation: Increasing recall and confidence Students think of a variety of questions

Offering a variety of tasks

GWH INSET March 2017

Page 4: Differentiation toolkit - Brownhills€¦ · Differentiation: Scaffolding GWH INSET March 2017. Differentiation: Increasing recall and confidence Students think of a variety of questions

Graded Success

Criteria

Key words

(especially

helpful for LA)

‘GPS’/Literacy

checker

Encouraging

developed

explanations

Differentiation: Scaffolding

GWH INSET March 2017

Page 5: Differentiation toolkit - Brownhills€¦ · Differentiation: Scaffolding GWH INSET March 2017. Differentiation: Increasing recall and confidence Students think of a variety of questions

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

Page 6: Differentiation toolkit - Brownhills€¦ · Differentiation: Scaffolding GWH INSET March 2017. Differentiation: Increasing recall and confidence Students think of a variety of questions

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

Page 7: Differentiation toolkit - Brownhills€¦ · Differentiation: Scaffolding GWH INSET March 2017. Differentiation: Increasing recall and confidence Students think of a variety of questions

Differentiation: Providing for a variety of starting points• Task sheets

• Learning grids

• Task takeaway

GWH INSET March 2017

Page 8: Differentiation toolkit - Brownhills€¦ · Differentiation: Scaffolding GWH INSET March 2017. Differentiation: Increasing recall and confidence Students think of a variety of questions

Task Sheets

GWH INSET March 2017

Page 9: Differentiation toolkit - Brownhills€¦ · Differentiation: Scaffolding GWH INSET March 2017. Differentiation: Increasing recall and confidence Students think of a variety of questions

Learning gridsGet students to make connections between boxes. Expect different students to make a different number of connections.

GWH INSET March 2017

Page 10: Differentiation toolkit - Brownhills€¦ · Differentiation: Scaffolding GWH INSET March 2017. Differentiation: Increasing recall and confidence Students think of a variety of questions

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

Page 11: Differentiation toolkit - Brownhills€¦ · Differentiation: Scaffolding GWH INSET March 2017. Differentiation: Increasing recall and confidence Students think of a variety of questions

Differentiation: Mixed ability classes

• Model answer marking

• Consensus

• Match, group, rank

• Secret success criteria

GWH INSET March 2017

Page 12: Differentiation toolkit - Brownhills€¦ · Differentiation: Scaffolding GWH INSET March 2017. Differentiation: Increasing recall and confidence Students think of a variety of questions

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

Page 13: Differentiation toolkit - Brownhills€¦ · Differentiation: Scaffolding GWH INSET March 2017. Differentiation: Increasing recall and confidence Students think of a variety of questions

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

Page 14: Differentiation toolkit - Brownhills€¦ · Differentiation: Scaffolding GWH INSET March 2017. Differentiation: Increasing recall and confidence Students think of a variety of questions

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

Page 15: Differentiation toolkit - Brownhills€¦ · Differentiation: Scaffolding GWH INSET March 2017. Differentiation: Increasing recall and confidence Students think of a variety of questions

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

Page 16: Differentiation toolkit - Brownhills€¦ · Differentiation: Scaffolding GWH INSET March 2017. Differentiation: Increasing recall and confidence Students think of a variety of questions

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

Page 17: Differentiation toolkit - Brownhills€¦ · Differentiation: Scaffolding GWH INSET March 2017. Differentiation: Increasing recall and confidence Students think of a variety of questions

Using a variety of roles

GWH INSET March 2017

Page 18: Differentiation toolkit - Brownhills€¦ · Differentiation: Scaffolding GWH INSET March 2017. Differentiation: Increasing recall and confidence Students think of a variety of questions

Using a variety of roles

GWH INSET March 2017

Page 19: Differentiation toolkit - Brownhills€¦ · Differentiation: Scaffolding GWH INSET March 2017. Differentiation: Increasing recall and confidence Students think of a variety of questions

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

Page 20: Differentiation toolkit - Brownhills€¦ · Differentiation: Scaffolding GWH INSET March 2017. Differentiation: Increasing recall and confidence Students think of a variety of questions

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?

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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