The document provides guidance and prompts for teachers to reflect on differentiation practices in their own classrooms. It encourages teachers to really know their students and teach in a way that suits each student, while keeping the challenge high and providing enough scaffolding. It emphasizes that differentiation is difficult but the goal should be aiming high while also being pragmatic.

1. Do Now:
Ten minutes to do this!
1. Think of the class you’ve JUST taught.
2. Make a sketch of the classroom / space you were in.
3. Annotate it with the following:
Who’s currently underperforming?
How do you know?
What are you doing about it?

2. "Please understand – we don't want
no trouble. We just want the right to
be different. That's all."

3. Uncomfortable Questions
Is it OK to ‘write off’ some students’ progress?
Do I accept (encourage?) sub-standard work from
students who are capable of better?
Does ‘one size fit all’ in my classroom?
Was the Do Now task more difficult than it should
have been?

4. One size definitely does not fit
all.

5. The fact is…
… we all find differentiation difficult.
That’s because it is.
We need to aim high, but be
pragmatic.

6. Myths
Multi-tiered resources and
tasks in every lesson.
On different coloured
paper.
“Must-Should-Could”
or “All-Most-Some”Each student doing
personalised work.

7. Ups and Downs
The Bottom Line
Is our Bottom Line high
enough?

8. Two Non-Negotiables
1. Basic entitlement of access
2. Not stretching our highest
achievers
“Teach to the top.
Scaffold and support
everybody else.”

9. WALT: Identify good practice in Differentiation
WILF:
ALL of you will know some ideas about
differentiation
MOST of you will understand them in the
context of your own practice
SOME of you might make a commitment
to try something new as a result

12. Knowing the students in front
of you.
Teaching them in a way that
suits THEM.
Keeping the challenge high…
...while providing just enough
scaffolding.

13. And if all else fails…
Rule #1: REALLY know your
students
“You may feel that John is coasting a bit; he needs a push this lesson... It may be
that Albert has looked a bit bored of late… He might be finding things a bit easy;
let’s really crank it up this lesson… The last time Rory handed his book in it was a
bit of a shocker; I need to sit with him this lesson and get a few things sorted
out… Daniel is always just below the top level… Why is that? Maybe he needs to
do some re-drafting and I need to absolutely insist that he does it again and again
until it’s hitting the top level.” Tom Sherrington (@headguruteacher)

16. What differentiation do you see?
http://www.teachersmedia.co.uk/videos/secondary-differentiation-and-data

17. Workshops
Contribute
Take away
Don’t forget to fill in your Bingo card!

19. Do Now:
Three minutes to do this!
Sit in a pair or trio with
colleagues from a DIFFERENT
faculty.
Talk to each other about
what’s on your Bingo card!

20. Discussion Questions
• Should differentiation be obvious to
students?
• Are there times when it’s OK for all
your students to do the same work?
• Is there a ‘best’ type of
differentiation?
• How can I encourage challenge in
my subject?

21. Exit Tickets