Differentiation P 37 Differentiate by task; outcome; and time allowed Accommodate different preferences & support-needs Differentiate feedback, then set individual tasks & targets

Differentiation Differentiate by task; outcome; and time allowed Accommodate different preferences & support-needs Differentiate feedback, then set individual tasks & targets

Knowledge state, recall Comprehension explain, categorise Application (do after being shown how) apply, calculate, Analysis (consider the parts) Analyse, give reasons Synthesis (respond creatively) Solve problems, write, design Evaluation (give a judgment) Critically appraise, compare and contrast Bloom’s Taxonomy Low cognitive demand.. little reasoning required High cognitive demand.. reasoning required

Knowledge Comprehension Application (do after being shown how) Analysis (consider the parts) Synthesis (respond creatively) Evaluation (give a judgment) Bloom’s Taxonomy Low cognitive demand.. little reasoning required High cognitive demand.. reasoning required Reasoning so requires: understanding & deep learning Reproducing what you have presented

The Jabberwocky Problem p42 ‘Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.

The Jabberwocky Problem p42 ‘Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe. 1. What were the slithy toves doing in the wabe? 2. How would you describe the state of the borogoves? 3. What can you say about the mome raths?

The Jabberwocky Problem p42 4. Do students need to understand material in order to answer simple questions correctly?

The Jabberwocky Problem p42 ‘Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe. 5. Why were the borogoves mimsy?

The Jabberwocky Problem p42 ‘Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe. 5. Why were the borogoves mimsy? 6. How effective was the mome raths strategy?

Place the questions on Bloom’s Taxonomy: A. What were the slithy toves doing in the wabe? B. How would you describe the state of the borogoves? C. What can you say about the mome raths? D. Why were the borogoves mimsy? E. How effective was the mome raths strategy?

Sum up what the Jabberwocky exercise shows

Sum up what the Jabberwocky exercise shows Students need reasoning tasks for deep understanding, and to make their learning useful

An example of a surface learning problem: Research on SATs found that 80% of 12 year olds with calculators could do this: 225  15 = But only 40% can do this: if a gardener has 225 bulbs to place equally in 15 flower beds, how many would be in each bed? Most of the failing pupils did not know which mathematical operation to use. Place these two questions on Bloom’s taxonomy.

Knowledge Comprehension Application (do after being shown how) Analysis (consider the parts) Synthesis (respond creatively) Evaluation (give a judgment) Bloom’s Taxonomy Low cognitive demand.. little reasoning required High cognitive demand.. reasoning required Reasoning so requires: understanding & deep learning So gives: functional knowledge & transferable skills Reproducing what teaching has presented So danger of surface learning

Knowledge comprehension application analysis synthesis evaluation How to teach for surface learning….. percentagesfractionsdivision

Do high order questions need to be difficult? 1.When we make our apple pie tomorrow which of these tools will we need? 2.Which of these knives is best for cutting up apples? 3.How will we make sure we don’t cut ourselves? 4.Why must the pastry cover the whole pie? High order questions create transferable learning

Do high order questions need to be difficult? 1.When we make our apple pie tomorrow which of these tools will we need? 2.Which of these knives is best for cutting up apples? 3.How will we make sure we don’t cut ourselves? 4.Why must the pastry cover the whole pie? High order questions create transferable learning Exclusive use of low order questions…… ………… “protects students from learning”

Level of learner engagement page 42 Evaluation Synthesis Analysis Application Comprehe Knowledge Passive ‘low order’ task set Susan Robert

Level of learner engagement page 42 Evaluation Synthesis Analysis Application Comprehe Knowledge Susan Robert PassiveActive ‘high order’ ‘low order’Constructivist task task set

Challenging task Student’s Work Feedback to learner & to teacher High Quality Learning

Which Methods Differentiate Best? P Please group the cards: Differentiates Well Differentiates Badly In between

What practical use can we make of Bloom’s Taxonomy?

Reproduction tasks Simple reasoning tasks Challenging reasoning tasks Lesson activities Assignments Questioning Worksheets etc

What practical use can we make of Bloom’s Taxonomy? Reproduction tasks Simple reasoning tasks Challenging reasoning tasks Humanities essay?

What practical use can we make of Bloom’s Taxonomy? Reproduction tasks Simple reasoning tasks Challenging reasoning tasks Vocational Assignment?

What practical use can we make of Bloom’s Taxonomy? Reproduction tasks Simple reasoning tasks Challenging reasoning tasks Vocational Assignment Pass grade?

Differentiating by DIFFERENT TASKS Everyone must: Some will: A few might: Differentiated Objectives:

Differentiating by DIFFERENT TASKS Everyone must: Some will: A few might: Differentiated Objectives: Don’t set jabberwocky tasks for ‘Robert’! different qualification aims? set different tasks usually

Differentiating by DIFFERENT TASKS Everyone must: Some will: A few might: Differentiated Objectives: Don’t set jabberwocky tasks for ‘Robert’! If students have different qualification aims, you must set different tasks usually

Uses of Bloom’s Taxonomy? P 41 Do a ‘Bloom Audit’ of assignments, worksheets, lesson plans…. Do you have ladders in place? Improve oral questioning with reasoning questions: why questions (analysis) how questions (synthesis) which questions (evaluation) what would happen if…questions (Give students time in pairs to decide the answers)

Differentiation Differentiate by task; outcome; and time allowed Accommodate different preferences & support-needs Differentiate feedback, then set individual tasks & targets

Hurworth School Darlington In nine years improved teaching and learning and used “Assertive Mentoring” Percentage of students with 5 GCSEs grade C or above from 38% to 96% Students achieving level 5 SATs results increased from 60% to about 90%.

Tough love: High regard High expectations High support

Tough love: High regard High expectations High support

Tough love: High regard High expectations High support

Tough love: High regard High expectations High support

Tough love: High regard High expectations High support

Tough love: High regard High expectations High support

Tough love: High regard High expectations High support

Tough love: High regard High expectations High support

Do you have it all in place? Do you even have the arrows in place?

Tough love: High regard High expectations High support

Tough love: High regard High expectations High support

Tough love: High regard High expectations High support

Weekly attend- ance for all classes Punc- tuality for all classes Work sub- mitted to dead- lines Private study per week (hours) Time spent in Learning Centre or Library Maths – add- itional support (include Skill- builder exer- cises) English – add- itional support (include Skill- builder exer- cises) Other add- itional sup- port Part-time employ- ment hours per week (hours) Social life – evenings out per week Effective time manage- ment in place? 100% 12 or more 4 or more100% 31 95% 10395% 62 90% 100%8290% 93Yes 61124No Comment Cross out if not applicabl e Comment

Tough love: High regard High expectations High support

Tough love: High regard High expectations High support

Tough love: High regard High expectations High support

start finish Safety nets: monitoring with consequences

start finish Safety nets: monitoring with consequences Compact We will You will Signed Homework club

start finish Safety nets: monitoring with consequences Compact We will You will Signed Homework club

start finish Safety nets: monitoring with consequences Compact We will You will Signed Homework club

start finish Safety nets: monitoring with consequences Compact We will You will Signed Homework club Learning support

start finish Safety nets: monitoring with consequences Compact We will You will Signed Homework club Learning support

start finish Safety nets: monitoring with consequences Compact We will You will Signed Homework club Learning support Vacation support

start finish Safety nets: monitoring with consequences Compact We will You will Signed Homework club Learning support Vacation support Summer school

Hurworth School Darlington In nine years From 38% to 96% get 5 ‘good’ GCSEs

Differentiate by task; outcome; and time allowed Different tasks. help sheets and writing frames extension tasks grade criteria Graduate tasks. Mix reproducing and reasoning tasks Use constructivist teaching methods Diff time allowed: RBL Independent & Mastery Learning Set open tasks Differentiate resources Use high-order Q&A:

accommodate different preferences & support-needs appeal to a variety of learning styles Use study buddy support learning support use group work peer-checking peer-tutoring & learning- teams

Differentiate feedback, & set individual tasks & targets feedback proformas for process and product skills use “Medal and Mission” feedback individualised goals and targets self-assessment. students setting themselves targets

Which Questioning Strategy? p