1. The document discusses reflecting on learning progress from the previous term and having students do a SWOT analysis. 2. It then describes an exercise where students line up their shoes in a circle and walk away from them to demonstrate that people learn differently and at different paces. 3. The discussion considers how success looks different for everyone, and having a classroom that is fair and differentiated for all students. Students are asked to create a vision for how the classroom can accommodate different learning next term.

1. REFLECT ON OUR LEARNING
Close your eyes and take the time now to reflect on your progress
last term.
With our eyes closed, I’m going to ask you a few questions.
With your maths results aside…
1. Hands up if you feel you’ve grown in mathematics this term.
2. Hands up if you think you did your best this term.
3. Hands up if you feel you succeeded.
4. SWOT analysis in your book. Strengths – (internal) Weaknesses – (internal)
what I was good at what I need to work on
10 minutes
Opportunities – Threats
(external) Positive - (external) Negative
influences. Things that influences. Things that
will help me improve won’t help me improve
my performance. my performance.

2. LEARNING ABOUT LEARNING
Hand out worksheet 1
We’re going to do a bit of an exercise now to help us realise
something about learning…
 Step 1. Take off your shoes.
 Step 2. Line them up around the room in a circle. Stand next to
your shoes.
 Step 3. Move five paces forward. STOP
2 minutes

3. LEARNING ABOUT LEARNING
1. Hands up if you have shoes that fit you.
2. Hands up if you have shoes that don’t fit you.
3. Move another four paces.
4. Repeat 1 – 2
 Are we all different?
 Are we all good at the same thing?
 Do you think we learn in the same way?
2 minutes

4. LEARNING ABOUT LEARNING
 Think of your favourite sport.
In professional sport, what do you think of these situations?
 Rugby – Could the Hooker play the job of the Wing?
 Cricket – Could the Fielder play the job of the Bowler?
 Soccer – Could the Goalie play the job of the striker?
 Volleyball – Could the Setter play the job of he Spiker?
Do we all have different strengths?
Hands up if Maths is your strength area?
Hands up if English is your strength area?
Go through each subject.
2 minutes

5. Answer question 1
ARE YOU ALIKE OR ARE THERE
IMPORTANT DIFFERENCES?
2 minutes

6. Do we all work at different paces?
Do some people need more time on things?
Do we all have the same level of knowledge?
Do we all learn in different ways?
Should we do something about this?
What roles will each of us play?
Answer Question 2
IF OUR CLASSROOM IS GOING TO
WORK FOR ALL OF US, WHAT WILL
IT BE LIKE? 2 minutes

7. Is it fair that everyone do everything the same all the time?
Answer Question 3
IF WE HAVE A DIFFERENTIATED
CLASSROOM, CAN IT BE FAIR?
2 minutes

8. Is everyone successful at the same thing all the time?
How is success different for everyone?
Is it successful to get easy As or to work tirelessly and just pass?
What does it mean to be proud?
Do grades reveal the whole story?
So, how will I know if you’re succeeding?
How will you know?
WHAT WILL SUCCESS IN THIS
CLASS MEAN?
2 minutes

9. 1. Working diligently and intelligently leads to growth
2. Growth ultimately enable us to achieve and exceed most goals!
So, it is often that you will hear your teachers ask, “is this the best YOU
can do – the most you can give to this task?”
WE NEED TO UNDERSTAND
TWO THINGS ABOUT SUCCESS

10. On poster paper, draw what our class should look like next term if it’s
going to be fair for everyone. Include:
• Variations in how we might be learning.
• Variations in how we might be succeeding.
• Variations in how we might be working.
OUR VISION FOR NEXT TERM
10 minutes

11. Worksheet 2
INFORMATION ABOUT ME MY
TEACHER SHOULD KNOW
5 minutes

12. EXTRA ACTIVITY – SHOWING HOW WE
ARE ALL DIFFERENT
Graph Me
6
5
4
3
2
1
0
How are we different? Compare your graphs with each other at your group.