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. Created by M Featherstone and H Thompson
Examples • 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.
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. Created by H Thompson
Created by M Featherstone and H Thompson
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. Created by M Featherstone and H Thompson
Year 10 Independent Learning and Thinking Skills Narrative and 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 Created by M Featherstone and H Thompson
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) 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? 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? 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. Created by M Featherstone and H Thompson
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. Created by M Featherstone and H Thompson
Joanne B Karen C Ian C Katie C Rida A* Tom A Bradley A Megan A* Richard A* Stephen A* Jodie B John B/A Chris B Michael B Reece C Rachel D Beth D/E Matthew D Sophie D/E Jamie D Hamza D/E Lucy C Andrew C/D Hannah B Seated by ability Teacher Created by M Featherstone and H Thompson
Joanne B Karen C Ian C Katie C Rida A* Tom A Bradley A Megan A* Richard A* Stephen A* Jodie B John B/A Chris B Michael B Reece C Rachel D Beth D/E Matthew D Sophie D/E Jamie D Hamza D/E Lucy C Andrew C/D Hannah B Seated by motivation/example Teacher Created by M Featherstone and H Thompson
Joanne B Karen C Ian C Katie C Rida A* Tom A Bradley A Megan A* Richard A* Stephen A* Jodie B John B/A Chris B Michael B Reece C Rachel D Beth D/E Matthew D Sophie D/E Jamie D Hamza D/E Lucy C Andrew C/D Hannah B Seated by ability grouping Teacher Created by M Featherstone and H Thompson
Joanne K Karen A Ian A Katie K Rida K Tom K Bradley V Megan V Richard K Stephen A Jodie K John K Chris A Michael V Reece V Rachel V Beth V Matthew K Sophie K Jamie A HamzaK Lucy K Andrew K Hannah A Seated by VAK Teacher Created by M Featherstone and H Thompson
Created by M Featherstone and H Thompson
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 Tell Dragon and the gallery owner. How you know that particles exist How particles are helpful in solving this crime And just why particles matterto forensic scientists. 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.
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. Created by M Featherstone and H Thompson
Look back at a piece of writing in your book. Are you red, amber or green? E Paragraphs may be used to show obvious divisions or group ideas into some order D Paragraphs are logically ordered and sequenced (topic sentences are supported by relevant detail) C/B Paragraphs are structured to create deliberate effects and dramatic impact.
Starter 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 3b • Tourist • Materials • Strength • Cost • Import • Economy • Purpose 4b Created by H Thompson
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. Created by M Featherstone
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 Created by M Featherstone
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. Instructions • Read the question and highlight key words. • Read the extract and highlight individual words which relate to the question. • Evaluate your quotations – which are fully loaded with meaning and which have ‘magic’ words? • Now, challenge yourself further and choose ones which aren’t obvious – quotes which imply information rather than telling us something overtly. Created by M Featherstone
L.O.Present a range of interpretations of language. Instructions: • You have a series of cards with important events on them and a series of character speech bubbles. • 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. Instructions • On the cards, list the names of characters in the novel. • Using the string, connect the characters and events, thinking about why they are all connected. • On the post-it, explain which connections you were most surprised by and why you think they are affected by these events. Created by M Featherstone and H Thompson
L.O.Make connections between historical context and events of the novel. Instructions • 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. • 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 1 Teach the whole class to work independently and quietly on the anchor activity. 2 Flip-Flop Half the class works on anchor activity. Other half works on a different activity. 3 1/3 works with teacher---direct instruction. 1/3 works on anchor activity. 1/3 works on a different activity. Created by H Thompson
Using Anchor Activities to Create Groups – an example 1 Teach the whole class to work independently and quietly on their piece of coursework. ANCHOR 2 Flip-Flop Other half works on a different activity. E.g. improving a particular strand Half the class works on anchor activity. 3 1/3 works with teacher-direct instruction. 1/3 works on improving a particular strand. 1/3 works on anchor activity.
7. Blooms Taxonomy • 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.
Hard A mix of mastery and developmental tasks is required Mastery so that weaker students can succeed Developmental to stretch the more able, and to ensure deep understanding for all students Set a mix of these tasks for Q&A; lesson tasks; worksheets; assignments; etc Evaluation (judge, critically appraise) strengths and weaknesses advantages and disadvantage give arguments for and against fitness for purpose value for money & value for effort compare and contrast consider evidence, bias etc Developmental Tasks E..g. Evaluate the importance of full to high employment. Report on the leisure time opportunities in Worcester City. Characteristics.: they are difficult they are highly dependent on prior learning development is slow and requires considerable effort they create transferable learning of important thinking skills they are more interesting, even to weak students they are vocationally and academically relevant they create deep learning Synthesis (create, design, invent) solve a problem write an essay, report, criticism design a leaflet, poster, presentation etc. give constructive suggestions for improvement in a given situation design a policy or strategy or device do a survey (eg with a questionnaire etc.) • Analysis • (consider the parts separately) • analyse a situation, experiment, case study etc and describe what is happening. • Classify • Compare • give reasons, • give causes and effects • Mastery Tasks • E.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 categorise deduce • Comprehension • Explain • Interpret • classify • reorganise • Knowledge • state • recall • define • describe Created by M Featherstone Easy
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. Created by M Featherstone and H Thompson