WAYS OF TEACHING AND

DIFFERENTIATION

To be able to use different methods of teaching

To be able to differentiate in your lessons
 …..

• Always start your lessons with an engaging title.

• Always write your lesson objectives under the title of the lesson.
• Always start your presentation (PowerPoint) or your lesson with a starter
activity.
• Always make differentiation one of your objectives when you plan your lesson.
• Always end your presentation (PowerPoint) of your lesson with a plenary.
 TITLES AND LESSON OBJECTIVES

• Your titles doesn’t need to be general (Use a title that is specific).

• Make sure your title summarises the whole lesson.
 STARTER

• Just like I have taught you, I will start this live video with a starter.
• I will look into the comments, and choose the 3rd comment’s writer then ask
him or her to tell us how does she or he start the lesson with the students.
 THE ACTUAL
LESSON

• You have to focus on the three types of learners that you might
have in your classroom:
1. Visual learners: a visually-dominant learner absorbs and retains
information better when it is presented in, for example, pictures,
diagrams and charts.
2. Auditory learners: an auditory-dominant learner prefers listening
to what is being presented. He or she responds best to voices, for
example, in a lecture or group discussion. Hearing his own voice
repeating something back to a tutor or trainer is also helpful.
3. Kinaesthetic learners: a kinesthetic-dominant learner prefers a
physical experience.
 CHARACTERISTIC
S OF VISUAL
LEARNERS

• Fast talkers.
• They are impatient.
• Use words and phrases that
evoke visual images.
• See and visualise.
 CHARACTERISTIC
S OF AUDITORY
LEARNERS

• Excellent listeners.
• Difficulty reading body language
and facial expressions.
• Can reproduce letters, symbols or
words by hearing them.
• Enjoys plays, diction, and
dialogue.
• Often hum or talk to selves or
others.
• Slow speakers.
• Prefer explanation than text.
 CHARACTERISTICS OF
KINAESTHETIC LEARNERS

• Slowest talkers (loud talkers)

• Slow to decide.
• They use all senses to engage in
learning.
• Do and solve (they don’t read and
solve or listen and solve)
• Prefer hands-on approaches.
• Learn through trial and error.
• They can’t sit still.
• Respond to physical rewards.
• Memorise by walking and seeing.
• Use a figure as a pointer when reading.
• May have messy handwriting.
• They like to act things out.
 REMEMBER

• YOU CAN ONLY PLAN THE PERFECT LESSON IF YOU LEARN MORE
ABOUT YOUR STUDENTS.

• Keep in mind that you are now called a facilitator!

 INCLUDE ALL LEARNING
STYLES IN YOUR PLANNING

• Start with a video or an audio track. (every lesson)

• Print and prepare worksheet for your students. (every
lesson)
• Never teach grammar in isolation.
• Try to include all four skills in your lessons. (Listening,
Reading, Speaking, and Writing)
• Put a timer in your PowerPoints for activities and tasks.
• HOMEWORK IS IMPORTANT.
• GIVE FEEDBACK to your students.
 DIFFERENTIATION

• Put yourself in the shoes of a low ability student

• Ask yourself these questions:
1. Can you access this task? Why / why not? What’s missing?
2. How would this task make a student feel?
3. What would your students’ level of engagement be?
 A SEATING
PLAN

• The most important part of differentiation

is having a seating plan for your students.
• Make sure ELD students (English
Literacy Development) are not sitting next
to ELD students.
• MLD students: Moderate Learning
Difficulties. These students will find
learning a little bit hard and will display
challenging behaviour.
• SLD students: Specific Learning
Difficulties.
• HPA students: High Prior attaining
students.
 The Differentiation Deviser

Keywords Simple Language Keyword Display Images Keyword Discussion

Exemplify Keyword Context Antonyms Modelling Conversation New Words
Dictionary Champions Task Explanation Seating Plans Hot-Seating Students Teaching
Envoys Socratic Dialogue Confidence Indicators Expert Corner Helpers
Model Answers Photocopy Good Work By Outcome Open Activities Prior Knowledge
Stepped Activities Options Choices Extensions Wonder Wall
Group Work Pair Work Discussion Personal Experience Pace Yourself
Card Sorts Match Group Rank Buzz Groups Design Brief Worksheets
Visits and Visitors Student Presentations Case Studies Discovery Learning Experiments
Question Range Question Planning Justify Open and Closed Clarification
Challenging Questions Students Ask Questions Serial Questioning Thinking Time Individual Questioning
Assertive Questioning Task Mixture Task Mixture II Blooming Extensions Evaluate and Create
Blooming Questions Top Middle and Bottom AFL Listening Frame Modelling
Check Sheets Structure Guidelines Sentence Starters Writing Frame Planning Pro-Forma
Scrap Paper Bullet Points and Tables Individual Writing Challenge Different Media
Activity Stations Narrative Peer Research Talk To Me Humour
 Back to

Keywords the start

Language is integral to learning. Keywords

are those words which are central to the
topic you are teaching. Differentiate by:

• Providing students with a glossary of

key words.

Keywords • Providing a list of key words and

definitions which will be appropriate
for the lesson.

• Providing a list of key words and

examples of how to use them in a
sentence.
 Back to

Simple Language the start

The more complex the language you use,

the less likely all your students will be able
to access the meaning.

Differentiate by simplifying your language.

Consider the different places you might do

this:

• When speaking to the whole class.

• When speaking to individuals
• When writing comments.
• On PowerPoint or IWB slides.
• On hand-outs.

Simplifying does not mean dumbing down.

It means making things clear and easy to
understand.
 Back to

Keyword Display the start

A good way to help students get to grips

with keywords is to display them in your
room. Here are five ways you might do
this:

Keyword
• A list of keywords and definitions.
• Keywords accompanied by relevant
images.

Display
• Sentences in which the key words are
being used.
• Key words in a table with synonyms
and antonyms.
• Get your class to make collages or
posters of keywords and display these.
 Back to

Images the start

Images which connect to the

Imag • …. words being used help all students
to access the work.
e
Differentiate by including relevant
images on any resources you
Imag • …. make.

e Use Google image search to find

images quickly.

Imag • …. A further advantage of images is

that they limit how much text you
e can include (and too much text is
usually detrimental).
 Back to

Keyword Discussion the start

Before you ask students to use new

keywords in their writing, encourage them
to use them in discussion.

This will give students an opportunity to

Keyword come to terms with the meaning of the

keywords and how they can be used.

Discussion Mistakes made in speech are easier to learn

from and quicker to rectify than mistakes
made in writing.

They are also less damaging to the ego (not

least because they disappear).
 Back to

Exemplify the start

Giving examples is an excellent way to

Explanatio differentiate.

n Examples make something concrete. They

make connections between things which
are abstract (words, concepts and ideas)
Example and things which have some purchase to
them.
1
Examples can be related to experience,
usage and appropriate context.
Example Whatever type of example you use, you
2 will be helping students to develop their
understanding.
 Back to

Keyword Context the start

This links to the previous slide on

exemplifying.

Providing context to keywords gives

students something to grab hold of. It

Keyword allows them to situate keywords within a

wider framework.

Context Have a look at the picture to the left. You

will notice that the different context
surrounding the black circle affects how
we see it (both are in fact identical).

Context has the same effect in relation to

students’ understanding of keywords.
 Back to

Antonyms the start

Antonyms are opposites:

An antonym of big is small.

An antonym of white is black.
An antonym of fast is slow.

When you introduce students to new

words, talk to them about the antonyms of
these words.

This will help your students to understand

the new words. It will make it clear what
the words do not mean (and therefore what
it is they do mean).

If possible, use simple antonyms with

which students will be readily familiar.
 Back to

Modelling Conversation the start

Engage a student in conversation in front

of the whole class. This could be done as
part of a whole-class discussion or as part
of a question-and-answer session.

Modelling Use your conversation to model how to use

keywords, technical vocabulary or recently

Conversation learnt ideas.

You might like to choose a student who

you know is already confident with the
material to have the conversation with.

Afterwards, set the class off an a

discussion task which will involve them
using whatever it is you have modelled.
 Back to

New Words the start

Make a wall display to keep track of new

words .
Causality
Appoint a ‘New-Word Spotter’ who’s job it
is to identify when new words appear in
the lesson. They should point these new
words out and add them to the wall display.
Bias
Rotate the role so that a number of students
are given an opportunity.

As to the wall display, you could use

Synthesis pieces of card pinned to the wall, a spare
whiteboard, a cork board or you could
print off the new words and stick them up
using Blu-Tack.
 Back to

Dictionary Champions the start

Appoint a number of Dictionary

Champions. The role could be rotated on a
weekly or a termly basis.

Place some dictionaries at the front of the

Dictionary room.

Champions Every time a new word comes up in class,

it is the job of the Dictionary Champions to
find out what that word means and to teach
it to their peers.

Each Champion should be responsible for

a certain number of students. This ensures
that all Champions have a chance to teach,
and that all students have an opportunity to
learn.
 Back to

Task Explanation the start

Think carefully about how you explain tasks in

your lesson. The method I favour is as follows:

• Clear, simple instructions on the board.

• Pictures where appropriate to accompany
instructions.
• Verbal explanation accompanied by modelling.

Other options include:

• Students who understand what is being asked

explain the task to the whole class.
• The teacher shows work produced by last
year’s students (this will indicate how the end
result of the task ought to look).
• Provide a checklist either on the board or in a
hand-out. Students then work through this, one
item at a time.
 Back to

Seating Plans the start

Use seating plans to differentiate by:

• Placing students of differing abilities

next to each other.

Seating • Sitting students next to each other

where you feel one will have a positive
influence on the other.

Plans • Setting up the room so that when you

go into group work, the groups you
want are already sat next to or near each
other.

• Placing students with certain skills next

to students who need to develop those
skills.
 Back to

Hot-Seating the start

Hot-seating involves one of two things:

• A student comes to the front and

answers questions on the topic.

• A student comes to the front and

answers questions on the topic in
character (this being someone related to
the area of study).

In both cases, the student is ‘in the hot-

seat’.

This is differentiation because the rest of

the class can learn from the answers of the
students who take on the hot-seat. Also, it
allows pupils not in the hot-seat to think up
questions to ask. This means everyone can
access the task at their own level.
 Back to

Students Teaching the start

Create opportunities for students to take

over the teaching. Here are three ways in
which this might be done:

• Ask a group of students to create a

presentation or lesson segment on part

Students of the topic. They then deliver this to

the whole class.

Teaching • Choose students who are particularly

knowledgeable about the topic. Pair
each of them with a group of their peers
and ask them to lead some pre-prepared
activities.

• If it is appropriate, ask students who

have personal experience of a topic to
teach the rest of the class about this (for
example in Religious Studies).
 Back to

Envoys the start

Envoys is an activity in which students all

conduct research. Some then go off and teach
while the remainder get taught. Here is how it
works:

• Put the class into groups.

• Each group researches a topic.

• One person from each group then moves off

around the room and teaches the other groups
about their topic.

• After each group has been taught by each

envoy, the envoys return to their original
groups.

• Here they are informed about everything

which their original group has learnt.
 Back to

Socratic Dialogue the start

Socrates was an philosopher in Ancient Greece. We

know about him through the writings of Plato. He
used to engage people in philosophical conversation.
This involved challenging the arguments that people
put forward and the concepts and assumptions on

Socratic
which these were based.

A Socratic dialogue in the classroom involves the

Dialogue
teacher talking at length with a pupil about their ideas
concerning a topic.

The teacher should ask questions and offer counter-

examples. The purpose is to improve the quality of the
student’s arguments and to encourage them to look
more critically at their ideas.

Doing this with one or two students while the rest of

the class listen is a good differentiation technique.
 Back to

Confidence Indicators the start

Ask students to indicate how confident

they are with the topic under consideration.
Pair up students who are confident with
those who are less so.

Higher The teacher can then work with students

Confidence who are the least confident (and so need
the most support).
Lower
Confidence Here are five ways for students to indicate
confidence levels:

• Thumbs (up, down, in the middle).

• Moving to different parts of the room.
• Traffic-light cards (red, orange, green).
• On exit passes (make sure they write
their names).
• By telling you directly (though this
takes more time).
 Back to

Expert Corner the start

Ask for a student who feels they are an

expert in the topic being studied.

This student is then asked to sit in a corner

of the room. They should be given their

Expert own table and two chairs (one for them,

one for the students who go up to them).

Corner The class is set a task. They are informed

that if anyone has any questions or
concerns, they should head over to
Expert’s Corner for help.

You might develop the activity by having

two or three experts in different parts of the
room.
 Back to

Helpers the start

If you have students who finish their work

before the rest of the class, ask them to
stand up, walk round and help other
students.

As more students finish, so you can create

more helpers.

Eventually, it is likely that you will have

about half the class walking round and
helping people.

Point out that they can take their work with

them if they wish. This should assist them
in helping their peers.
 Back to

Model Answers the start

Present your students with model answers

in order to show them what it is that you,
or the examiners, are looking for.

The two great benefits of model answers

Model are as follows:

• They minimise ambiguity. This is

Answers because they demonstrate to students

what it is that is being requested by a
question or task. This gives students
more confidence in what they are doing.

• They provide a model! The expectation

is not that students will copy, but that
they will witness how it is they ought to
go about answering.
 Back to

Photocopy Good Work the start

Through the year, photocopy work that

students produce which is particularly
good.

Keep this work and show it to your future

students. The work can act as a guide, a
model or a demonstration piece.

You might judge work as being particularly

good because:

• It is highly creative.
• It shows original or innovative thinking.
• It achieves high or full marks.
• It answers the question or completes the
task as was intended.
• It is perceptive.
 Back to

Differentiate by Outcome the start

Plan tasks which can be accessed in

different ways. This will mean that
students can deal with the tasks at a
level which they feel they can access
(and thus feel happy with).

Differentiate
Such tasks will result in differentiation
by outcome.

by Outcome The model can be summarised as

follows:

Create tasks which all students can do,

but which are sufficiently open for
them to do them to the best of their
own ability.

The key is to avoid tasks which

demand a very specific response. A
final thought would be: ‘Leave space
in tasks for students to manoeuvre.’
 Back to

Open Activities the start

Open activities are those in which the teacher sets

the guidelines but then leaves it for students to
decide how to go about meeting them. Here are
some examples:

• ‘Here is a list of the things you must do. It is up

to you how you go about doing them. The only
rule is that you must be able to demonstrate your
work to me.’

• Provides students with a question or statement

and ask them to respond in a way they see fit
(you might like to provide some ideas in case
they get stuck).

• Tell students where they should be at the end of

the lesson and then invite them to work out their
own way of getting there (you will need to
provide support to the weakest students).
 Back to

Prior Knowledge the start

Elicit and use students’ prior knowledge.

This will help you to know where

students are at. It will also help them to
connect your lesson to what they already

Prior
know.

Try to use and elicit prior knowledge in

the starter if possible.

Knowledge This will help students feel comfortable

in the lesson from the beginning. It will
also put you in a strong position.

It is good to elicit prior knowledge when

you are introducing something new as
well. Doing this helps students to
contextualise the new information.
 Back to

Stepped Activities the start

Stepped activities take students on a

learning journey that gets progressively
more challenging.

Plan for your lessons to include tasks

which get increasingly complex or which
require increasingly sophisticated thinking.

It is not necessary for all students to reach

the top of the steps. Encourage them to
keep working upwards, but if some reach a
point that is causing them problems, let
them stop there and work through it.

Stepped activities can be based on Bloom’s

Taxonomy of educational activities. See
my Bloom-Buster resource for ideas on
how to use this.
 Back to

Options the start

Provide students with a range of options

as to how they might access a task. For
example:

Set students two questions they must

answer and then provide them with a range

Options of options to select from:

• Write an essay.
• Create an extended cartoon strip.
• Make a poster advertising your answer.
• Write a poem.
• Come up with a short drama piece.
• Draft a speech in which you put
forward your point of view.
• Create a song inspired by one of the
questions.
 Back to

Choices the start

Give students a range of questions or tasks

and ask them to pick which ones they will
deal with and in which order.

The questions and tasks should be of

varying levels of difficulty.

Decide in advance if you want to order

them according to their difficulty level.

If you do, it will make it easier for students

to judge which are harder and which are
easier. This could be beneficial to your
pupils, or it might lead them to make
choices which are below what they are
capable of doing.
 Back to

Extensions the start

Have extension questions or tasks ready for

pupils who complete the work.

My preferred option is to have extension

questions on all my PowerPoint slides.

Extensions In addition, I create super-extensions,

hyper-extensions and even outer-space-
extensions for students who finish these.

Use the higher levels of Bloom’s

Taxonomy to create your extension
questions and tasks.

You can also call on philosophy, in

particular by asking students to analyse
concepts.
 Back to

Wonder Wall the start

I have borrowed this technique from my friend

James Wright. My interpretation of it is as
follows:

??? ??? • Create a space on your classroom wall

called the ‘Wonder Wall’. You might like to
make this look like a wall by chalking
bricks onto black paper.

??? ??? • When students think of questions and there

is not enough time to explore these, ask
them to write them down on a Post-It® note
and to stick this on the Wonder Wall.
??? • When students have finished the tasks you
have set in a lesson, ask them to fetch a
question from the ‘Wonder Wall’ and to
explore it either with a partner or in writing.
 Back to

Group Work the start

Group work allows students to talk with

one another and to share their
understanding of the topic.

Group In turn, it can allow all members of a group

the chance to develop their understanding.
This comes through the discussion group

Work work involves and the working-together

which it entails.

Think carefully about the make-up of your

groups. Mixed-ability is often best.

You may also likely to allocate roles to

members of the groups so as to ensure that
everybody knows what is expected of
them.
 Back to

Pair Work the start

Pair work allows students to discuss a

question or task. This helps them to
develop their understanding.

You might like to pair stronger and weaker

students so that the former can help the
latter to access what they might find
difficult on their own.

Alternatively, you might want to pair two

weaker students so that you can then work
with them yourself. This will allow you to
help them both make good progress.
 Back to

Discussion the start

Discussion helps students in the following

ways (among others):

• It allows them to explore a topic or an

idea and to hear what others think.
• It lets them articulate their own
thoughts. This, in turn, helps them to
form and refine those thoughts.

Discussion • It gives them space in which to make

mistakes and to clarify meaning – this
is harder to do in writing.
• It allows them to make use of a skill
which they most are likely to be highly
competent in (talking). This is less
likely to be the case with writing.
• It is an excellent precursor to writing,
allowing students to prepare and
develop their thoughts before
committing them to paper.
 Back to

Personal Experience the start

Here are three ways in which you can use

students’ personal experience to help them
to learn:
Further
Development • Build tasks and questions into your
lessons which ask students to call on
their own experience.
New Content • Demonstrate how topics covered in
your lessons relate to people’s everyday
experiences.
Personal
Experience • Try to find out about the experiences of
your pupils. If appropriate, call on these
when you are teaching. You may well
be able to use them in order to make
points clearer and more relevant for
your students.
 Back to

Pace Yourself the start

Where possible, set up lessons or segments of

lessons in which students are able to go at their
own pace. Here are some ways of doing this:

• Make use of extensions, stepped activities,

Pace options, choices and open activities (all of

which are explained in this PowerPoint).

Yourself • Create a series of hand-outs which students

are to work through. When they have
finished one, they come and collect the next
one from you.

• Give students a list of things they must do,

a list of things they should try to do and a
list of things that are ‘extras’. Let them
work through the lists at their own pace.
 Back to

Card Sorts the start

A card sort is a good activity because it

allows students to sort, order and match
information.

It is accessible because the information is

visible and can be physically manipulated.
Some students will find the parallel
cognitive processes hard to cope with if
they do not have something tangible to
support them.

A good tip is to create hardy card sorts by

using a top and a bottom bit of card for
each piece. This means they are less likely
to get damaged and there is a better chance
that you will be able to use the same ones
year-after-year.
 Back to

Matching, Grouping and Ranking the start

Matching, grouping and ranking activities

are good because they are accessible to all
students.

At the same time, they invite different

levels of thought. For example, a high-
Matching, ability student may be able to give a
detailed argument explaining their ranking
Grouping of a set of items, while a lower-ability
student may choose instead to refer to
experience and comparisons.
and Ranking The three activity types also invite a close
examination of ideas and items through a
concrete process. That is because the
matching, grouping and ranking will either
involve physical materials such as cards, or
the writing down and rearranging of words.
 Back to

Buzz Groups the start

Buzz groups are simply small groups of two or three

students formed impromptu to discuss a topic for a short
period. In a pair it is almost impossible for a student to stay
silent and once students have spoken "in private" they are
much more likely to speak afterwards "in public" in the
whole group.

Buzz groups are very useful to get things going. The sound
of ten pairs buzzing is quite energising compared with one
person speaking in a group of 20.

Buzzes can also tune students in to your subject matter and

wind up their ideas; for example:

"To start off, let's buzz for five minutes on what your initial
reactions were to the readings I set for this week's seminar.
Off you go.“

Taken from -
http://www.brookes.ac.uk/services/ocsd/teachingnews/arch
ive/autumn04/tips_buzz.html
 Back to

Design Brief the start

Provide students with a design brief which

they are to fulfil in whatever way they
think is best.

This need not be restricted to design-led

Design lessons.

For example, you might set the following

Brief design brief in a History lesson:

‘Create something which coveys the

various responses throughout Europe to
French Imperialism under Napoleon.

Ensure you consider both the immediate

and the longer-term responses as well as
what actions, if any, these led to.’
 Back to

Worksheets the start

Here are five ways you can use worksheets to

differentiate:
Workshe Workshe Workshe
et A et B et C • Create a variety of worksheets in advance of
the lesson. These should be aimed at various
ability-levels in your class.
• Use a number of worksheets akin to the
model outline din the ‘Pace Yourself’ entry.
• Create a range of worksheets which
gradually increase in difficulty. Students
then work their way through these, getting
as far as they can.
• Create worksheets which include open
questions or tasks.
• Create worksheets which provide students
with various options or choices (see the
‘Options’ and ‘Choices’ slides).
 Back to

Visits and Visitors the start

Visits and visitors are a great way of

differentiating. They are engaging for
students for the following reasons:

Visits •
•
They are interactive.
They are unusual.

and •
•
•
They are a change to the routine.
They bring learning alive.
They are different to most of what goes

Visitors on in the classroom.

It is a good idea to plan work around a visit

or visitor. This means:

• You can prepare students so as to ensure

they get the most out of it.
• You can capture their learning
afterwards and build on this.
 Back to

Student Presentations the start

Divide the class into groups.

Give each group a topic to research or a

question to answer.

Provide appropriate resources and ask the

groups to create a presentation they will
give to the whole class.

To avoid boring presentations, set students

some ground rules. For example:

• No reading off slides.

• Make a hand-out.
• Include one piece of drama.
• Include one game or interactive
element.
• Include one discussion question (and
then lead the discussion).
 Back to

Case Studies the start

Case studies are a good method to use

because they contextualise ideas and
provide students with concrete example
they can use to situate abstract concepts.

Case In essence, case studies provide evidence

of concepts, categories and ideas at play in

Studies
the real world.

They demonstrate what you are teaching

about as it is lived.

Many textbooks and educational websites

provide ready-made case studies. You can
also use newspaper articles. If you cannot
find what you want, create your own. You
will be able to re-use it year-after-year.
 Back to

Discovery Learning the start

‘Discovery Learning is a method of

inquiry-based instruction, discovery
learning believes that it is best for learners
to discover facts and relationships for
themselves.’

Taken from -
http://www.learning-theories.com/discover
y-learning-bruner.html

You can build discovery learning into your

lessons through:

• Group work.
• Providing some of the information and
letting students work out the rest.
• Setting students independent tasks such
as research or a design brief.
• Experiments.
• Investigations.
 Back to

Experiments the start

Experiments have a number of benefits:

• They are practical, meaning they are

accessible.

• They often involve discovery learning

(see the previous slide).
Experiments • They can be exciting and engaging.

• They give students the opportunity to

lead their own learning.

• They promote reasoning and use of the

scientific method.
 Back to

Question Range the start

?
???????? ?
Use a range of questions in your lessons so
as to take account of the different places
your students are at as regards their

?????????
learning. Questions might be:

?????????
• Abstract or concrete.

• Leading or non-leading.

????????? • Personal or impersonal.

????????? • General or specific.

??
• Closely connected to the learning or
more tenuous.

There are other options as well, many of

which are considered in the next few
slides.
 Back to

Question Planning the start

Plan your questions in advance. The advantage of

this is that you can set up a range of different
questions which are specific to the topic and to
your students.

You might like to keep a note of your questions so

Question that you can use them when you teach the topic
again.

Planning If you feel you do not have time to plan questions,

make use of categories and question types.

You can call on these during a lesson and create

questions based on them. This will stop you
falling back onto questions you have used
previously or which do not move learning
forwards. See other slides in this PowerPoint for
useful question types and categories.
 Back to

Justify the start

Ask students to justify the claims they

make.

Point You might like to give them an opportunity

to discuss this with their partner before
1
they tell you. It is likely this will make the
Point process easier for them.
2
All students can justify their claims. The
Point difference comes in the sophistication of
3 these justifications.

By encouraging students to justify what

they say you are encouraging them to
reason. This is integral to all learning.
 Back to

Open and Closed the start

Think carefully about when to use open and

closed questions.

As a rule I would generally favour open

Open
questions. This is because they allow students the
opportunity to reason, to advance positions, to
make claims and to think carefully about a topic.

and Closed questions are more likely to see students

attempting to guess the correct answer.

Closed Use the word ‘might’ to open up your questions:

What is democracy?
What might democracy be?

Clearly there is greater scope for thinking and

discussion in the second case then there is in the
first.
 Back to

Clarification the start

?
???????? ?
Ask students clarifying questions.

Encourage them to do the same to you.

????????? The great advantage of clarifying questions

?????????
is that they diminish ambiguity. This is
because they require the person being
questioned to explain an aspect of their

?????????
thought or speech so that it is clear to the
questioner.

????????? Questions of clarification include:

??
• What exactly do you mean by that?
• Can you give me an example?
• How would that work?
• Can you explain that again?
• What would you compare it to?
 Back to

Challenging Questions the start

Use challenging questions to stretch the most

able students in your class. Here are some types
of question you might call upon:

• Evaluative questions (judge, assess, critique,

defend).

Challenging • Creative questions (plan, unite, merge,

create).
Questions • Comparison questions (how does it
compare? How is it different? To what is it
similar and why?).

• Big questions (philosophical, ‘what if’

scenarios, values-based questions).

• Exam-style questions.
 Back to

Students Ask Questions the start

?
???????? ?
Encourage your students to ask questions.
There are many benefits to this, including:

?????????
• Students can ask questions at the level
with which they are comfortable.

????????? • Students can hear other people’s

questions.

????????? • Students can observe how the teacher

?????????
goes about answering questions.

• The teacher can find out what areas

??
students want to know about.

• Students can find out information from

the teacher’s responses.
 Back to

Serial Questioning the start

Plan a series of questions which you will

ask to the class as a whole or to individual
students.

The purpose of this is to create a structure

Serial in which the questions:

Questioning • Get progressively more challenging.

• Take students on a journey around
different parts of their thinking.
• Encourage students to think about
something in a variety of different
ways.

By having a series of questions pre-

prepared, you will be better placed to draw
students in and to guide their learning in
certain directions.
 Back to

Thinking Time the start

Ask a question.
Question Wait Then…

Wait Wait

…Wait.
Answer
This let’s students think. It gives them time
to come up with an answer. It allows all
students to access the question. And it let’s
more able students develop their responses.
 Back to

Individual Questioning the start

If you go and spend time with individual

students then you are differentiating.

Even better is if you ask different

Individual individuals different questions.

Questioning
These should take account of what those
students know, where they are at and what
your experience of them is.

In essence:

• Create opportunities where you can go

and work with individual students.
• Tailor your questioning to the student
with whom you are working.
• Respond to what they say with further
questions.
 Back to

Assertive Questioning the start

????????? ?
Don’t wait for students to put their hands up.

This will inevitably lead to the students who are

?????????
most confident (whether rightly or not) dominating
discussion.

?????????
Instead, be assertive.

?????????
Decide who you want to hear from and then ask
them. This could be in a whole-class situation or

?????????
when students are working in pairs or in groups.

Think about your purpose beforehand. Is it:

?? • To move the learning on?

• To root out misconceptions?
• To encourage reasoning?

Or is it something else? Use this to guide your

questioning and your choice of who to question.
 Back to

Task Mixture the start

Use a mixture of tasks. This will ensure that

students have a variety of opportunities. It
will prevent students from feeling that ‘we
only do things one way’ (and if you do, that

Task
could be a way that some students find really
difficult to access).

Mixture
You can use a mixture of tasks:

• In a single lesson.
• Across a unit of work.
• Across the year as a whole.

You might like to develop a collection of

task-types with which you feel comfortable
and stick to these.

Or, you might use the opportunity to test out

different approaches.
 Back to

Task Mixture II the start

An alternative way to judge whether you

have a mixture of tasks is to look at what
you are asking students to produce.

This is a little like working backwards.

When planning a lesson or a unit of work,

identify a mixture of products you would
like students to have created by the end of
it.

Base your activities on this list and they

cannot fail to be a mixture. This is because
they will be driven by the list of different
products. You will have no choice but to
use a range of activities in order to ensure
these are created.
 Back to

Blooming Extensions the start

Use Bloom’s Taxonomy to create extension

questions and tasks. Here are a list of words
linked to the top three levels:

Analysis: Analyse, Appraise, Categorize,

Compare, Contrast, Differentiate,
Blooming Discriminate, Distinguish, Examine,
Experiment, Explore, Investigate, Question,

Extensions Research, Test.

Synthesis: Combine, Compose, Construct,

Create, Devise, Design Formulate,
Hypothesise, Integrate, Merge, Organise,
Plan, Propose, Synthesise, Unite.

Evaluate: Appraise, Argue, Assess, Critique,

Defend, Evaluate, Examine, Grade,
Inspect, Judge, Justify, Rank, Rate,
Review, Value.
 Back to

Evaluate and Create the start

When setting extension tasks and

extension questions, focus on asking
students to evaluate and create.
Evaluat
These are the highest level skills in
e Bloom’s Taxonomy and they require the
greatest degree of mastery over the
material being studied.

In addition, when you are planning to

include stepped activities or a mixture of
tasks (see slides in this PowerPoint), use
Create evaluate and create based activities as the
end-points of the lesson.

Making these that which everything else is

building up to will ensure the level of
challenge gets progressively higher as the
lesson progresses.
 Back to

Blooming Questions the start

Use Bloom’s Taxonomy to inform questioning throughout your lessons.

Here are a list of words linked to all six levels:

Knowledge: Arrange, Define, Describe, List, Analysis: Analyse, Appraise, Categorize,

Match, Memorise, Name, Order, Compare, Contrast, Differentiate,
Quote, Recognise, Recall, Repeat Discriminate, Distinguish, Examine,
Reproduce, Restate, Retain. Experiment, Explore, Investigate, Question,
Research, Test.

Comprehension: Characterise, Classify, Synthesis: Combine, Compose, Construct,

Complete, Describe, Discuss, Create, Devise, Design Formulate,
Establish, explain, Express, Identify, Hypothesise, Integrate, Merge, Organise,
Illustrate, Recognise, Report, Relate, Sort, Plan, Propose, Synthesise, Unite.
Translate.

Evaluate: Appraise, Argue, Assess, Critique,

Application: Apply, Calculate, Choose,
Defend, Evaluate, Examine, Grade,
Demonstrate, Dramatise, Employ, Implement,
Inspect, Judge, Justify, Rank, Rate,
Interpret, Operate, Perform, Practise, Role-
Review, Value.
Play, Sketch, Solve, Suggest.
 Back to

Top, Middle and Bottom the start

When teaching mixed-ability classes we

often teach to the ‘middle’.

Top To some extent this is inevitable. It is the

safest position for ensuring that most of the
students get what we are talking about.

Middle It can be good to mix this up though. Try to

teach to the ‘bottom’ and the ‘top’ at least a
couple of a times a lesson.

Make a conscious effort to do this.

Bottom You might preface it by saying, ‘This

might seem obvious but I just want to
make it clear for you,’ or, ‘This next bit is a
bit complicated, but stick with it, it’ll be
worth it.’
 Back to

AFL the start

Use assessment for learning to differentiate.

By identifying where your students are at and

what they need to do to close the gap, you will
be differentiating.

AFL
Elicit information about learning and use this to
inform your planning.

Make good use of self- and peer-assessment.

For AFL ideas, see some of my other resources:

http://www.tes.co.uk/teaching-resource/Assessment-For-Lear
ning-Toolkit-6020165/

http://www.tes.co.uk/teaching-resource/Peer-and-Self-Assess
ment-Guide-6024930/

http://www.tes.co.uk/teaching-resource/The-Whole-Class-Fe
edback-Guide-6057595/
 Back to

Listening Frame the start

Create a listening frame for students

who struggle to make notes.

This could be a worksheet with a set of

Topic 1 Topic 2 Topic 3 sections on it, each one headed by a
question, statement or category.

The student can then use this to make

notes. The sections will help them to
order the information they receive. This
will eliminate a thinking process for
them, thus allowing them to concentrate
exclusively on listening and writing.

In essence, a listening frame does a bit

of the work for the student, making life
easier for them.
 Back to

Modelling the start

Modelling is where the teacher

demonstrates to the class, or to individual
students, what it is they want them to do.

Modelling could be physical. For example,

you might walk through the steps involved

Modelling in an envoys task.

Modelling could be written. For example,

you might show students how you want
them to create a table and what sort of
things they are to write in it.

Modelling could be oral. For example, you

might have a model discussion with a pupil
and then ask the class to get into pairs and
have their own discussions.
 Back to

Check Sheets the start

Provide students with check sheets for

1) …
tasks. This gives them something they
can refer back to as they progress. It is
a means for them to keep track of
where they are at and to know what
they still have to do.

2) … A particularly good use of check sheets

is when students are doing written
work.

In this case, the check sheet will help

3) … students to keep track of what they

have done and where they are going,
but it will also act as a tacit guide
demonstrating how they should
structure their work.
 Back to

Structure Guidelines the start

You can provide students with explicit

structure guidelines to help them with
written work. Here is an example of an
essay guide:

Structure Paragraph 1 – Introduction

P.2 – First argument for

Guidelines P.3 – Second argument for

P.4 – First argument against

P.5 – Second argument against

P.6 – Conclusion

Structure guidelines can be general or

specific. You will need to judge what is
most appropriate for your students.
 Back to

Sentence Starters the start

Sentence starters are a great way to get

students going. Here are five ways you
might use them:

• Write them on your PowerPoint or IWB

slides.
• Have generic ones stuck up around the
One side of the room.
argument is…
• Produce a sheet or booklet of sentence
starters for students who struggle to get
going with their writing.
• Create a couple of sentence starters with
your class before starting the activity.
• Ask a couple of students who have
started writing to read out the
beginnings of their sentences.
 Back to

Writing Frame the start

A writing frame is like a listening frame

(see a few slides previous) in that it does
some of the work for the student.

This allows them to concentrate their

Writing
energies on one task – the writing itself.

Writing frames can be highly structured,

Frame
giving sentence starters or indications of
content for every separate section.

Alternatively, they can be more akin to

structure guidelines.

You can make some generic writing frames

for particular genres (essays, reports,
summaries etc.) and use these across
lessons and Key Stages.
 Back to

Planning Pro-Forma the start

A planning pro-forma is a document you

hand out to students and which they use to
help plan their work.
A)
You might have a range of pro-forma to
cover writing tasks, group work, research
tasks and so on.
B)
The level of detail in your pro-forma will
be dependent on how much support you
feel your students need.

C) It may be the case that with some students

you provide detailed guidelines for them to
follow and just ask them to make choices
from a set of options you indicate.
 Back to

Scrap Paper the start

Scrap paper is a thinking tool.

It is an extension of our memory.

By writing something on a scrap piece of

Scrap
paper we do not have to hold it in our head.

We can therefore manipulate it more easily

Paper
and free up our short-term memory for
other things.

Encourage students to use scrap paper.

Demonstrate its use to them and explain

why and how it works.
 Back to

Bullet Points and Tables the start

Bullet points and tables are different ways

of organising information. They present
material in ways that many students may
find easier to deal with.

You will notice that I have used bullet

points a lot through this document in order
to simplify.

Tables allow one to divide material simply

into two or more categories.

A good strategy is to use bullet points and

tables as precursors to more extended
writing.
 Back to

Individual Writing the start

Individual writing tasks are differentiated

because each student can access the task in
their own way.

Individual Use some of the techniques and strategies

explained in this document to support

Writing
students when they are doing such a task.

Try to ensure that you precede individual

writing tasks with an activity that feeds in.
This will make it easier for students to
begin writing. They will already have had
an opportunity to think about the topic and
to begin ordering their thoughts.
 Back to

Challenge the start

Stretch and challenge your

students by using my challenge
toolkit:

http://www.tes.co.uk/teaching-res
ource/Challenge-Toolkit-6063318
/
 Back to

Different Media the start

By using a range of different media in your

lessons, or across a unit of work, you will
be differentiating.

The range of material will ensure that

students are kept engaged and that there

Different are different opportunities for accessing the

content.

Media Media include:

• Videos
• Songs
• Animations
• Computer games
• Newspaper articles
• Stories
• Hand-outs
• Slides
 Back to

Activity Stations the start

Activity stations works as follows:

• Set up a number of different stations

around the room.

• Each station should have a different

resource and/or task attached to it.

• Ensure that there are a variety of types

of resource and task. For example: you
might have a case study, a laptop with a
video on it, a card sort, a hand-out, a
diamond nine and a newspaper article.

• Put students in groups and assign each

group to a station.

• Rotate the groups after a set length of

time. Aim for each group to visit each
station.
 Back to

Narrative the start

Stories help us make sense of the world.

They provide a way of dealing with
complex ideas which is more accessible
than non-narrative prose.

Narrative Use stories in your lessons to help students

access the content.

You might also like to create tasks in

which students write their own stories,
based on some aspect of what you have
been studying.
 Back to

Peer Research the start

Here is how peer research works:

• Introduce students to a topic.

• Explain that they will be researching the

views and experiences of their peers.

• Ask them to create a set of questions

they can ask people about the topic. I
have found that between 5 and 10 is
best, depending on time constraints.

• Invite students to interview each other

using their questions.

• When finished, students should write up

their results.
 Back to

Talk To Me the start

Set out with the aim of talking to as many

students as possible during a lesson.

By doing this, it is likely that you will be

able to ascertain where most of them are at

Talk in relation to the learning.

In turn, you will be able to support and

to Me assist those who are struggling.

It will not always be possible to talk to lots

of students. Particularly if you have a
difficult class who need to be watched.

If this is the case, aim to do it once every

few lessons. Alternatively, call students up
to the front to talk to you. Make a note of
who comes up and try to get through the
whole class over a few lessons.
 Back to

Humour the start

Knock Doctor Who?

Exactl
Knock Doctor
y
Humour is a great way of motivating and
engaging students as well as making all of
Who’s There? them feel involved and included in the lesson.

Look for opportunities to use humour.

Search the web for jokes, even if they are bad

ones, and don’t be afraid to laugh at yourself as
well.