Differentiation and Extension - teachologyrossett

Differentiation by Task and
Hinge Extension
To explore and discuss ways to
differentiate curriculum access for
different students via the tasks you
produce and extension opportunities you
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Differentiation by ‘Task’ and Extension
 Bronze
 Silver
 Goldint
All of you will experience ways of differentiating
how students access the curriculum in your subject
via the tasks you create
All of you will be aware of how ‘literacy’ fits into
the tasks you create day to day
Most of you will be able to discuss and share ways
in which differentiation by task will fit into your
school subject
Some of you will have already used similar
strategies and be able to share ideas
Extra help with tasks such as additional
prompts, writing frames, weblinks
‘ask a teacher’ chatrooms/ blogs can support
pupils. Indeed, differentiation is one of the key
strengths of having a VLE such as our
Differentiation is the matching of work to the differing
capabilities of individuals or groups of pupils in order to extend
their learning.
“Differentiating instruction means creating multiple paths so
that students of different abilities, interest or learning needs
experience equally appropriate ways to;
 absorb
 use
 develop
 and present
concepts as a part of the daily learning process.
It allows students to take greater responsibility and ownership
for their own learning, and provides opportunities for peer
teaching and cooperative learning.”
Priscilla Theroux (differentiating)
 DfES publications spout about doing it and how it is
SO beneficial, but little advice on what it is or how!
 The categories of differentiation usually mentioned in
DfES publications are differentiation:
By task
By outcome
By support
setting different tasks for pupils of
different ability;
setting open-ended tasks, allowing
pupil response at different levels,
giving more help (perhaps via an
LSA/TA) to certain pupils within the
Differentiation in the classroom
A differentiated classroom offers a variety of learning
options designed to tap into different ready and
willingness levels, interests, and learning preferences. In a
differentiated class the teacher uses;
1. a variety of ways for students to explore curriculum
2. a variety of sense-making activities or processes
through which students can come to understand and
“own” information and ideas, and
3. a variety of options through which the students can
demonstrate or exhibit what they have learned
4. And it must be STUDENT -CENTRED
Ofsted quotation
‘All teachers should demonstrate an
understanding of and take responsibility for
promoting high standards of literacy and the
correct use of standard English, whatever the
teacher’s specialist subject’
‘the definition of literacy should be taken to
include the ability to speak and listen effectively
alongside the skills of reading and writing.’
Literacy – Reading skills
Try to include a literacy objective in every
Write a reading objective at the end of this
training session for the activities that you have
History of the Olympic Games
ALL OF YOU will be able to name at least 3 ancient Olympic
MOST OF YOU be able to give me 3 facts on the history of the
Olympic Games
SOME OF YOU will be able to name games first used in the
Olympics as well as 5 facts on the History of the Olympic Games
Differentiated Cascading group task/
Also can be done as a Co-constructors task
As a homework task
As an AFL tool
As a co-construction tool
As a Kagan Structure
Infer and deduce
Task 1
• For this task students need to be guided
towards reading around the missing word in
order to deduce the correct answer. Look for
key words, repeated words, words that sound
similar – Olympia/Olympics
Differentiating the task and extension
2. Make up 8 to 10 questions based on the
text, awarding marks for
each question*
3. Summarise the text in your own words
in writing in approx. 50-100 words
*Can you think of further differentiation opportunities within this activity
Reading for meaning
Now that the text is complete it should be read through
for meaning.
Things to consider:• Are you going to read the text to the whole class?
• Is a student going to be selected to read the text
• Could one person in the group read the text aloud?
• Could students take turns reading a paragraph of the
text then the person listening could repeat the key
Skimming and Scanning
When looking for key pieces of information in a
text such as this one skimming and scanning is a
useful skill to reinforce to students. Students
need to be taught to look for key words in order
to find the correct information.
This should be reinforced for any research
carried out.
You read quickly through the sentences getting a
gist of the understanding of the text.
Your eyes dart around a text searching for a
specific word/phrase/number.
4. Fill in the grid using the data from the article
on the History of the Olympics: (AT LEAST 5)
Important/ relevant details
Gifted and talented pupils can be stretched
with extension tasks or more demanding
research tasks.
They can access materials provided for more
advanced or older pupils
They should have access to internet materials/
Teacher Blog Spots/ Wikispaces
Options of how to approach the task in hand.
Homework/ Extension:
Plan a play/ piece of drama that you can film with your partner that portrays
your understanding of the history of the Olympic Games to be presented to the
rest of the class
Use the following websites to accumulate further information/ pictures/
images/ videos that relate to the History of the Ancient Olympic Games:
Visit my wikispaces/ teacher blog for further information and video-links on the
History of The Olympic Games
 Create a Powerpoint presentation, a mindmap, a Stixy board, an Rmap or Rcast
that presents all the information you need to know about the history of the
Olympic Games
Extension - Plenary
Gifted and talented pupils can be stretched
with presenting information in ‘cascading’ the
different information they have learnt from
their group tasks
They can act as peer assessor and play the
role of the teacher in ‘cascading’ relevant

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