1. Teaching the Full Range
Differentiation in Practice

2. Mr Men Starter: - How many of these characters do you recognise in your classes?

3. How do we as teachers respond to the needs of all our learners?
Can you put these Mr Men into a seating plan? You can organise your “room” however you like!!

4. An Accessible Classroom
Provide keywords as a glossary / display
Use simple language
Use relevant images to support the information you provide
Discuss topics using keywords before expecting students to write about them
Modelling
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5. Keywords
Language is integral to learning. Keywords are those words which are central to the topic you are teaching. Differentiate by:
Providing students with a glossary of key words.
Providing a list of key words and definitions which will be appropriate for the lesson.
Providing a list of key words and examples of how to use them in a sentence.

6. Simple Language
The more complex the language you use, the less likely all your students will be able to access the meaning.
Differentiate by simplifying your language.
Consider the different places you might do this:
When speaking to the whole class.
When speaking to individuals
When writing comments.
On PowerPoint or IWB slides.
On hand-outs.
Simplifying does not mean dumbing down. It means making things clear and easy to understand.

7. Images
Images which connect to the words being used help all students to access the work.
You will notice that in this PowerPoint there is an image on every slide which connects to the strategy or technique.
Differentiate by including relevant images on any resources you make.
Use Google image search to find images quickly.
A further advantage of images is that they limit how much text you can include (and too much text is usually detrimental).

8. Differentiation by Organisation
Differentiation by Task
Differentiation by Support
Differentiation by Outcome

9. Differentiation by Organisation
Layout of classroom
Location of resources
Pairwork / group work
Learning styles
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10. Pair Work
Pair work allows students to discuss a question or task. This helps them to develop their understanding.
You might like to pair stronger and weaker students so that the former can help the latter to access what they might find difficult on their own.
Alternatively, you might want to pair two weaker students so that you can then work with them yourself. This will allow you to help them both make good progress.

11. Group Work
Group work allows students to talk with one another and to share their understanding of the topic.
In turn, it can allow all members of a group the chance to develop their understanding. This comes through the discussion group work involves and the working-together which it entails.
Think carefully about the make-up of your groups. Mixed-ability is often best.
You may also like to allocate roles to members of the groups so as to ensure that everybody knows what is expected of them.
e.g. -

12. Differentiation by Task
Open ended activities
Support / core / extension
Higher level ideas
Use and apply
Small steps / prompts
Differentiated homework
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13. Practical Activities 1. Blooms Activity Wheel
Differentiation by CHOICE of task
“Good artists borrow. Great artists steal” – Pablo Picasso

14. Activity Choice Wheel

16. Differentiation by Support
Use of support staff
Mentors
Extra time
Resources
Prompts
Teacher intervention
Different targets for same task
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17. Predicted Grade
Comment A*
Group 1. Students need continual stretch and challenge. Some additional resources or strategies may be needed. A
Group 2. The students within this group will also need work that stretches and challenges, but may need more support to for this. B C
Group 3. This group will need to be pushed to go beyond the basic core material of the work being covered. Anticipate support. D
Group 4. This group will need additional support materials to ensure understanding of the basic core material. E F
Could it work in other subjects?

18. Dictionary Champions
Appoint a number of Dictionary Champions. The role could be rotated on a weekly or a termly basis.
Place some dictionaries at the front of the room.
Every time a new word comes up in class, it is the job of the Dictionary Champions to find out what that word means and to teach it to their peers.
Each Champion should be responsible for a certain number of students. This ensures that all Champions have a chance to teach, and that all students have an opportunity to learn.

19. Writing Frame
It allows students to concentrate their energies on one task – the writing itself.
Writing frames can be highly structured, giving sentence starters or indications of content for every separate section.
Alternatively, they can be more akin to structure guidelines.
You can make some generic writing frames for particular genres (essays, reports, summaries etc.) and use these across lessons and Key Stages.

20. Expert Corner
Ask for a student who feels they are an expert in the topic being studied.
This student is then asked to sit in a corner of the room. They should be given their own table and two chairs (one for them, one for the students who go up to them).
The class is set a task. They are informed that if anyone has any questions or concerns, they should head over to Expert’s Corner for help.
You might develop the activity by having two or three experts in different parts of the room.

21. Differentiation by Outcome
Marking / assessment
Different amounts of work
More complex for more able
Different products from same table
Different targets from same task
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22. Open Activities
Open activities are those in which the teacher sets the guidelines but then leaves it for students to decide how to go about meeting them. Here are some examples:
‘Here is a list of the things you must do. It is up to you how you go about doing them. The only rule is that you must be able to demonstrate your work to me.’
Provides students with a question or statement and ask them to respond in a way they see fit (you might like to provide some ideas in case they get stuck).
Tell students where they should be at the end of the lesson and then invite them to work out their own way of getting there (you will need to provide support to the weakest students).

23. Differentiation summary:
Differentiation by Organisation
Differentiation by Task
Differentiation by Support
Differentiation by Outcome
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24. Task Plan ………………………………………………………………………………………… ☐
What do I need? 1………………………… 2 ……………………….. 3…………………………
4………………………… 5………………………… 6…………………………..
What do I need to do?
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What do I do next?
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Start
Finish
Reward