1. While you wait….review your own differentiation practice Please complete the Reviewing your own practice: providing stretch and support resource

2. Under Starters orders…..

3. Gary Dawson Fair Oak Academy, Rugeley, Staffordshire Beth Harries, Central Foundation Boys' School, London Managing differentiation: providing stretch and support. Secondary Phase Committee

4. Corseting your geography teaching: providing stretch and support Original title !

5. Objectives: success criteria All: reflect on how you differentiate in your classroom Most: make a contribution that supports another delegate/colleague Some: apply some of these ideas in your classroom in the first few weeks back at school

6. Differentiation ? What is it ?

9. Background to session

10. Getting the whole class teaching right to support differentiation

11. 1/ Clear learning objectives … students know where the lesson is going 2/ Positive working environments – students encouraged to achieve, do their best and have a go

13. Getting the whole class teaching right… 1/ Clear learning objectives … students know where the lesson is going 2/ Positive working environments – students encouraged to achieve, do their best and have a go

14. 3/ Students are expected to and do get involved...whole class and group work.

15. 4/ Knowledge of students and their abilities 5/ Students understand the task, its expectations and its context. Excellent teacher explanation, examples and modelling

16. 6/ Using quality prepared resources 7/ Students undertake a range of engaging, varied and challenging tasks 8/ Reviewing the learning (including AFL) and monitoring and demonstrating progress

17. 9/ Students know what to do to improve ( reviewing, AfL (modelling, peer, self), targets, marking, objectives) 10/ Provide opportunities for and encourage independence

18. Types of differentiation

19. 1/ Planned expectation (Must Should Could, All Most Some) 2/ Assessment 3/ Tasks, targets and homework related to level/ability/target 4/ Resources (quantity, amount of text, readability of text, supporting images) 5/ Support (other students/different groupings/seating plans) 6/ Support (TA or teacher) 7/ Choice of activity (guided) 8/ Writing support (scaffolds, frames, key words) 9/ Directed questioning

20. Types of differentiation 1/ Planned expectation (must, should, could, or all, most, some) 2/ Assessment 3/ Task, targets and homework 4/ Resources (quantity, amount of text, readability of text, supporting images) 5/ Support (other students/different groupings/seating plans) 6/ Support (TA or teacher) 7/ Choice of activity (guided) 8/ Writing support (scaffolds, frames, key words) 9/ Directed questioning Any others ?

21. Types of differentiation 1/ Planned expectation (must, should, could, or all, most, some) 2/ Assessment 3/ Task, targets and homework 4/ Resources (quantity, amount of text, readability of text, supporting images) 5/ Support (other students/different groupings/seating plans) 6/ Support (TA or teacher) 7/ Choice of activity (guided) 8/ Writing support (scaffolds, frames, key words) 9/ Directed questioning Any others ? Which do you use the most and why …

23. Is differentiation by outcome differentiation ?

24. Differentiation ? What is it ? 1/ Planned expectation (must, should, could, or all, most, some) 2/ Assessment 3/ Task, targets and homework 4/ Resources (quantity, amount of text, readability of text, supporting images) 5/ Support (other students/different groupings/seating plans) 6/ Support (TA or teacher) 7/ Choice of activity (guided) 8/ Writing support (scaffolds, frames, key words) 9/ Directed questioning

25. Carousel activities +

26. +

27. boards Electronic corner door Table of organisation Table 3 312 Table 2 231 Table 1 123 Table 6 645 Table 5 564 Table 4 456

28. boards Electronic corner door Table of organisation Table 3 312 Table 2 231 Table 1 123 Table 6 645 Table 5 564 Table 4 456

29. Activity 1 – what if Task: using the what if resource… Make the task more challenging Make the task more accessible to less able students Stretch: describe another example/scenario where you might use a what if activity Support: use Blooms taxonomy or the creativity wheel to help you to make the task more challenging and more accessible If you finish the task attempt the stretch !

30. Activity 2 – objective setting From the GCSE AQA A specification – Water on the Land. There is discussion about the costs and benefits of hard and soft engineering and debate about which is the better option. Hard engineering strategies – dams and reservoirs, straightening. Soft engineering – flood warnings, preparation. Flood plain zoning, do nothing. The costs and benefits of these. Task: generate learning objectives for a lesson that would support the learning of students working at grades F, C and A, for the content above Stretch: consider how you will review these objectives to show progress in student learning Support: make use of the exam questions on this topic to help you. Look at the resource from the Isle of Wight Partnership on objective setting If you finish the task attempt the stretch !

31. Activity 3 – Evaluate the lesson plan template Task: evaluate how the PowerPoint template for an outstanding lesson plan caters for the more and less able Stretch: what else could be included in the PowerPoint to provide support in the planning of an outstanding lesson Support: make use of the lesson observation proforma to make a judgement (note: this does not take account of most recent inspection changes) If you finish the task attempt the stretch !

33. Activity 1 – what if Task: using the what if resource… Make the task more challenging Make the task more accessible to less able students Stretch: describe another example/scenario where you might use a what if activity Support: use Blooms taxonomy or the creativity wheel to help you to make the task more challenging and more accessible Task: Using the above table, select in order, the top 6 scenarios which are likely to occur. Give reasons for your order.

34. Activity 2 – objective setting From the GCSE AQA A specification – Water on the Land. There is discussion about the costs and benefits of hard and soft engineering and debate about which is the better option. Hard engineering strategies – dams and reservoirs, straightening. Soft engineering – flood warnings, preparation. Flood plain zoning, do nothing. The costs and benefits of these. Task: generate learning objectives for a lesson that would support the learning of students working at grades F, C and A, for the content above Stretch: consider how you will review these objectives to show progress in student learning Support: make use of the exam questions on this topic to help you. Look at the resource from the Isle of Wight Partnership on objective setting

35. WRITING LEARNING OBJECTIVES (source: Isle of Wight Partnership) A learning objective isA learning objective encompasses A learning objective is expressed A learning objective is NOT expressed A precise statement of what a child should be able to do at the end of an activity A differentiated minimum target An application or A capability or An opportunity for pupil assessment/self evaluation draw handle Identify list calculate present plan build predict make decide define apply use state contrast compare select assemble explain describe discuss construct write solve classify reflect upon make distinctions draw conclusions Demonstrate Know Understand Learn Memorise Acquire skills in Become familiar with Develop mastery in Appreciate the significance of Understanding is a very important learning objective BUT it is measured by one or more of the above objectives. If you use it as an objective in its own right, you MUST say how it will be assessed by application in problem solving

36. WRITING LEARNING OBJECTIVES (source: Isle of Wight Partnership) A learning objective isA learning objective encompasses A learning objective is expressed A learning objective is NOT expressed A precise statement of what a child should be able to do at the end of an activity A differentiated minimum target An application or A capability or An opportunity for pupil assessment/self evaluation draw handle Identify list calculate present plan build predict make decide define apply use state contrast compare select assemble explain describe discuss construct write solve classify reflect upon make distinctions draw conclusions Demonstrate Know Understand Learn Memorise Acquire skills in Become familiar with Develop mastery in Appreciate the significance of Understanding is a very important learning objective BUT it is measured by one or more of the above objectives. If you use it as an objective in its own right, you MUST say how it will be assessed by application in problem solving

37. Activity 3 – Evaluate the lesson plan template Task: evaluate how the PowerPoint template for an outstanding lesson plan caters for the more and less able Stretch: what else could be included in the PowerPoint to provide support in the planning of an outstanding lesson Support: make use of the lesson observation proforma to make a judgement

38. Some resources to share !

39. Example of lesson on flooding +

40. Objectives: All: reflect on how you differentiate in your classroom Most: make a contribution that supports another delegate/colleague Some: apply some of these ideas in your classroom in the first few weeks back at school

41. Stop its lunch time !

42. Depending on time Could do 1,2 or 3 of these tasks !!