Differentiation by Feedback

1. Making marking do some of the
differentiation
 Dedicated time for students to improve work
 Expectations about what to do in this time (and
why) made clear
 Marking is formative for the individual
 Opportunity to have an individual dialogue
 Individual learning task created
See “The power of feedback” John Hattie and Helen Timperley. Really
Interesting stuff!

2. Getting student feedback to do some of the
differentiation
• Near the end of a written task each group presents what they
have done so far
• Class critique the work or help solve any issues
– Initially some teacher input needed
• Group then finishes the task and writes it up to hand in
“You need to explain better; how did you get from... to ...”
“I can’t see how you can assume...you need to explain your reasoning”
“That’s wrong because you’ve got muddled with.....”