The document outlines the GROW differentiation model and suggestions for implementing aspects of the model in the classroom. It discusses using cold and hot questioning as well as choice-based tasks. It acknowledges obstacles like the time it takes to prepare differentiated work and students not wanting to engage with different tasks. The document provides recommendations to create a culture with no fear of failure, use cold and hot questions over multiple lessons, allow pre-learning to prevent panic, and support hot questions with sample answers. Teachers are advised to not rush implementation and continue encouraging students if they do not initially engage.

2. THE GROW MODEL
 Easy to implement diff
 Re-useable
 Access for all in robust
ways
 Student led
differentiation
 Time it takes to prepare differentiated work for all
 Students not wanting to engage with different tasks due to feeling stigmatised
 Top end students are currently given more work rather than more challenge
 Cold and hot questions
 Choices for all

3. OUR OPTIONS TRIALLED AND THE OBSTACLES WE FACED
1. Cold and Hot questioning
2. Choices for children

4. THE WAY FORWARD – CCC IMPLEMENTATIONS
SUGGESTIONS
Do…
 Create a culture of no fear – students
should be prepared to fail (First
Attempt In Learning)
 Use cold and hot questions over a
course of a few lessons to drive
response engagement
 Allow some pre-learning to prevent
students entering the ‘panic’zone
 Support hot questions with sample
answers
 Easy to implement, takes little planning
time (great for booklook evidence)
Don’t…
 Do not provide a question with
no prior discussion, learning or
research task
 Don’t rush – if it needs 3 lessons
allow it
 Be disheartened if students do
not engage initially – they need
training and encouragement
 Don’t limit yourself to teacher
led activity – can be flip
learning, homework or student
led