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By support - through utilizing the Library and AC/EAL staff more.

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By support - through utilizing the Library and AC/EAL staff more.

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Differentiation is often as bridging a gap or a deficit, but it is important to differentiate for the more able. 

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Differentiation is often as bridging a gap or a deficit, but it is important to differentiate for the more able. 

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How to differentiate for the highly able?

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How to differentiate for the highly able?

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How to differentiate without hurting students feelings?

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How to differentiate without hurting students feelings?

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Options and freedom for students is key :)

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Options and freedom for students is key :)

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It is always difficult to take the time to incorporate differentiation into every lesson at every level.

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We need to reach a consensus over what differentiation actually is.

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We need to reach a consensus over what differentiation actually is.

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Do we need to (or is it possible to) differentiate  MYP assessments but still use the same assessment criteria for the phase? (languages) 

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Do we need to (or is it possible to) differentiate  MYP assessments but still use the same assessment criteria for the phase? (languages) 

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I think we should be differentiating to a certain extent in every lesson, either implicitly within our plan for the lesson or more organically as the lesson proceeds

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I think we should be differentiating to a certain extent in every lesson, either implicitly within our plan for the lesson or more organically as the lesson proceeds

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How can we make it less labour-intensive for the teacher?

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How can we make it less labour-intensive for the teacher?

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How can I be practical about  differentiation?

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How can I be practical about  differentiation?

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Differentiation is not always observable - observers must t

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Differentiation is not always observable - observers must t

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Differentiating within creative assignments. (e.g. CompositionHow to do it?

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Differentiating within creative assignments. (e.g. CompositionHow to do it?

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If student-led (self-selected) differentiation, how involved should we as teachers be if they make wrong choices?

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If student-led (self-selected) differentiation, how involved should we as teachers be if they make wrong choices?

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We often find that resources we create with certain students in mind very often being excellent for all students

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We often find that resources we create with certain students in mind very often being excellent for all students

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Department or cross-department sharing of best practice is important

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Department or cross-department sharing of best practice is important

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How can we have successful co-teaching with an AC teacher who is "pushing-in" to your classroom?

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How can we have successful co-teaching with an AC teacher who is "pushing-in" to your classroom?

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Designing lessons that allow for choice helps to meet the needs of a variety of students

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different students are different in different classes

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different students are different in different classes

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Inquiry and differentiation go naturally together

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Inquiry and differentiation go naturally together

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As long as we have the time and resources to carefully structure it

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How/where can we share differentiated resources? 

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How/where can we share differentiated resources? 

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It takes a long time to create some differentiated resources from scratch.

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Could we have more department time (say once a month?) to share good differentiation practice?

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How easy or simplified do you make a task? How much time is too much extra time?

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In response to last weeks IDU session. People were expressing that IDU`s seem to push them gifted but not be accessible to the lower ability. Is it ok to concede that, yet differentiate within the IDU to help students show their synthesis to fit with their ability. (as it seemed to be the hardest area to assess).

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When students chose how to group themselves according to their skill level with operations with fractions, the group that chose the hardest problems were quite competitive while the group that chose the medium problems were supportive and collaborative. The weakest group were very open to direct instruction by the teacher. Interesting...

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It can be difficult to ensure it is differentiation rather than just asking for more...

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It can be difficult to ensure it is differentiation rather than just asking for more...