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Help with Differentiation

(14 Posts)
MidnightHag Fri 09-Jun-17 09:45:59

I'm being observed next week for my appraisal. The focus of the obs is differentiation. The class is a very able year 10 set. Any tips or tricks to show that I'm differentiating?
Many thanks in advance.

OP’s posts: |
cricketballs Fri 09-Jun-17 17:35:05

What subject? Obviously there's different worksheets/tasks, key terms available etc

Teachervoice Fri 09-Jun-17 17:51:39

You're going to really want to focus on the most able. Do you have any that are on the AG&T register for your subject?

AlternativeTentacle Fri 09-Jun-17 18:04:35

Differentiation as in maths or just differentiating your lesson?

Haven't you done this in your training and in your day to day practice? Differentiating is not just for observation...

toomuchicecream Fri 09-Jun-17 18:19:46

Don't forget differentiation isn't just giving different groups of children different tasks. You could also differentiate by adult support given, groupings so use of peer support, outcomes, supporting materials ie word banks, how you target your questioning, so the most able get more challenging questions put their way...

elephantoverthehill Fri 09-Jun-17 18:30:28

On your seating plan RAG your students for questioning. Any group work make sure you have indicated on your lesson plan why the groups have been chosen eg differentiated tasks or by mix of the students from your ragging. Obviously extension tasks in place, but my number 1 tip is to shove the lesson plan including the differentiation under the observer's nose. In saying that my last observation was a bit of a train crash grin.

MidnightHag Fri 09-Jun-17 21:15:41

Subject is English. Going to set up groupings according to ALPs scores. All pupils good so will need to focus on G and T pupils, but also pupil premiums.
RAG your students for questioning not sure what this is?
Thanks for your suggestions.

OP’s posts: |
Acopyofacopy Fri 09-Jun-17 21:25:53

Observers were very taken with a worksheet that had an optional foldaway help section when I was last observed.

Grouping is a good idea, and change the grouping from similar ability to mixed ability, making the stronger students teach the weaker.
You could do a role play(-ish) task where the stronger starts as the teacher and models, then switch roles. Feedback and acting upon feedback an be built in.

elephantoverthehill Fri 09-Jun-17 21:54:44

RAG your students for questioning Red for easy questions, amber for slightly more probing questions, green for completely ambiguous argumentative type questions.

beepbeepimasheep Fri 09-Jun-17 22:02:57

What others have said but also don't limit achievement by restricting students to the work for their level if they turn out to be capable of more.

MidnightHag Sat 10-Jun-17 08:11:14

This is great; I really like the idea of RAG questions and optional extra help. Thanks, guys!

OP’s posts: |
SweepTheHalls Sat 10-Jun-17 08:16:25

Ensure that there is both support and challenge available so all students can ma

SweepTheHalls Sat 10-Jun-17 08:18:18

King progress irrespective of their starting point. Make sure DS students are getting the support to ensure that they make progress comparable to non DS peers. I was ODSTEDED this week, and these were the things they paticularly praised. Good luck.

CheckpointCharlie2 Sun 11-Jun-17 19:52:12

Look up blooms taxonomy for good questions for differentiation, write them on your plan and put specific names next to the questions so your ta can also use them. If you have one that is!

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