Tw differentiation deviser mike gershon

The
Differentiation
Deviser
80 ways to differentiate, for use across
the curriculum and the Key Stages.
Made by Mike Gershon – mikegershon@hotmail.com – with thanks to
Ruth Sandler and www.geoffpetty.com

Keywords Simple Language Keyword Display Images Keyword Discussion
Exemplify Keyword Context Antonyms Modelling Conversation New Words
Dictionary Champions Task Explanation Seating Plans Hot-Seating Students Teaching
Envoys Socratic Dialogue Confidence Indicators Expert Corner Helpers
Model Answers Photocopy Good Work By Outcome Open Activities Prior Knowledge
Stepped Activities Options Choices Extensions Wonder Wall
Group Work Pair Work Discussion Personal Experience Pace Yourself
Card Sorts Match Group Rank Buzz Groups Design Brief Worksheets
Visits and Visitors Student Presentations Case Studies Discovery Learning Experiments
Question Range Question Planning Justify Open and Closed Clarification
Challenging Questions Students Ask Questions Serial Questioning Thinking Time Individual Questioning
Assertive Questioning Task Mixture Task Mixture II Blooming Extensions Evaluate and Create
Blooming Questions Top Middle and Bottom AFL Listening Frame Modelling
Check Sheets Structure Guidelines Sentence Starters Writing Frame Planning Pro-Forma
Scrap Paper Bullet Points and Tables Individual Writing Challenge Different Media
Activity Stations Narrative Peer Research Talk To Me Humour
The Differentiation Deviser
Made by Mike Gershon –
mikegershon@hotmail.com

Back to
the start
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.
Keywords

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.
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the start
Simple Language

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the start
A good way to help students get to grips
with keywords is to display them in your
room. Here are five ways you might do
this:
• A list of keywords and definitions.
• Keywords accompanied by relevant
images.
• Sentences in which the key words are
being used.
• Key words in a table with synonyms and
antonyms.
• Get your class to make collages or
posters of keywords and display these.
Keyword Display

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the start
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).
Images

Before you ask students to use new
keywords in their writing, encourage them
to use them in discussion.
This will give students an opportunity to
come to terms with the meaning of the
keywords and how they can be used.
Mistakes made in speech are easier to
learn from and quicker to rectify than
mistakes made in writing.
They are also less damaging to the ego
(not least because they disappear).
Back to
the start
Keyword Discussion

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the start
Giving examples is an excellent way to
differentiate.
Examples make something concrete. They
make connections between things which
are abstract (words, concepts and ideas)
and things which have some purchase to
them.
Examples can be related to experience,
usage and appropriate context.
Whatever type of example you use, you
will be helping students to develop their
understanding.
Exemplify

Back to
the start
This links to the previous slide on
exemplifying.
Providing context to keywords gives
students something to grab hold of. It
allows them to situate keywords within a
wider framework.
Have a look at the picture to the left. You
will notice that the different context
surrounding the black circle affects how
we see it (both are in fact identical).
Context has the same effect in relation to
students’ understanding of keywords.
Keyword Context

Antonyms are opposites:
An antonym of big is small.
An antonym of white is black.
An antonym of fast is slow.
When you introduce students to new
words, talk to them about the antonyms of
these words.
This will help your students to understand
the new words. It will make it clear what
the words do not mean (an therefore what
it is they do mean).
If possible, use simple antonyms with
which students will be readily familiar.
Back to
the start
Antonyms

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the start
Engage a student in conversation in front
of the whole class. This could be done as
part of a whole-class discussion or as part
of a question-and-answer session.
Use your conversation to model how to
use keywords, technical vocabulary or
recently learnt ideas.
You might like to choose a student who
you know is already confident with the
material to have the conversation with.
Afterwards, set the class off an a
discussion task which will involve them
using whatever it is you have modelled.
Modelling Conversation

Make a wall display to keep track of new
words .
Appoint a ‘New-Word Spotter’ who’s job it
is to identify when new words appear in
the lesson. They should point these new
words out and add them to the wall
display.
Rotate the role so that a number of
students are given an opportunity.
As to the wall display, you could use pieces
of card pinned to the wall, a spare
whiteboard, a cork board or you could
print off the new words and stick them up
using Blu-Tack.
Back to
the start
New Words

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.
Back to
the start
Dictionary Champions

Think carefully about how you explain tasks in
your lesson. The method I favour is as follows:
• Clear, simple instructions on the board.
• Pictures where appropriate to accompany
instructions.
• Verbal explanation accompanied by modelling.
Other options include:
• Students who understand what is being asked
explain the task to the whole class.
• The teacher shows work produced by last
year’s students (this will indicate how the end
result of the task ought to look).
• Provide a checklist either on the board or in a
hand-out. Students then work through this,
one item at a time.
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the start
Task Explanation

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Use seating plans to differentiate by:
• Placing students of differing abilities
next to each other.
• Sitting students next to each other
where you feel one will have a positive
influence on the other.
• Setting up the room so that when you
go into group work, the groups you
want are already sat next to or near
each other.
• Placing students with certain skills next
to students who need to develop those
skills.
Seating Plans

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the start
Hot-seating involves one of two things:
• A student comes to the front and
answers questions on the topic.
• A student comes to the front and
answers questions on the topic in
character (this being someone related
to the area of study).
In both cases, the student is ‘in the hot-
seat’.
This is differentiation because the rest of
the class can learn from the answers of the
students who take on the hot-seat. Also, it
allows pupils not in the hot-seat to think
up questions to ask. This means everyone
can access the task at their own level.
Hot-Seating

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the start
Create opportunities for students to take
over the teaching. Here are three ways in
which this might be done:
• Ask a group of students to create a
presentation or lesson segment on part
of the topic. They then deliver this to
the whole class.
• Choose students who are particularly
knowledgeable about the topic. Pair
each of them with a group of their
peers and ask them to lead some pre-
prepared activities.
• If it is appropriate, ask students who
have personal experience of a topic to
teach the rest of the class about this
(for example in Religious Studies).
Students Teaching

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the start
Envoys is an activity in which students all conduct
research. Some then go off and teach while the
remainder get taught. Here is how it works:
• Put the class into groups.
• Each group researches a topic.
• One person from each group then moves off
around the room and teaches the other
groups about their topic.
• After each group has been taught by each
envoy, the envoys return to their original
groups.
• Here they are informed about everything
which their original group has learnt.
Envoys

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the start
Socrates was an philosopher in Ancient Greece. We
know about him through the writings of Plato. He
used to engage people in philosophical conversation.
This involved challenging the arguments that people
put forward and the concepts and assumptions on
which these were based.
A Socratic dialogue in the classroom involves the
teacher talking at length with a pupil about their
ideas concerning a topic.
The teacher should ask questions and offer counter-
examples. The purpose is to improve the quality of
the student’s arguments and to encourage them to
look more critically at their ideas.
Doing this with one or two students while the rest of
the class listen is a good differentiation technique.
Socratic Dialogue

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the start
Ask students to indicate how confident
they are with the topic under
consideration. Pair up students who are
confident with those who are less so.
The teacher can then work with students
who are the least confident (and so need
the most support).
Here are five ways for students to indicate
confidence levels:
• Thumbs (up, down, in the middle).
• Moving to different parts of the room.
• Traffic-light cards (red, orange, green).
• On exit passes (make sure they write
their names).
• By telling you directly (though this takes
more time).
Confidence Indicators

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the start
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.
Expert Corner

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the start
If you have students who finish their work
before the rest of the class, ask them to
stand up, walk round and help other
students.
As more students finish, so you can create
more helpers.
Eventually, it is likely that you will have
about half the class walking round and
helping people.
Point out that they can take their work
with them if they wish. This should assist
them in helping their peers.
Helpers

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the start
Present your students with model answers
in order to show them what it is that you,
or the examiners, are looking for.
The two great benefits of model answers
are as follows:
• They minimise ambiguity. This is
because they demonstrate to students
what it is that is being requested by a
question or task. This gives students
more confidence in what they are
doing.
• They provide a model! The expectation
is not that students will copy, but that
they will witness how it is they ought to
go about answering.
Model Answers

Back to
the start
Through the year, photocopy work that
students produce which is particularly
good.
Keep this work and show it to your future
students. The work can act as a guide, a
model or a demonstration piece.
You might judge work as being particularly
good because:
• It is highly creative.
• It shows original or innovative thinking.
• It achieves high or full marks.
• It answers the question or completes
the task as was intended.
• It is perceptive.
Photocopy Good Work

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the start
Plan tasks which can be accessed in
different ways. This will mean that
students can deal with the tasks at a level
which they feel they can access (and thus
feel happy with).
Such tasks will result in differentiation by
outcome.
The model can be summarised as follows:
Create tasks which all students can do, but
which are sufficiently open for them to do
them to the best of their own ability.
The key is to avoid tasks which demand a
very specific response. A final thought
would be: ‘Leave space in tasks for
students to manoeuvre.’
Differentiate by Outcome

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the start
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).
Open Activities

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the start
Elicit and use students’ prior knowledge.
This will help you to know where students
are at. It will also help them to connect
your lesson to what they already know.
Try to use and elicit prior knowledge in the
starter if possible.
This will help students feel comfortable in
the lesson from the beginning. It will also
put you in a strong position.
It is good to elicit prior knowledge when
you are introducing something new as
well. Doing this helps students to
contextualise the new information.
Prior Knowledge

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the start
Stepped activities take students on a
learning journey that gets progressively
more challenging.
Plan for your lessons to include tasks
which get increasingly complex or which
require increasingly sophisticated thinking.
It is not necessary for all students to reach
the top of the steps. Encourage them to
keep working upwards, but if some reach a
point that is causing them problems, let
them stop there and work through it.
Stepped activities can be based on
Bloom’s Taxonomy of educational
activities. See my Bloom-Buster resource
for ideas on how to use this.
Stepped Activities

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the start
Provide students with a range of options
as to how they might access a task. For
example:
Set students two questions they must
answer and then provide them with a
range of options to select from:
• Write an essay.
• Create an extended cartoon strip.
• Make a poster advertising your answer.
• Write a poem.
• Come up with a short drama piece.
• Draft a speech in which you put
forward your point of view.
• Create a song inspired by one of the
questions.
Options

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the start
Give students a range of questions or tasks
and ask them to pick which ones they will
deal with and in which order.
The questions and tasks should be of
varying levels of difficulty.
Decide in advance if you want to order
them according to their difficulty level.
If you do, it will make it easier for students
to judge which are harder and which are
easier. This could be beneficial to your
pupils, or it might lead them to make
choices which are below what they are
capable of doing.
Choices

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the start
Have extension questions or tasks ready
for pupils who complete the work.
My preferred option is to have extension
questions on all my PowerPoint slides.
In addition, I create super-extensions,
hyper-extensions and even outer-space-
extensions for students who finish these.
Use the higher levels of Bloom’s Taxonomy
to create your extension questions and
tasks.
You can also call on philosophy, in
particular by asking students to analyse
concepts.
Extensions

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the start
I have borrowed this technique from my friend
James Wright. My interpretation of it is as
follows:
• Create a space on your classroom wall
called the ‘Wonder Wall’. You might like to
make this look like a wall by chalking bricks
onto black paper.
• When students think of questions and
there is not enough time to explore these,
ask them to write them down on a Post-It®
note and to stick this on the Wonder Wall.
• When students have finished the tasks you
have set in a lesson, ask them to fetch a
question from the ‘Wonder Wall’ and to
explore it either with a partner or in
writing.
Wonder Wall

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the start
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 likely to allocate roles to
members of the groups so as to ensure
that everybody knows what is expected of
them.
Group Work

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the start
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.
Pair Work

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the start
Discussion helps students in the following ways
(among others):
• It allows them to explore a topic or an idea
and to hear what others think.
• It lets them articulate their own thoughts.
This, in turn, helps them to form and refine
those thoughts.
• It gives them space in which to make
mistakes and to clarify meaning – this is
harder to do in writing.
• It allows them to make use of a skill which
they most are likely to be highly competent
in (talking). This is less likely to be the case
with writing.
• It is an excellent precursor to writing,
allowing students to prepare and develop
their thoughts before committing them to
paper.
Discussion

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the start
Here are three ways in which you can use
students’ personal experience to help
them to learn:
• Build tasks and questions into your
lessons which ask students to call on
their own experience.
• Demonstrate how topics covered in
your lessons relate to people’s everyday
experiences.
• Try to find out about the experiences of
your pupils. If appropriate, call on these
when you are teaching. You may well
be able to use them in order to make
points clearer and more relevant for
your students.
Personal Experience

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the start
Where possible, set up lessons or segments of
lessons in which students are able to go at
their own pace. Here are some ways of doing
this:
• Make use of extensions, stepped activities,
options, choices and open activities (all of
which are explained in this PowerPoint).
• Create a series of hand-outs which
students are to work through. When they
have finished one, they come and collect
the next one from you.
• Give students a list of things they must do,
a list of things they should try to do and a
list of things that are ‘extras’. Let them
work through the lists at their own pace.
Pace Yourself

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the start
A card sort is a good activity because it
allows students to sort, order and match
information.
It is accessible because the information is
visible and can be physically manipulated.
Some students will find the parallel
cognitive processes hard to cope with if
they do not have something tangible to
support them.
A good tip is to create hardy card sorts by
using a top and a bottom bit of card for
each piece. This means they are less likely
to get damaged and there is a better
chance that you will be able to use the
same ones year-after-year.
Card Sorts

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the start
Matching, grouping and ranking activities are
good because they are accessible to all students.
At the same time, they invite different levels of
thought. For example, a high-ability student may
be able to give a detailed argument explaining
their ranking of a set of items, while a lower-
ability student may choose instead to refer to
experience and comparisons.
The three activity types also invite a close
examination of ideas and items through a
concrete process. That is because the matching,
grouping and ranking will either involve physical
materials such as cards, or the writing down and
rearranging of words.
Matching, Grouping and Ranking

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the start
Buzz groups are simply small groups of two or three
students formed impromptu to discuss a topic for a short
period. In a pair it is almost impossible for a student to
stay silent and once students have spoken "in private"
they are much more likely to speak afterwards "in public"
in the whole group.
Buzz groups are very useful to get things going. The sound
of ten pairs buzzing is quite energising compared with one
person speaking in a group of 20.
Buzzes can also tune students in to your subject matter
and wind up their ideas; for example:
"To start off, let's buzz for five minutes on what your initial
reactions were to the readings I set for this week's
seminar. Off you go.“
Taken from -
http://www.brookes.ac.uk/services/ocsd/teachingnews/ar
chive/autumn04/tips_buzz.html
Buzz Groups

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the start
Provide students with a design brief which
they are to fulfil in whatever way they
think is best.
This need not be restricted to design-led
lessons.
For example, you might set the following
design brief in a History lesson:
‘Create something which coveys the
various responses throughout Europe to
French Imperialism under Napoleon.
Ensure you consider both the immediate
and the longer-term responses as well as
what actions, if any, these led to.’
Design Brief

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the start
Here are five ways you can use worksheets to
differentiate:
• Create a variety of worksheets in advance of
the lesson. These should be aimed at
various ability-levels in your class.
• Use a number of worksheets akin to the
model outline din the ‘Pace Yourself’ entry.
• Create a range of worksheets which
gradually increase in difficulty. Students
then work their way through these, getting
as far as they can.
• Create worksheets which include open
questions or tasks.
• Create worksheets which provide students
with various options or choices (see the
‘Options’ and ‘Choices’ slides).
Worksheets

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the start
Visits and visitors are a great way of
differentiating. They are engaging for
students for the following reasons:
• They are interactive.
• They are unusual.
• They are a change to the routine.
• They bring learning alive.
• They are different to most of what goes
on in the classroom.
It is a good idea to plan work around a visit
or visitor. This means:
• You can prepare students so as to
ensure they get the most out of it.
• You can capture their learning
afterwards and build on this.
Visits and Visitors

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the start
Divide the class into groups.
Give each group a topic to research or a
question to answer.
Provide appropriate resources and ask the
groups to create a presentation they will
give to the whole class.
To avoid boring presentations, set students
some ground rules. For example:
• No reading off slides.
• Make a hand-out.
• Include one piece of drama.
• Include one game or interactive
element.
• Include one discussion question (and
then lead the discussion).
Student Presentations

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the start
Case studies are a good method to use
because they contextualise ideas and
provide students with concrete example
they can use to situate abstract concepts.
In essence, case studies provide evidence
of concepts, categories and ideas at play in
the real world.
They demonstrate what you are teaching
about as it is lived.
Many textbooks and educational websites
provide ready-made case studies. You can
also use newspaper articles. If you cannot
find what you want, create your own. You
will be able to re-use it year-after-year.
Case Studies

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the start
‘Discovery Learning is a method of inquiry-
based instruction, discovery learning
believes that it is best for learners to
discover facts and relationships for
themselves.’
Taken from - http://www.learning-
theories.com/discovery-learning-
bruner.html
You can build discovery learning into your
lessons through:
• Group work.
• Providing some of the information and
letting students work out the rest.
• Setting students independent tasks
such as research or a design brief.
• Experiments.
• Investigations.
Discovery Learning

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the start
Experiments have a number of benefits:
• They are practical, meaning they are
accessible.
• They often involve discovery learning
(see the previous slide).
• They can be exciting and engaging.
• They give students the opportunity to
lead their own learning.
• They promote reasoning and use of the
scientific method.
Experiments

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the start
Use a range of questions in your lessons so
as to take account of the different places
your students are at as regards their
learning. Questions might be:
• Abstract or concrete.
• Leading or non-leading.
• Personal or impersonal.
• General or specific.
• Closely connected to the learning or
more tenuous.
There are other options as well, many of
which are considered in the next few
slides.
Question Range

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the start
Plan your questions in advance. The advantage of
this is that you can set up a range of different
questions which are specific to the topic and to
your students.
You might like to keep a note of your questions so
that you can use them when you teach the topic
again.
If you feel you do not have time to plan
questions, make use of categories and question
types.
You can call on these during a lesson and create
questions based on them. This will stop you
falling back onto questions you have used
previously or which do not move learning
forwards. See other slides in this PowerPoint for
useful question types and categories.
Question Planning

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the start
Ask students to justify the claims they
make.
You might like to give them an opportunity
to discuss this with their partner before
they tell you. It is likely this will make the
process easier for them.
All students can justify their claims. The
difference comes in the sophistication of
these justifications.
By encouraging students to justify what
they say you are encouraging them to
reason. This is integral to all learning.
Justify

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the start
Think carefully about when to use open and
closed questions.
As a rule I would generally favour open questions.
This is because they allow students the
opportunity to reason, to advance positions, to
make claims and to think carefully about a topic.
Closed questions are more likely to see students
attempting to guess the correct answer.
Use the word ‘might’ to open up your questions:
What is democracy?
What might democracy be?
Clearly there is greater scope for thinking and
discussion in the second case then there is in the
first.
Open and Closed

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the start
Ask students clarifying questions.
Encourage them to do the same to you.
The great advantage of clarifying questions
is that they diminish ambiguity. This is
because they require the person being
questioned to explain an aspect of their
thought or speech so that it is clear to the
questioner.
Questions of clarification include:
• What exactly do you mean by that?
• Can you give me an example?
• How would that work?
• Can you explain that again?
• What would you compare it to?
Clarification

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the start
Use challenging questions to stretch the most
able students in your class. Here are some
types of question you might call upon:
• Evaluative questions (judge, assess, critique,
defend).
• Creative questions (plan, unite, merge,
create).
• Comparison questions (how does it
compare? How is it different? To what is it
similar and why?).
• Big questions (philosophical, ‘what if’
scenarios, values-based questions).
• Exam-style questions.
Challenging Questions

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the start
Encourage your students to ask questions.
There are many benefits to this, including:
• Students can ask questions at the level
with which they are comfortable.
• Students can hear other people’s
questions.
• Students can observe how the teacher
goes about answering questions.
• The teacher can find out what areas
students want to know about.
• Students can find out information from
the teacher’s responses.
Students Ask Questions

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the start
Plan a series of questions which you will
ask to the class as a whole or to individual
students.
The purpose of this is to create a structure
in which the questions:
• Get progressively more challenging.
• Take students on a journey around
different parts of their thinking.
• Encourage students to think about
something in a variety of different
ways.
By having a series of questions pre-
prepared, you will be better placed to
draw students in and to guide their
learning in certain directions.
Serial Questioning

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the start
Ask a question.
Then…
…Wait.
This let’s students think. It gives them time
to come up with an answer. It allows all
students to access the question. And it
let’s more able students develop their
responses.
Thinking Time

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the start
If you go and spend time with individual
students then you are differentiating.
Even better is if you ask different
individuals different questions.
These should take account of what those
students know, where they are at and
what your experience of them is.
In essence:
• Create opportunities where you can go
and work with individual students.
• Tailor your questioning to the student
with whom you are working.
• Respond to what they say with further
questions.
Individual Questioning

Back to
the start
Don’t wait for students to put their hands up.
This will inevitably lead to the students who are
most confident (whether rightly or not) dominating
discussion.
Instead, be assertive.
Decide who you want to hear from and then ask
them. This could be in a whole-class situation or
when students are working in pairs or in groups.
Think about your purpose beforehand. Is it:
• To move the learning on?
• To root out misconceptions?
• To encourage reasoning?
Or is it something else? Use this to guide your
questioning and your choice of who to question.
Assertive Questioning

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the start
Use a mixture of tasks. This will ensure that
students have a variety of opportunities. It
will prevent students from feeling that ‘we
only do things one way’ (and if you do, that
could be a way that some students find
really difficult to access).
You can use a mixture of tasks:
• In a single lesson.
• Across a unit of work.
• Across the year as a whole.
You might like to develop a collection of
task-types with which you feel comfortable
and stick to these.
Or, you might use the opportunity to test
out different approaches.
Task Mixture

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the start
An alternative way to judge whether you
have a mixture of tasks is to look at what
you are asking students to produce.
This is a little like working backwards.
When planning a lesson or a unit of work,
identify a mixture of products you would
like students to have created by the end of
it.
Base your activities on this list and they
cannot fail to be a mixture. This is because
they will be driven by the list of different
products. You will have no choice but to
use a range of activities in order to ensure
these are created.
Task Mixture II

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the start
Use Bloom’s Taxonomy to create extension
questions and tasks. Here are a list of words
linked to the top three levels:
Analysis: Analyse, Appraise, Categorize,
Compare, Contrast, Differentiate,
Discriminate, Distinguish, Examine,
Experiment, Explore, Investigate,
Question, Research, Test.
Synthesis: Combine, Compose, Construct,
Create, Devise, Design
Formulate, Hypothesise, Integrate,
Merge, Organise, Plan, Propose,
Synthesise, Unite.
Evaluate: Appraise, Argue, Assess, Critique,
Defend, Evaluate, Examine, Grade,
Inspect, Judge, Justify, Rank, Rate,
Review, Value.
Blooming Extensions

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the start
When setting extension tasks and
extension questions, focus on asking
students to evaluate and create.
These are the highest level skills in Bloom’s
Taxonomy and they require the greatest
degree of mastery over the material being
studied.
In addition, when you are planning to
include stepped activities or a mixture of
tasks (see slides in this PowerPoint), use
evaluate and create based activities as the
end-points of the lesson.
Making these that which everything else is
building up to will ensure the level of
challenge gets progressively higher as the
lesson progresses.
Evaluate and Create

Analysis: Analyse, Appraise, Categorize,
Compare, Contrast, Differentiate,
Discriminate, Distinguish, Examine,
Experiment, Explore, Investigate,
Question, Research, Test.
Synthesis: Combine, Compose, Construct,
Create, Devise, Design
Formulate, Hypothesise, Integrate,
Merge, Organise, Plan, Propose,
Synthesise, Unite.
Evaluate: Appraise, Argue, Assess, Critique,
Defend, Evaluate, Examine, Grade,
Inspect, Judge, Justify, Rank, Rate,
Review, Value.
Back to
the start
Blooming Questions
Knowledge: Arrange, Define, Describe, List,
Match, Memorise, Name, Order,
Quote, Recognise, Recall, Repeat
Reproduce, Restate, Retain.
Comprehension: Characterise, Classify,
Complete, Describe, Discuss,
Establish, explain, Express, Identify,
Illustrate, Recognise, Report, Relate,
Sort, Translate.
Application: Apply, Calculate, Choose,
Demonstrate, Dramatise, Employ,
Implement, Interpret, Operate,
Perform, Practise, Role-Play, Sketch,
Solve, Suggest.
Use Bloom’s Taxonomy to inform questioning throughout your lessons.
Here are a list of words linked to all six levels:

Back to
the start
When teaching mixed-ability classes we
often teach to the ‘middle’.
To some extent this is inevitable. It is the
safest position for ensuring that most of
the students get what we are talking
about.
It can be good to mix this up though. Try to
teach to the ‘bottom’ and the ‘top’ at least
a couple of a times a lesson.
Make a conscious effort to do this.
You might preface it by saying, ‘This might
seem obvious but I just want to make it
clear for you,’ or, ‘This next bit is a bit
complicated, but stick with it, it’ll be worth
it.’
Top, Middle and Bottom

Back to
the start
Use assessment for learning to differentiate.
By identifying where your students are at and
what they need to do to close the gap, you will
be differentiating.
Elicit information about learning and use this
to inform your planning.
Make good use of self- and peer-assessment.
For AFL ideas, see some of my other resources:
http://www.tes.co.uk/teaching-resource/Assessment-For-
Learning-Toolkit-6020165/
http://www.tes.co.uk/teaching-resource/Peer-and-Self-
Assessment-Guide-6024930/
http://www.tes.co.uk/teaching-resource/The-Whole-Class-
Feedback-Guide-6057595/
AFL

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the start
Create a listening frame for students who
struggle to make notes.
This could be a worksheet with a set of
sections on it, each one headed by a
question, statement or category.
The student can then use this to make
notes. The sections will help them to order
the information they receive. This will
eliminate a thinking process for them, thus
allowing them to concentrate exclusively
on listening and writing.
In essence, a listening frame does a bit of
the work for the student, making life
easier for them.
Listening Frame

Back to
the start
Modelling is where the teacher
demonstrates to the class, or to individual
students, what it is they want them to do.
Modelling could be physical. For example,
you might walk through the steps involved
in an envoys task.
Modelling could be written. For example,
you might show students how you want
them to create a table and what sort of
things they are to write in it.
Modelling could be oral. For example, you
might have a model discussion with a pupil
and then ask the class to get into pairs and
have their own discussions.
Modelling

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the start
Provide students with check sheets for
tasks. This gives them something they can
refer back to as they progress. It is a
means for them to keep track of where
they are at and to know what they still
have to do.
A particularly good use of check sheets is
when students are doing written work.
In this case, the check sheet will help
students to keep track of what they have
done and where they are going, but it will
also act as a tacit guide demonstrating
how they should structure their work.
Check Sheets

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the start
You can provide students with explicit
structure guidelines to help them with
written work. Here is an example of an
essay guide:
Paragraph 1 – Introduction
P.2 – First argument for
P.3 – Second argument for
P.4 – First argument against
P.5 – Second argument against
P.6 – Conclusion
Structure guidelines can be general or
specific. You will need to judge what is
most appropriate for your students.
Structure Guidelines

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the start
Sentence starters are a great way to get
students going. Here are five ways you
might use them:
• Write them on your PowerPoint or IWB
slides.
• Have generic ones stuck up around the
room.
• Produce a sheet or booklet of sentence
starters for students who struggle to
get going with their writing.
• Create a couple of sentence starters
with your class before starting the
activity.
• Ask a couple of students who have
started writing to read out the
beginnings of their sentences.
Sentence Starters

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the start
A writing frame is like a listening frame
(see a few slides previous) in that it does
some of the work for the student.
This allows them 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.
Writing Frame

Back to
the start
A planning pro-forma is a document you
hand out to students and which they use
to help plan their work.
You might have a range of pro-forma to
cover writing tasks, group work, research
tasks and so on.
The level of detail in your pro-forma will
be dependent on how much support you
feel your students need.
It may be the case that with some
students you provide detailed guidelines
for them to follow and just ask them to
make choices from a set of options you
indicate.
Planning Pro-Forma

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the start
Scrap paper is a thinking tool.
It is an extension of our memory.
By writing something on a scrap piece of
paper we do not have to hold it in our
head.
We can therefore manipulate it more
easily and free up our short-term memory
for other things.
Encourage students to use scrap paper.
Demonstrate its use to them and explain
why and how it works.
Scrap Paper

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the start
Bullet points and tables are different ways
of organising information. They present
material in ways that many students may
find easier to deal with.
You will notice that I have used bullet
points a lot through this document in
order to simplify.
Tables allow one to divide material simply
into two or more categories.
A good strategy is to use bullet points and
tables as precursors to more extended
writing.
Bullet Points and Tables

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the start
Individual writing tasks are differentiated
because each student can access the task
in their own way.
Use some of the techniques and strategies
explained in this document to support
students when they are doing such a task.
Try to ensure that you precede individual
writing tasks with an activity that feeds in.
This will make it easier for students to
begin writing. They will already have had
an opportunity to think about the topic
and to begin ordering their thoughts.
Individual Writing

Back to
the start
Stretch and challenge your students by
using my challenge toolkit:
http://www.tes.co.uk/teaching-
resource/Challenge-Toolkit-6063318/
Challenge

Back to
the start
By using a range of different media in your
lessons, or across a unit of work, you will
be differentiating.
The range of material will ensure that
students are kept engaged and that there
are different opportunities for accessing
the content.
Media include:
• Videos
• Songs
• Animations
• Computer games
• Newspaper articles
• Stories
• Hand-outs
• Slides
Different Media

Back to
the start
Activity stations works as follows:
• Set up a number of different stations
around the room.
• Each station should have a different
resource and/or task attached to it.
• Ensure that there are a variety of types
of resource and task. For example: you
might have a case study, a laptop with a
video on it, a card sort, a hand-out, a
diamond nine and a newspaper article.
• Put students in groups and assign each
group to a station.
• Rotate the groups after a set length of
time. Aim for each group to visit each
station.
Activity Stations

Back to
the start
Stories help us make sense of the world.
They provide a way of dealing with
complex ideas which is more accessible
than non-narrative prose.
Use stories in your lessons to help
students access the content.
You might also like to create tasks in which
students write their own stories, based on
some aspect of what you have been
studying.
Narrative

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the start
Here is how peer research works:
• Introduce students to a topic.
• Explain that they will be researching
the views and experiences of their
peers.
• Ask them to create a set of questions
they can ask people about the topic. I
have found that between 5 and 10 is
best, depending on time constraints.
• Invite students to interview each other
using their questions.
• When finished, students should write
up their results.
Peer Research

Back to
the start
Set out with the aim of talking to as many
students as possible during a lesson.
By doing this, it is likely that you will be
able to ascertain where most of them are
at in relation to the learning.
In turn, you will be able to support and
assist those who are struggling.
It will not always be possible to talk to lots
of students. Particularly if you have a
difficult class who need to be watched.
If this is the case, aim to do it once every
few lessons. Alternatively, call students up
to the front to talk to you. Make a note of
who comes up and try to get through the
whole class over a few lessons.
Talk To Me

Back to
the start
Humour is a great way of motivating and
engaging students as well as making all of
them feel involved and included in the
lesson.
Look for opportunities to use humour.
Search the web for jokes, even if they are
bad ones, and don’t be afraid to laugh at
yourself as well.
Humour

Tw differentiation deviser mike gershon

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