3. By
Objetives
• Select objectives to reflect
individual or group learning needs
and ensure an appropriate level of
challenge for all pupils.
• One way of thinking about the
different needs of the pupils in the
class is to use Bloom’s taxonomy
as a guide to some of the different
types of thinking skills you might
want to plan for – and to how you
can build appropriate levels of
challenge into the activities.
4.
5. By
Role
• Allocate specific roles to
pupils in group or class
activities to match abilities
and extend learning .
• know pupils’ strengths and
attributes together with their
academic abilities
6. Example of Differentiation by Role
STORY TELLER
Instructions
• Number of pupils 4 (1 person reads the script, 1
person listens only, 1 person writes/translates only
and 1 person draws only)
• The reader reads the script given to the group aloud.
(The reader must not allow the other members of the
group see the script). The rest of the group have to
record the information they hear by using the only
skill they have (listening, drawing and writing).
• When the reader has finished reading the script, the
other people in the group have to retell the story in
Spanish.
• The reader has to check the information he/she is
hearing with the script they have.
7. By
Support
• Teacher support one to one.
• Ensure teaching assistant knows the
objectives, tasks and resources to be
used, where possible involve the
teaching assistant in planning for the
needs of specific groups or individuals
• Target TA and TEACHER support at
specific groups or individuals on a
specific focus)
• Pupil to pupil support
9. By
Grouping
• High Achieving Student
• High Middle Achieving Student
• Low Middle Achieving Student
• Low Achieving Student
Make sure that the ability/achievement gap is not too wide in
order to avoid disengagement from lower achievers or
supremacy from higher achievers.
10. By
Questioning
• Target questions according
to ability to ensure that all
pupils are made to think
• Ask questions which reflect
the abilities, personalities
and learning needs of
individuals or groups
11. By
Task
•Have scaffolding learning within tasks
that gradually build on challenge
•Have a variety of tasks based on the
same focus or objective
•Use core/mastery and
extension/developmental tasks
•Vary the timing of tasks
•Examples on next slide
12. Decisions–Decisions
CARD GAMES
The distinction between high and low order tasks is not
their difficulty but the mental processes involved. In
particular high order tasks require deep understanding.
They cannot be completed unless the student has
developed their own understanding of the material, so
they force the student to make their own sense of what
they are learning.
Low order tasks do none of these things, they only require
recall and understanding may be minimal or even non
existent.
13. Decisions-Decisions A generic game for differentiation
TASK
EXAMPLE
DESCRIPTION
Labelling
Label pictures with words
In this case the cards are labels that the student
must place correctly on a diagram, map,
Grouping
Classifying
games:
Groups are given a set of, say, 30 cards,
each of which has a different phrase with an
underlined word: for example, 'The fox ran
quickly into a hole.' Students must sort the
underlined words into nouns, adjectives,
adverbs. Each group has the same set of
cards.
Classifications that are useful include:
•True; Sometimes True; False
•Often; sometimes; never
•Agree; Don’t’ Know; Disagree;
Ranking
games
Business studies students are given a set of
cards, each of which describes an activity which
prepares for the launch of a new product. The
students are to sort the cards into the correct
chronological order
Cards can be ranked by any characteristic
imaginable. This is very highly adaptable and
involves students in evaluation which is a high order
thinking skill.
Matching
games
•Questions and answers
•Problems and solutions
•Words or phrases with their definitions
•Types and examples e.g. “noun” and “cat”
•Equivalent mathematical expressions
Mountain
Climbing - A
recall game
with question
cards
In small groups students devise cards with
questions and answers. They now play a game like
‘Trivial Pursuits’ (registered trademark) in their
groups, taking it in turn to answer the questions
including the ones they devised.
