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Used the learner plan to group pupils according to their target grade so they knew what was expected from them. I found this had an effect on some of the pupils as it made them want to aim higher.  It was also a great tool for me when identifying pupils who were not applying themselves and underachieving.

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Used picture examples of wagolls with

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I have created a challenge and stretch wall resource that I will use with a year 9'class.  This will contain extension tasks of different levels, 1 star, 2 star, 3 star etc.  Learners need to begin picking a 1 star extension tasks then progress up higher tasks over time.

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Two week planning to link to the BIG daddy rubric. Develop wagolls that link to this and use within teaching and learning.

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Over the next 2 weeks my focus is going to be on creating differentiated visual WAGOLLs. This will link to the differentiated LOs used in the lesson.

The impact of this will be reviewed and evidenced by IRIS Connect.

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Used picture wagols linked to the success criteria, used this during a designing lesson.  I will use this in future lessons

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The two week planning model has naturally and flexibly grouped my Y11 class. The deeper dive assessment point rigour identifies groups and allows me to set up Google Classroom differentiated support and directed time within the lesson for

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I used iris during a y8 lesson where I used jigsaw and stations to differentiate and flexible grouping.  I felt this activity worked well with my class, they seemed engaged and involved in the activity.

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Iris login sorted ready to book🙈

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We have signed up to iris to monitor our lessons using differentiation

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This is the learner plan used for pasta salad which resulted in an improved their practical outcomes.

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Using different success criteria using star ratings to differentiate outcomes. I use this in all my lessons and is particularly effective during practical lessons. Food HB

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Trialled with my y7 nurture group I used this

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AHE - Reflection to targeted questioning (Blooms/Lazy Teacher Question Door) - Part 1

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AHE - Reflection to targeted questioning (Blooms/Lazy Teacher Question Door) - Part 1

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Since the question door was constructed last Wednesday, I have consciously used this during lesson to prompt me to ensure I was pitching questions in my lesson correctly and stretching certain targeted learners. I personally find these resources easy to use, accessible every lesson and sustainable.

My next steps are to look at methods of encouraging students to actively use this to question each other to demonstrate understanding.

Keep posted...

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A superb resource for helping differentiate both setting of tasks and questioning.

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Targeted questioning (Jim Smith - The Lazy Teacher) AHE

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Targeted questioning (Jim Smith - The Lazy Teacher) AHE

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A great classroom resource for use by both teachers and learners.

An easy to use and effective tool to ensure you pitch your questions correctly to targeted learners when probing for answers and checking understanding!

Simply connect the vertical and horizontal words when starting your questioning. The further you move from the axis the higher the level of thinking required to answer it. AWESOME.

I have this to share if you would like to use in your classroom

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Page 149. This is a three way collaborative strategy where students meet at a home base to follow instructions and gather resources to complete the task. They then divide into their study group where resources are given for them to learn about a particular subject. Students then return to their home group and share their findings.

I will complete this through a nutrition lesson where learners have a home group and then split off into their study groups to learn about nutrition and then return to their home group and produce a healthy food wheel.

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This strategy responds to academic ranges that frequently exist in the classroom.

Requires learners to work together in groups

Designed to draw upon the strengths of each learner

Open ended

Intrinsically interesting

Can involve instructions in multiple languages

Integrate reading & writing in a way that's important to them

Draw upon real life events

Use multi media

Require many talants

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Use a students varied intelligence strengths as the route for exploring a task. Narrative - story about a topic, Logical - numbers or scientific approach, Foundational - philosophy/vocal that underpins a topic, Aesthetic - Appearance/sensory features, Experiential - hands on approach

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Personalised list of tasks that a particular student must complete in a specific time.

Students are set different agendas and allowed to work on them in class in a set agenda time allowing the teacher "freedom" to move around individual students. Different agendas can also be used to group the class. Can also be used for homework.

Each pupil agenda has their own set of tasks within the agenda. Tasks dotted around different sections of the room so pupils have to choose their task.

In food. Students are set design tasks appropriate to their ability. Every one feels as though they are working on their own set project so it is not highlighting the lower abilities in the group. E.g set pupils on a food design project, give students different methods of research such as reading recipes books or using Google, mood boards, mind maps based on ability. Then designing a recipe, require different complexities or in depth detail on the design and also presentation etc. Make, task to make a meal that requires different skill levels, using fresh herbs, knife skills etc.

Outcome and evaluation- different levels of emulations expect etc.

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Page 133 - tiered activities allows students to attempt the task but at varying degrees of difficulty.

Create a task that is interesting and allows learners to use a variety of skills. Pasta Salad which allows learners the opportunity to use a range of skills to produce the same product.

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Stations of different areas in the classroom where students work on various tasks simultaneously. Can be used for part of the learning process. Areas identified with different colours, or symbols, or teachers can ask groups of pupils to move to particular parts of the room.

This works well as not all pupils are required to work at each of the station areas. Nor do they need to spend the same amount of time.

Stations can set out with

sation 1 having direct instructions from the teacher.

Station 2 are assigned to the station with a partner, but work alone initially

These may serve quite well for exploring arrange of techniques such as print making, CAD etc

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Study learners persistently

Know them well to teach them well

Measure success, all learners to engage and contribute to learning every lesson

Learners make observable progress

Use formative assessment

Offer 2 or 3 options

Authentic assessment

Base learning on learners interests. Make it relevant to them

Flipped learning

Entry cards

Exit cards

Groups, collaborative learning, pairs

Appropriate challenge

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Get tuned in to your learners. Does Owen need a champion?

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Get tuned in to your learners. Does Owen need a champion?

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Your initial Kagan groups may need to be reassessed. Are they still having impact? Are they effective?

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Description of Flexible Groupings: "Flexible grouping is a central part of respect for all learners, honoring individual differences, collaboration, teaching for success, and collaboration in a...

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Star challenge. More stars the harder the challenge. Identifyable from LP and task.

https://docs.google.com/presentation/d/1oMdDDvIbuib0OqC0lKX0CzClG7kKaPqhD9SSgH-TYMI/edit#slide=id.gfa6b9790d_2_31

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Do your research. Get reading!!

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Create a Google classroom where learners can access the resources independently and move forward at their own pace

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Class Differentiation Guide.

1. Organise Y11 class lists in Aspiration Target Order, taking account of your own knowledge of the learner.

2. Identify groups.

3. Plan for stretch and challenge.

4. Plan extension tasks as a routine. There should always be a 'what next?' task.

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Teacher intervention with specific groups of pupils  identified through both RAG and teacher observation

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Teacher intervention with specific groups of pupils  identified through both RAG and teacher observation

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Group learners using Lev Vygotski's idea of the More Knowledgeable Other. For example David Brown may be really skilled at analysis and could coach a mid ability learner.  Learning can be accelerated from social interactions

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Group learners using Lev Vygotski's idea of the More Knowledgeable Other. For example David Brown may be really skilled at analysis and could coach a mid ability learner.  Learning can be accelerated from social interactions