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Differentiate by Outcome• Plan tasks which can be accessed in different ways.• This will mean that students can deal with the tasksat a level which they feel they can access (and thusfeel happy with).• Create tasks which all students can do, but which aresufficiently open to challenge them.• Avoid tasks which demand a very specific response.
Present your students with model answers in order toshow them what it is that you, or the examiners.Benefits of model answers and visualisers are:• This is because they demonstrate to students what itis that is being requested by a question or task.• Gives students more confidence in what they aredoing.Model Answers/Visualisers
• Use Bloom’s Taxonomy to inform questioningthroughout your lessonsBlooming Questions
• Set up a number of different stations around theroom.• Each station should have a different resource and/ortask attached to it.• Put students in groups and assign each group to astation.• Rotate the groups after a set length of time. Aim foreach group to visit each station.• Link to self and peer assessment.Activity Stations
Activity in which students all conduct research.• Put the class into groups.• Each group researches a topic.• One person from each group then moves off around the room and teachesthe other groups about their topic.• After each group has been taught by each envoy, the envoys return to theiroriginal groups.• Here they are informed about everything which their original group haslearnt.Student Experts