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BBA Best Practice in Differentiation
BBA Best Practice in Differentiation
Version 2
Version 2
All work should be differentiated to include students of all abilities and to allow suitable progress and level of challenge: Lesson plans should at least include differentiated learning objectives using Blooms-type words. Where appropriate, work should include different tasks for different abilities. Questions to the whole class, groups and individuals should be differentiated for ability – prepare questions with student groups in mind. Students should be aware of the level of work they are working at and why, and how to reach the next level. Where appropriate, students should be allowed to choose the level of challenge. Tips for smart differentiation: Use Blooms/SOLO taxonomy to differentiate your Los. Display subject-specific Bloooms questions in room. Use AfL techniques/mini-plenaries to assess level of understanding and to direct level of challenge/support. Make sure students are given keywords, including verbs Use information from seating plans to target level of challenge and support Think about what support materials might be needed for the tasks (graph axis, graphic organisers, graded information sheets, equipment etc.) Use state, describe, explain, compare, contrast etc. Where appropriate, turn your lesson into a story; it might make differentiation easier, especially if it is a knowledge-based lesson rather than a practical-based one (see example of Goldilocks done as Blooms taxonomy). Differentiation should be HOTS (Higher Order Thinking Skills) not MOTS (More of the Same)!
All work should be differentiated to include students of all abilities and to allow suitable progress and level of challenge: Lesson plans should at least include differentiated learning objectives using Blooms-type words. Where appropriate, work should include different tasks for different abilities. Questions to the whole class, groups and individuals should be differentiated for ability – prepare questions with student groups in mind. Students should be aware of the level of work they are working at and why, and how to reach the next level. Where appropriate, students should be allowed to choose the level of challenge. Tips for smart differentiation: Use Blooms/SOLO taxonomy to differentiate your Los. Display subject-specific Bloooms questions in room. Use AfL techniques/mini-plenaries to assess level of understanding and to direct level of challenge/support. Make sure students are given keywords, including verbs Use information from seating plans to target level of challenge and support Think about what support materials might be needed for the tasks (graph axis, graphic organisers, graded information sheets, equipment etc.) Use state, describe, explain, compare, contrast etc. Where appropriate, turn your lesson into a story; it might make differentiation easier, especially if it is a knowledge-based lesson rather than a practical-based one (see example of Goldilocks done as Blooms taxonomy). Differentiation should be HOTS (Higher Order Thinking Skills) not MOTS (More of the Same)!
BBA Best Practice in Differentiation
Version 2
Version 2
All work should be differentiated to include students of all abilities and to allow suitable progress and level of challenge: Lesson plans should at least include differentiated learning objectives using Blooms-type words. Where appropriate, work should include different tasks for different abilities. Questions to the whole class, groups and individuals should be differentiated for ability – prepare questions with student groups in mind. Students should be aware of the level of work they are working at and why, and how to reach the next level. Where appropriate, students should be allowed to choose the level of challenge. Tips for smart differentiation: Use Blooms/SOLO taxonomy to differentiate your Los. Display subject-specific Bloooms questions in room. Use AfL techniques/mini-plenaries to assess level of understanding and to direct level of challenge/support. Make sure students are given keywords, including verbs Use information from seating plans to target level of challenge and support Think about what support materials might be needed for the tasks (graph axis, graphic organisers, graded information sheets, equipment etc.) Use state, describe, explain, compare, contrast etc. Where appropriate, turn your lesson into a story; it might make differentiation easier, especially if it is a knowledge-based lesson rather than a practical-based one (see example of Goldilocks done as Blooms taxonomy). Differentiation should be HOTS (Higher Order Thinking Skills) not MOTS (More of the Same)!
All work should be differentiated to include students of all abilities and to allow suitable progress and level of challenge: Lesson plans should at least include differentiated learning objectives using Blooms-type words. Where appropriate, work should include different tasks for different abilities. Questions to the whole class, groups and individuals should be differentiated for ability – prepare questions with student groups in mind. Students should be aware of the level of work they are working at and why, and how to reach the next level. Where appropriate, students should be allowed to choose the level of challenge. Tips for smart differentiation: Use Blooms/SOLO taxonomy to differentiate your Los. Display subject-specific Bloooms questions in room. Use AfL techniques/mini-plenaries to assess level of understanding and to direct level of challenge/support. Make sure students are given keywords, including verbs Use information from seating plans to target level of challenge and support Think about what support materials might be needed for the tasks (graph axis, graphic organisers, graded information sheets, equipment etc.) Use state, describe, explain, compare, contrast etc. Where appropriate, turn your lesson into a story; it might make differentiation easier, especially if it is a knowledge-based lesson rather than a practical-based one (see example of Goldilocks done as Blooms taxonomy). Differentiation should be HOTS (Higher Order Thinking Skills) not MOTS (More of the Same)!
