We all learn in different ways, and from different starting points.
You do not need to plan a different lesson for 30 students! But you do need to be aware of what the differences are, so that you can ensure ‘progress for all’ (Ofsted ‘speak’!)
Consider what national research has found:
There are a variety of ways you can differentiate for your students:
2. You may differentiate through task. This means setting slightly different tasks, based on ability. You could do this through
Have a look at the Bloom's Taxonomy diagram below.
3. Target your questioning so you are stretching, challenging and supporting depending on who you ask your questions to. Questioning is one of the most successful ways to ensure all students are stretched. (Later blog posts on questioning).
Consider the different types of learner you may have (even in ‘sets’!):
Additional activities to support the lower ability students may include:
Think also about differentiating your learning outcomes.
This doesn’t mean that the students will be learning different things – but that they will be achieving different levels of expertise.
Take one of your lesson plans, and re-think your learning outcomes with this in mind.
Reflect on this for portfolio evidence!
Next week we will look further at scaffolding task instructions to support all learners.
Dr Sharon Williams