Starter During development Plenary Differerentiation Starter During development Plenary

Types of Differentiation By grouping By support By resources By task By outcome

Differentiation by task At the start of the lesson, have a projection on screen with four different tasks. The example given is based on different learning styles, but the tasks could be on degrees of difficulty, using different resources, etc.

Choose one of the following: Sum up what you learned in the last lesson – maximum of 20 words on a post-it Use a storyboard to show 2 memorable moments from the last lesson Create 2 still images to show important moments from the last lesson Learn the meanings of . . . . . . . . . . . . . . . . . . . . . and use the terms during the lesson

Differentiated Peer Assessment The importance of demonstrating student progress during the course of a lesson is something that we are all aware of. The use of CRESS cards supports this and students can work up through the levels of challenge. I distribute the cards to selected students when training them, but once they are used to the process, they often volunteer for the one they want to do. The cards could be used within small group work too.

During Development / Mini Plenaries Challenge Reflect Enquire Support Suggest Challenge is a high order form of assessment. It involves setting the performers (in the case of Drama) a target which reflects what they have done, and which relates to the Specification or level descriptors   Reflect allows the assessor to make a more general comment about the quality of the work presented but it can be very personal (I liked . . .) Enquire means that the assessor can ask a demanding question about the choices the performers made (Why did you . . .) Support is a little more gentle: the assessor offers comments on success (Two stars . . .) Suggest is a lower form of challenge, but is still target-based. (You could try . . .)

We are in danger of throwing out some of our practice just because it is not seen as best practice, but outcome can still be surprising (often because of other differentiation we have included). Similarly, the All, Most, Some measurement still has its uses.

Plenary Relate to the Lesson Objectives shared at the start: All must . . . Most should . . . Some could . . . The idea is to challenge more and more students to be in the SOME and join the exclusive club! Support Box Questions placed in the box throughout the lesson Answers provided at the end – preferably by students