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Set out in lesson plans -

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Set out in lesson plans

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Differentiate through the next steps given to children. For example: H.A may be given a more challenging next step.

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1_عمل اختبارات شهري 

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1_عمل اختبارات شهري 

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2_المتابعه اليوميه من خلال دفتر المتابعه
3_التواصل مع أولياء الأمور
4_عدم السخريه من الطلاب وتجنب الألفاظ التي تخرجهم
5_العمل على شكل مجموعات
6_عمل مسابقات
7_التنوع في الانشطه
8_عمل أوراق عمل
9_التشجيع المستمر
10 _ تبادل الأدوار
11_مساعده الطالب على ابداء آرائهم
12_التعبير عما يدور في فكرهم عن طريق كتابه موضوع أو رسمه
13_

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The children who are excelling have less distance between the cones and have a smaller goal.

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١ -  اعطاء الطالب اخ

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١ -  اعطاء الطالب اختيار من متعدد للاجابه الصخيحة مع مراعاة مستواه
٢- تحليل وتركيب الكلمه الكلمه عن طريق مكعبات والعاب تربويه
٣- التعلم عن طريق العروض المرئيه والاغاني التي تساعد ع سهولة توصيل المعلومة للطالب
٤- يبحث بالبيئه الصفيه عن كلمات متعلقة بالمهاره المطلوبه
٥- استخدام استراتيجيات التعلم التي تساهم باضافة نوع من المتعه والشغف بالحصة الصفيه( استخدام استراتيجيات التعلم النشط )

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PE Differentiation evidence in Planning 

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PE Differentiation evidence in Planning 

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We state the differentiation, for example, by using different equipment and / or grouping the pupils differently. And / or changing the distance between the cones based on ability.

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We use the chilli challenge to differentiate

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1_عمل مسابقات 

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1_عمل مسابقات 

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2_عمل أوراق العمل
3_الاختبارات الشهريه
4_المتابعه اليوميه من خلال دفتر المتابعه
5_تنويع أساليب التعزيز
6_توفير المناخ العاطفي والاجتماعي
7_الإنصات لجميع التلاميذ
8_التواصل مع أولياء الأمور
9_ عمل اختبار تشخيصي قبل بدايه الفصل
10_ الحذر من اشهار أخطاء الطلاب بشكل عام لكي لا يشعر بالخجل
11_ تطبيق أسلوب تبادل الأدوار

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You can differentiate the support you provide, the resources to support the learning, the content amount required or difficulty of the questions.

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It means that you think proactively from the beginning, and the “normal” lesson includes more than one avenue for success.

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·  WT pupils: Pupils who are ‘working towards’ the success criteria who require more support.

· WB pupils: Pupils who are ‘working beyond’ the success criteria who need to be more challenged further.

·  WO pupils:  Pupils who are ‘working on’ the relevant success criteria in accordance with the required expectations.

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Space - increase/decrease
Task - modify for their needs
Equipment - change equipment: larger/smaller ball, longer/shorter handle
Participant - groups, pairs, etc.

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Change your PE Lessons in 4 Steps

The STEP framework in PE was developed to support teaching and learning through an easy to use approach to adapting, differentiating and extending PE and sports lesson. STEP has been highly promoted over the past 10 years including being used in PE teaching resources, CPD courses and with pupils themselves on Young Leaders or Sports Leader programmes. The reason STEP has gained in popularity and has been used in so many different ways is due to its simplicity. So what is STEP?

Space: Where the activity is happening
E.g. modify the space by increasing or decreasing the area in which a task is to be performed or changing the distance or areas in which to score points.

Task: What is happening?
E.g. modify the task by changing the demands, the rules of the activity, the number of times the child is to repeat the task, teaching cues, direction/level/pathway of movement or length of time to complete the task.

Equipment: What is being used?
E.g. modify the equipment by changing the size of the target, level of equipment, amount of equipment, height of the equipment or the arrangement of the equipment.

People: Who is involved?
E.g. modify the people involved by having children work alone, with a partner, bigger teams, smaller teams, as leader or follower, on different activities, or in a small group.

Maybe the more confident gymnasts could be jumping from higher apparatus or a devleoping group of netballers could be challenged by playing on a bigger court. Why not try a few of the STEP principles in your PE lessons this week and see what results?

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Change your PE Lessons in 4 Steps - The PE Hub

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The STEP framework in PE was developed to support teaching and learning through an easy to use approach to adapting, differentiating and extending PE and sports lesson. STEP has been highly promoted over the past 10 years including being used in PE teaching resources, CPD courses and with pupils themselves on Young Leaders or Sports ...

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Questioning: using tailored questions to help students think more deeply about the work.

Activities: using activities which have a series of increasingly challenging sub-tasks.

Words and Writing: providing sentence starters for students with lower literacy levels.

Things the teacher can do: circulating so as to see who needs help during a task.

Things students can do or use: checklists which help less-able students to regulate their own work.

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"Teach to the Top" Differentiation Ideas

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"Teach to the Top" Differentiation Ideas

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How do you plan for differentiation in lessons? And how can you cater for every student?

You should not be expected to differentiate for every child in every lesson. Let me write that again for you. You should not be expected to differentiate for every child in every lesson.

Top 10 Differentiation Strategies:

It is an impossible task for teachers to offer a range of resources for every child every single lesson, and if someone is asking you do to this, then they have probably forgotten what it’s like to teach a full-time timetable. However, despite the apparent expectation that teachers can do this day-in, day-out, there are several strategies that you can embed into your practice so that a) you can alleviate teacher workload and b) naturally embed differentiation over time so that it does become more regular. This can only be a good thing for your students and for your marking, planning and teaching.

10. Seating Plans

As daft and simple as it sounds, the seating plan works wonders. Put every child in a specific location in the room that works best for their learning and for you! Don’t be fooled by the child that says, ‘I work best next to my friends.’ They don’t!

9. Marking books with love and attention

Following a seating plan, this is the most sophisticated form of differentiation that you can offer your children.

8. Using data

Keep a close and careful eye on student data and communicate the information via formative feedback to your students is the best differentiation strategy – after marking – that you can use.

7. Verbal feedback

Your feedback must be meaningful, sophisticated and tailored to the individual child. A ‘well done’ or a ‘that’s very good’, is enough to feed their ego, but it’s an utter waste of breath on your part and will not help students make any progress whatsoever. Extend the praise comments with pinpointed formative assessment.

6. Classroom displays

Build up a bank of resources by placing student’s completed work immediately on display in your classroom. But, be mindful that too much clutter display goes against what research says.

5. Scaffolding writing frame

Provide students with a scaffolding writing frame. This is probably worth the most investment on the teacher’s part, but offers some long-term impact.

4. Choice of task

Offer at least two different resources, choices and tasks in everything that you do. Offer a choice of resources that vary in difficulty. Encourage students to select at least two choices they must complete. TakeAway Homework is the perfect example.

3. Forming and framing questioning

Forming and framing questions is probably my favourite strategy of all! How you ask a question can make all the difference in the classroom. Take a look on my blog for a resource called Pose, Pause, Pounce, Bounce or try the Questioning Matrix. It will transform your teaching and how you ask questions of students.

2. Students taking the lead

Nominate students to lead a starter or plenary activity. It’s a high-risk strategy for some teachers to allow students to apparently take over their classrooms, but it something best-served in great lessons where teachers are always in control.

1. Students teaching their peers

Finally, challenge students to teach others what they have learnt and assess this by observing the outcome. This will need planning and can form some part of assessment criteria, but the rewards are great when students can begin to self-regulate one another.