This document summarizes feedback from different subject faculties at a school on how they currently differentiate instruction and what they would like to improve. It discusses various strategies used, such as scaffolding, modeling, open-ended questioning, flexible grouping, and use of technology. Faculties asked questions of each other for ideas on how to further challenge higher-ability students through alternatives to extra work, intervention programs, and developing student competition.

1. TEACHING AND LEARNING BRIEFING: MONDAY 20TH JANUARY 2014
FEEDBACK FROM TEACHING AND LEARNING: DIFFERENTIATION & CHALLENGE:
Share results of faculty brainstorm
Feedback from each faculty on one aspect of what they do well: explain in more detail (1
min each)
Each faculty to feedback next week to bring ideas on one (or more!) aspect they would
like to improve.
Faculty
CCB
CS / ICT /
Business /
Sociology /
Child Dev /
Media
What does your faculty do well?
Mixed ability classes
Stretching for higher ability
Using success criteria
What would you like to improve?
Higher ability – alternatives
to more work?
FSM students – what are we
doing every lesson for them?
Who are G&T students in
school?
Q
How do you use success criteria?
What alternatives can you think of
for higher ability students?
Homework stretch?
Questioning
Support for least able
Condensing case study
knowledge
Geography
Q
Maths
Q
AFL before each test
Sharing success criteria
Modelling answers
Multimedia approach
Subject-specific terminology
Scaffolding
How do you model answers for
differentiation?
Open ended and higher order
questioning
Starting at different points in
exercise
Use of cognitive acceleration
(CAME Maths – Let’s think)
Setting
DTT
AFL whiteboards
Levelled graded Qs for c/w and
hw/
How do you use whiteboard AFL as a
springboard for differentiation?
What methods can you develop to
stretch upper ability students in
class and for homework?
DTT reassessments
Multi-topic levelled hw using
data
How do you plan for using DTT for
reassessment?

2. TEACHING AND LEARNING BRIEFING: MONDAY 20TH JANUARY 2014
CEA
Q
DT
Q
Science
Q
Sharing exemplar work
Peer assessment groups
VIP club
Mentoring programme
Catch up clubs
Tracking
GCSE tasters
Out for competitions
Revision groups
Termly targets
Personalised learning stickers
Sixth form drama support for low
ability
Artist in residence
Explain VIP club: who is it for & what
does it involve?
One to one sessions
Extension tasks
Match up abilities
Differentiate by outcome of
project
Helpsheets and templates for less
able
Templates to push more able
Feedback on assessment sheets to
individuals
Groupwork
How do you use templates for higher
ability?
Success criteria shared
Using software with differentiated
tasks
Standardised assessments
(knowing students)
Different worksheets
Open questioning
AFL
Let’s Think Science
Differentiated tasks after
assessments (DTT?)
Green, blue, yellow tasks
Can you explain the software for
differentiated tasks?
Sharing practice across
department
Move out trips
Using students in music to
bring instruments
More artists in residence
Intervention programme at
KS3 / 4
More differentiated HW
Liase more cross-curricular
What ideas do you have for
developing intervention at KS3 and
KS4?
Make more use of writing
frames
Need to see more able
students opting for subject
Develop more competition for
more able
How would you develop
competition and challenge for
more able students?
Colour-coded differentiated
tasks
Sharing resources
Personalised learning
checklists
Lower section of top end Low
Haps?
Make differentiation clear in
schemes of work
Use of TAs
Use of VLE
How would you develop
personalised learning checklists?

3. TEACHING AND LEARNING BRIEFING: MONDAY 20TH JANUARY 2014
MFL
Q
History
Seating plans
Questioning
Writing / speaking frames
Reference to levels, success
criteria
Sharing vocab lists
Differentiated text books
Differentating by outcome
worksheets/tasks
How do you use seating plans for
differentiation
Kagan theory
Questioning
Sentence starters & scaffolding
A / A* tasks
Extra source material in
assessment booklets
Personalised tasks
Upper band cards at GCSE
AFL target sheets / book logs
Q
Could you explain how you use Kagan
theory?
English
Seating plans
Questioning
Assessment & DTT
Redrafting – DIRT time
Using questions in feedback when
marking
Knowing students as individuals
(personalised learning
Interventions (1 to 1 and 08:15)
Target grade stickers
Differentiated resources
Reflecting
Planned groupwork
Modelling
Scaffolding / writing frames
Praise and rewards
Analysing data
Explain how planned groupwork
supports challenge/ differentiation?
More varied tasks for higher
ability
Support for Y7 weaker learners
Using 08:15 appointments
Differentiated hw
How would you use the 08:15
appointments for challenge &
differentiation?
Revitalise ‘brain box’
AFL – students more precise in
KS3 assessment targets
Questioning
Consistency in planning / policy
GCSE / A-Level: extremity of
abilities, possibly using Kagan at
A-Level?
MEG? How to share targets..
Only tell students AEG?
Links with LRC / Media – books,
films?
Do you have any research about
sharing targets with students to
support the AEG idea?
Plenaries
Seating plans
Differentiating by task
Homework differentiation
Planning for differentiation
More varied scaffolding
Working effectively with TAs
How would you plan for and manage
differentiated homework?

4. TEACHING AND LEARNING BRIEFING: MONDAY 20TH JANUARY 2014