Your Easy ICT Tool KIT

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Hinge questions
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Differentiation by processes used

• Presentation
• Language
• Activities
• Questions
• Teaching methods
• Thinking processes

Its about varying your RESOURCESand approach to
activities
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What the learner does is more important than
what the teacher does Geoff Petty
The greatest sign of success for a teacher is to
be able to say The children are now working as
if I did not exist Maria Montessori

• What are differentiated resources?
• They are resources that address the wide range of
• Knowledge,
• Ability levels,
• Interests and
• Learning styles
• students bring to the classroom and that address
  different
• instructional strategies.

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OFSTED REPORT June 2010
Students enjoy lessons and do particularly well
where teaching is challenging and encourages them
to participate actively in learning. They are
very keen to learn new things but can become
disengaged when lessons fail to challenge or
motivate them. This was noted across a number of
lessons where, for example, teachers made use of
effective strategies for questioning students or
encouraging them to reflect on their own
learning. Where teaching was not as effective,
teachers did not provide enough challenge for
students of different ability and information and
communication technology was not used effectively
enough to support teaching and learning.
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OFSTED REPORT June 2010

• The quality of teaching is good overall across
  the school. In lessons observed where teaching
  was good or outstanding, teachers had confident
  subject knowledge and formed very good
  relationships with students.
• There were clear and effective learning
  objectives and lessons had challenge and pace
  with well-managed activities.
• These lessons were characterised by active and
  purposeful activities.

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Easy differentiation Toolkit

• By the end of todays TLC session
• All of you will be able to pinpoint how you can
  combine many tools to aide differentiation in
  your lessons
• Most of you will be able to incorporate at least
  1 or 2 in future lessons
• Most of you will be able to reduce planning
  preparation time by using many new or old
  amendable templates
• Some of you will be able to highlight where and
  how they could use more than 2 of the
  differentiation strategies and resources from
  todays session

• Difficult
• Quite difficult
• Easiest

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Differentiation of starters

• Expect pupils to articulate rules or patterns to
  clarify understanding orally or in writing or in
  a few sentences on MWBs
• Have tasks or examples that require higher-order
  thinking skills.
• Use differentiated or open-ended questioning.
• Make a statement and ask for it to be justified.
• Exploit the power of the follow-up question
  What makes you think that?
• Have a range of tasks based on the same text or
  focus.
• Ask abler pupils to articulate the skills
  involved in completing particular tasks.

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• Differentiate your starter
• Use as a pre-emptive tool towards a new topic
• Get the pupils to find out the terminology needed
  before teaching a new topic
• Re-use it later as a revision tool
• Homework tool

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Habla en parejas menciona los trabajos en
español (In pairs name as many jobs in Spanish
you can think of)
Un médico
A doctor
Una azafata
A
Success Criteria Name as many jobs as you can in
Spanish between you in 1 minute Name new ones
you found or more obscure vocab
Rally Robin
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Green 1 point, Orange 2 points, Red 3 points
Las noticias
Las telenovelas
Los documentales
Las series
Los programas policiácos
Los concursos
Los culebrones
Las series dramáticas
Las películas
Los programas culturales
Las comedías
Los programas de ciencia ficción
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STEP 1 AfL Traffic Light templates

• Simply type in your own objectives/ sentences
• Benefits
• Instant differentiation by objective/ task/
  outcome
• Perfect AfL practice in your lesson
• Dyslexia friendly backgrounds
• Creates a challenge and sense of aiming higher
• Can be used as a starter/ MWB activity/ hinge
  question background/ plenary

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Whole class differentiation

• Use differentiated questions.
• Differentiate expectations/ objectives. (Colour
  code)
• Prepare questions targeted on particular pupils
  that reflect their needs and personalities.
• Prime able pupils for contributions that extend
  the experience of all.
• Pitch texts just above the independent reading
  level of the class.
• Avoid over-exposure of able pupils.
• Involve pupils in modelling if appropriate.
  (Washing lines MWBs)
• Ask able pupils to articulate explanations and
  principles.
• Make it possible for able pupils to enter tasks
  at a higher point. (Hinge Questions)
• Model problem-solving at different levels.

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Challenging Interesting Fun The teacher
is Kind Useful Practical
I do well in I get good marks in I am
passionate about I am crazy about I
enjoy I love
Me encanta el español porque es desafiante y
divertida
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Elige la respuesta corecta(choose the correct
answer)

• 1. Cómo se dice I live in a house in the
  countryside?
• Vivo en un piso en la ciudad
• Vivo en una casa en el campo
• Vivo en un chalet en el norte de la ciudad
• Vivimos en una casa en las montañas
• 2. Cómo se dice he lives in an old block of
  flats in the centre?
• Vive en (un piso en) un bloque antiguo en las
  afueras
• Vivo en (un piso en) un bloque moderno en el
  centro de la ciudad
• Vive en (un piso en) un bloque antiguo en el
  centro
• Viven en un chalet en las montañas

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MWB
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Mirad (look)
Tengo un hamster.
Aim higher Say what colour / how old/ what its
name is Or what pet you would like?
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Write!
Escribid
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Verificad (check)
Tengo un hamster.
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Differentiation of groups

• Types of group make-up
• Ability group (according to the subject, the
  aspect of the subject, the topic, the kind of
  task)
• Mixed ability group
• Gender group
• Mixed gender group
• Friendship group
• Expert group
• Age group

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Differentiation of groups

• Grouping in two strands
• Collaborative vs. Co-operative Group Work
• Although these terms are often used
  interchangeably, a helpful distinction can be
  made
• Collaborative Work - work shared by two or more
  pupils whose design, planning and / or materials
  etc. are left to the group to decide.
• Co-operative Work - work shared by two or more
  pupils where the task and / or resources etc. and
  possibly the children's roles are specified by
  the teacher.

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Differentiation of groups
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Differentiation of groups

• Issues to consider
• Why are the children grouped in a particular way?
• What are the advantages and disadvantages of
  grouping in different ways according to gender,
  ability etc?
• How do you plan to divide your time between
  different groups?
• Are the groups fixed / dynamic?
• Are the planned groups working effectively?
• Is the grouping appropriate to the learning
  intention?
• Is the grouping appropriate to the activity?
• How do you prepare for, and manage group work?
• How do you give the class a clear rationale for
  why you have decided that working in groups is an
  appropriate way to do the task and for the
  selection of group members?
• How do you know if the groups are working
  effectively?

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• Discuss the Ground Rules for discussion and
  respect in your groups.
• As a team check that the words you used to
  categorise each group of individuals are
  acceptable and understandable
• Also decide on 5 Ground rules that are necessary
  in order to create fair discussion.

• Next, plan Who is going to take which role when
  planning the role for the new character in your
  soap!
• Chief Producer highlights task and keeps it
  orderly
• Team Leader (final decision maker!!)
• Scribe
• Note taker?
• Ideas people (x2)

This also helps differentiate in Learning Style
(VAK)
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Habla en parejas give your opinion on school
subjects (Talk about your school subjects and
the other person takes notes)
Mixed Pair Share
Cual es tu asignatura preferida y por qué?
Por un lado me gusta el español porque es
Y tú?
Pues
Success Criteria Mention as many subjects as you
can Give more than one opinion Say what the
teacher is like Say what you like and dont like
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Habla En parejas (In pairs answer the following
questions)
Timed pair share
Dónde vives exactemente?
Vivo en Leeds en el norte
Cómo es tu casa?
En mi casa hay/ tiene
5 minutes to cover all success criteria
say where (north, south.., what type of house,
where exactly is it?)
mention what there is on different floors of the
house.. Abajo hay
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Differentiating the Plenary

• List 3 things you learnt today
• Draw a spider diagram showing what you have
  learnt today
• Students put questions on post-it notes at lesson
  start after aims/objectives have been shared by
  teacher (good base-line exercise)
• Miniwhiteboards answer question from lesson aim
• Write definitions for 3 new terms learned today
• Show extract from anonymous students work
  class identify 2 strengths and 2 weaknesses
• True or false? Relevant or irrelevant? Alike or
  different? Fact/opinion?
• Hinge questions
• Draw a timeline or chart showing cause and
  effect, sequence, chronological order

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http//www.polleverywhere.com/free_text_polls/MTI1
NjQ5OTE3Mw
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Differentiating BEYOND the classroom

• Homework tasks
• On the internet Stixy.com/ answergarden.ch/
  Realsmart Cloud
• Youtube
• Wikispaces
• Blogs
• Create the next starter for a new topic
• More able children are given a homework to read
  something to feed back and teach the lesson
  (Co-Construction)
• Build a prezi highlighting the main points of a
  new topic/ revision topic

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TLC Communities
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Busca y corrige el error Find and correct the
error(s)
AFL

• No me gusta el español porque la divertido
• No me gusta el español porque es divertido
• Odio la geografía porque el proffesora es
  estricto
• Odio la geografía porque el profesor es estricto
• No me gusta la informatica porque es abburida
• No me gusta la informática porque es aburrida
• Me encantan las ciencias las ciencias porque es
  divertida
• Me encantan las ciencias porque son divertidas
• Me gusta absoluto el inglés porque el profesor
  son simpático
• Me gusta mucho el inglés porque el profesor es
  simpático

Difícil Difficult Bastante difícil average
(quite difficult) Fácil easy
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Traduce las frases siguientes
GCSE

• I am passionate about history because the classes
  are interesting
• Me apasiona la historía porque las clases son
  interesantes
• I do well in Spanish because I go abroad a lot
• Se me da bien el español porque voy al extranjero
  mucho
• I get good marks in Sciences because they are
  practical and useful
• Saco buenas notas en las ciencias porque son
  prácticas y útiles
• I am very weak at ICT because it is challenging
  and I dont really understand the teacher
• Estoy muy flojo/a en la informática porque es
  desafiante y no entiendo bien al profesor
• Maths enrages me because it is boring and the
  teacher is unkind and strict
• Me dan rabia las matemáticas porque son aburridas
  y el profesor es desagradable y estricto

Difícl Difficult (A/A) Bastante difícil
quite difficult (B) Fácil easy (C)
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The Olympic Games

• Dave Quick History of the games (Group Activity
  Coaching Co-construction with students use
  of youtube via kid explaining the history as
  pre-knowledge?)
• Adam Metres per race ran or activity thrown
  (Hinge questions)
• Robin Anthems of the Olympics (Kagan Structure)
  time pair share
• Mich Greetings of each country (MWBs)
• Alison Countries the Olympics have been in most
  to least? (Kinaesthetic game on wksheet/
  preferably PP or prezi)
• Brigitte Spelling of game names???/ definition
  of game names?/ (Answergarden)
• Mark Real Smart outlining the Olympic Games as a
  homework activity (Out of school differentiation)
• Kevin AfL objectives
• Dan/ Rob Names of games Prezi and explain in
  groups what each game is/ technique/ equipment
  used and feed back (Pair share/ Kagan)

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• How you use one or more of the various tools in
  the presentation to differentiate for your
  students?
• What resources/ ideas you have used in your
  lessons to Differentiate for Engagement and
  could make available for AND explain to others?
• Would you be happy explaining how a resource to
  differentiate was used in a subject which is not
  your main discipline?
• Ideas on delivering a 45 minute session to your
  TLC community in the form of a lesson using
  differentiated resources in the presentation or
  from your own ideas
• Do you feel this would be better done using a
  universal/ generic topic for all staff (eg Global
  warming)? And if so any suggestion as to which
  topic are welcomed (Christmas/ The Olympics??)