Differentiation by @LizBPattison

Name: Liz Bentley-Pattison
Twitter:  @LizBPattison
Sector:  Sixth Form
Subject: Geography
Position: Teacher
5 Bits of Advice About: Differentiation

  1. You don’t have to provide 25 different worksheets for every lesson – it is unrealistic and unsustainable – but you might need to provide writing frames to help students.
  2. Differentiating by task is best done by getting students to choose which level to work at depending on how they perceive their current level of understanding – not you.
  3. Differentiating by resource sometimes works well but don’t restrict students to a simplistic stimulus because you think that’s all they’re capable of.
  4. All students respond well to challenge so consider differentiation by scaffolding so that everyone reaches the objective rather than the unsound ‘all/most/some’ structure.
  5. Differentiation by outcome is an excuse lazy teachers use who can’t be bothered to support their students reach challenging goals. Give feedback to help close the gaps.
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Differentiation Quick Wins by @mrscpaine

Name: Charlotte Paine
Twitter name: @mrscpaine
Sector: Secondary
Subject taught (if applicable): History
Position: Assistant Headteacher
What is your advice about? Differentiation Quick Wins

1: Allow students to choose how they present their work.  More traditional through different forms of writing, or more adventurous formats: debate, artwork, stop animations etc.

2: Group students by using a pack of playing cards.  Issue a playing card to each student and this will dictate which group they work in (by suit or by number of the card).

3: Students can express their ideas as a meme; offer a choice of images & catchphrases, or they can create their own. Variable levels of challenge!

4: Create help envelopes or cards to provide additional information, mark schemes, or exemplar work for students to use if they get stuck rather than just asking you.

5: Get students to explain their thoughts, argument or answer as an equation.  Differentiate to suit; they can use basic functions (+, -) or more complicated (*, / etc.).

Differentiation by @teacherstaples

Name: Jo
Twitter name: @teacherstaples
Sector: Primary
Subject taught (if applicable):
Position: Senior teacher
What is your advice about? Differentiation

1: Make the children take responsibility for their learning and ask them if they are being challenged.
Get them out of their comfort zones and into their learning zones.

2: Encourage them to choose their own challenge level. No need to ability group.

3: Use exciting ways to differentiate activities. Eg chilli challenges; mild, medium, hot, extra hot… Always encourage moving on.

4: Try to make activities open ended. Eg How many different totals can you make with 1,2,3 and any operation? Or how many ways could you spend £3 etc.

5: Allow children to show you what they can do and they’ll surprise you. Encourage them to show you what they can do and they’ll surprise themselves!