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Students first think individually about a concept. Then, they pair up to discuss their ideas before sharing with the larger group. This encourages collaborative thinking and sharing of diverse perspectives.

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Students are divided into 'expert' groups, each focused on a different concept. After learning about their specific topic, they return to their 'home' groups to teach their peers. This method ensures that each student becomes a specialist and benefits from peer learning.

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Students write different ideas on large sheets of paper and post them around the room. They walk around, adding comments or additional ideas to each sheet. This activity promotes mobility and active engagement.

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A small group of students sits in a circle (the fishbowl) discussing their ideas while the rest of the class observes. After a set time, the observers can ask questions or replace someone in the fishbowl. This activity encourages in-depth analysis and critical thinking.

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Students create mind maps of concepts, clustering similar ideas together. This visual activity helps in organising thoughts and seeing connections between different strategies.

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Students role-play to explore how concepts or ideas might look in real life. This activity builds empathy and practical understanding of the application of strategies.

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At the end of the class, students write down one idea or concept they learned about and one question they still have. This helps the teacher gauge understanding and adjust future lessons.

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Students analyse different or the same case studies that describe scenarios requiring an idea or concept. They brainstorm, juxtapose, and discuss the ideas fostering critical thinking and problem-solving skills.

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Students work in groups to create concept maps that link different ideas to various types of learners and learning needs. This helps in understanding the practical applications of the ideas.

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Using tools like Kahoot or Google Forms, students participate in live polls and surveys. This collects diverse ideas in real-time and can be used to spark further discussion.

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Students can either use extra scaffolding, a moderate amount of scaffolding or no scaffolding to complete a task.

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Allowing students to answer orally instead of written responses

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Show the kids how to use magic school so they can summarise, get ideas, sentence starters and feedback with their writing.

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Tasks which allow for reading and wiritng development for native speakers while non-native speakers develop speaking and listening skills.

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Students have choice on their level of challenge, being grouped with similar ability peers. Constraints can then be manipulated to support their needs (I.e. point systems or way to execute skills in sport)

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Peer Evaluation and Feedback Opportunities

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Peer Evaluation and Feedback Opportunities

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Providing students with an opportunity to share their work with each other and provide feedback that they believe is beneficial for their knowledge and understanding of the task.

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In assessments giving students choice of topic for example in Year 7 business students can choose their entrepreneur for their presentation - increases engagement and focus in classroom.

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Allow students to create their own kahoots and blookets about what we have learnt in class

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The use of Padlet as an independent reading journal to help students demonstrate their understanding of the class novel. It also allowed students to share their ideas and thoughts without having to speak publicly.

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Templates that guide students do different degrees.

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Used a lot in maths classes where there is no specific correct answer. Example how many soccer balls can fit in a classroom? Students can make various assumptions and observations to guide the complexity of their solution.

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Mild, medium and hot tasks with an extension finisher.

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Chilli tasks - mild, medium and hot

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Concrete examples

Active participation strategies such as traffic lights

Retrieval grids

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The waterfall teaching method is a structured, step-by-step instructional approach, where learning flows sequentially from one stage to the next, similar to a waterfall. It starts with the teacher introducing a concept or skill to the whole class in a clear, direct manner. Once the foundation is laid, students then practice what they’ve learned through guided activities, with the teacher providing support and feedback.

After this guided practice, students move to independent work, applying the concept on their own. The teacher monitors and assesses their progress, offering additional help as needed. The process concludes with a review and consolidation of what has been learned, ensuring that all students have a solid understanding before moving on to the next topic.

The waterfall method is effective for building mastery in a linear, controlled fashion, ensuring each student reaches a certain level of competence before progressing further.

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Ensures efficient note taking. Supports lower achievers and minimises handwriting for students who may struggle with that. Supports and benefits all other students as well.

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Students receive the visual stimulus prior to the lesson and are given time to work on their analysis for homework. This allows students to have prewritten responses to contribute during the class discussion.

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Performing in game based scenarios where students are in mixed ability.

Specific students are given different constraints based off their ability level at the given activity.

This allows for students to engage and have access.

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Levelled question cards for playing games to cater for varying levels of ability.

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Tiered options of graduating challenge in activities and assessment that provide for challenge and/or facilitate more scaffolded completion of said task.

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level up level down  differentiated learning

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Pre-Test, then explicit mini lesson teaching based on data, with other students then completing tiered level work that reinforces or extends.

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Answering comprehension questions using a question answer stem.

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Exemplars

Annotated work

Learning Intentions

Tools/Strategies

Checklists

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In math lessons, year 3 students have the opportunity to choose different levels of difficulty/challenge when completing problem solving tasks.

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Giving students the option and choice in what extended response practice question they wish to respond to. Example: Year 11 and 12 General English based on different concepts within the text. Offers students the option for what they can confidently answer - specifically if we are just targeting how to write an essay instead of content knowledge.

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Using differentiated questions - “Chilli Questions”. These are questions around the same topic but increase in level

Of difficulty.

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Small group targeted literacy instruction

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Small group targeted literacy instruction

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In Year 7 English we study a novel. I like to use different focus questions in a table to help those that struggle to grasp things such as themes or symbolism, real world context, etc.

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Translated glossary into Home Language (e.g. Chinese) for curriculum-specific language.

E.g. English - inferences, creative writing, critical reviewing, expository argument, analytical

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Allow space for students to be problems solvers and create their own solutions.

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Students who require additional support work with the teacher and other students to explore skills and concepts in more depth. This often includes taking a different approach to the skill, sharing ideas and insights. These are flexible learning opportunities that students can opt into as they evaluate their learning.

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Design one assessments for pre-test and then tasks to be completed after each topic. Use EP AI to give feedback on responses. Allow students to use feedback to regenerate response.

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Student led choices on assessment pieces where each student has to choose activities on a grid and across a row / column to cover all necessary skills.

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Provide students with options within a lesson. Giving them a voice within the subject enables them to engage in the learning, and empowers them within the lesson.

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Varied instructional materials involve using a diverse range of resources and tools to present content and support learning, catering to different learning styles, abilities, and preferences. This approach recognizes that students absorb and process information differently.

Key aspects include:

1. Multiple formats: Presenting information through text, audio, video, and hands-on materials.

2. Diverse complexity: Offering materials at different reading or comprehension levels.

3. Cultural relevance: Including materials that reflect diverse backgrounds and experiences.

4. Technology integration: Utilizing digital tools and adaptive software.

5. Multisensory approach: Incorporating visual, auditory, and kinesthetic materials.

6. Supplementary resources: Providing additional materials for reinforcement or enrichment.

By varying instructional materials, teachers can better engage all students, address individual needs, and create a more inclusive learning environment.

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Open ended tasks that can have multiple answers e.g how many ways can you make the number …. If 175 is the answer - what is the question?

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You can draw students in and engage them in different ways showing different skills that are obtainable to them but they are immersed in a whole class experience.

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Also a great study strategy.

Asking students to make text visual or turn visuals into text.

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During daily review of mathematical topics, students are offered star challenge questions to answer as well as at level tasks.

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Teacher generated exemplars with explicitly structured annotations for structural and language features. Specific features are highlighted and broken into sections.