Differentiation - Rationale

Research shows

Differentiation - Commonality

ConnectChallenge/Aspire Differentiated

tasks

Modelling AFL

Demonstrate

Colla

borative

learning

No

hand

s up

Differentiation - Strategy

• Scaffolded, high support entry task• Less supported task meeting

challenge outcome• Bridging task between challenge and

aspire• Highly sophisticated task pushing

students well into aspireStudents must have their planners out showing you what they are working on

Differentiation - Blooms

Differentiation - In School.

RED• Scaffolding• Short answer• Simple sentences

Yellow• Longer sentences• Some retrieval•Comparisons

Green•Paragraphs•Retrieval required•Multistage

Blue•Complex language• Stretch beyond•Outside thinking

Differentiation - In School.

Blue should be aspirational for the

class in front of you…

“A Brain-boggler”

Differentiation - Staff Feedback.“Adds clarity to where learners

should be at and what they need to

achieve”

“Year 8 learners loved the

competitive edge this gave the tasks!”

“Allows the teacher to guide learners to

appropriate tasks and encourages learners to challenge themselves”

“Allows learners to be independent,

challenged and created a competitive element to the lessons.”

Activate

*What do the animals do to the men? *What was successful? *What did the animals do when they realised the farm belonged to them? Why? *What does Orwell list in this section? Why? What do they represent?

Chapter 2 - Let’s read!Read from June came…’ to ‘…it was all their own’

1s - Blue2s - Green3s - Orange4s - Red

Objective To create a short piece of music to reflect a character motif

Choose a genre of classical music from Baroque, Classical, Romantic. Pick a composer from that genre and listen to their music. Do a biography on where they are from, what sort of music do they write?

Level 1 Distinction (3)

As above but listen to the instruments.Which ones do they use? Level 2 Pass (5,4)

Choose two genres and compare the musical differences. Look at how the ensembles have changed.

Level 2 Merit (7,6)

A full analysis of two different classical genres, comparing how the composers create the sounds they create. How have instruments developed and how have the ensembles changed.

Level 2 Distinction (8)

Differentiation - Time to think!

Red Tag – create individual balances for your groupAmber Tag- create pair balances for your group Green Tag – create group balances for your groupBlue Tag – Provide link movements between each balance/create a routine

Differentiation - Time to think!

Differentiation - Time to think!

I am ………

I am ………

I am ………

I am ………

Differentiation - Time to think!

Fill in the missing words in the task above in your book.

Underline all of the different verb forms (e.g. como, comemos, bebí etc) and

translate in your book.

Translate the text above in your book.

Highlight all of the direct object pronouns you can find in the text.

Demonstrate

Aspire I can make links between different factors to make a sustained judgement.

Challenge I can explain reasons for the prevention of illness after 1798

Explain there was rapid change in the prevention of illness after 1798. (12)

You may use of following in your answer:● The government● Smallpox

Pink - Please sit with Mrs Mcgrath and use the Sentence starters

Orange - Sentence starters

Green - Structure strip

Blue - You’re on your own!

RAGB - For AfL

•Confidence in task•Multiple choice questions•Where are you up to

Students using planners to give you information on their understanding