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I have never heard about TETT before, it seems to be very interesting. I will test it with 2 classes soon.

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I found TETT very interesting and I think that it could prove very useful in my language classroom. The only drawback is that it can prove quite time consuming for teachers to prepare such activities.

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it is the first time I meet the method is interesting

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While studying a topic related to museums, they take a virtual museum tour of the museum they want to see.

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I liked the idea of communicating in a foreign language using the verb conjugation.

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A great tool that is worth trying out in practice. I already use differentiation for the gifted and those with developmental problems.

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Reversal, Omission and Check are the three steps that I use the most. TETT is a very interesting methodology and has made me realize the importance of changing the chip of conventional teaching and being able to go further with the steps of Ambition, Variation in Form and Variation in Perspective, which I have not taken into account as much until now.

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The 'differentiated introduction', I suppose, is what I call a task or level test. I plan something simple that is suitable for all pupils, then I prepare a higher level, planning unfamiliar tasks that only the most gifted pupils can get to, or at least only those who can make inferences and connect knowledge learned in different areas.

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It is an interesting tool, i have not heard about it before.
I would like to implement it becuase it is going to be interesting for my students.

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So far I have not had the opportunity to meet these tools, which really look very interesting. I will try to apply them in the teaching and I will use all those that will arouse the greatest interest among the students.

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TETT is very useful for the teachers, especially in the large classes. To my mind, reversal and omission paired with selective adaptive support are efficient techniques to eliminate monotony in the classroom and boredom of the gifted students. Of course, even advanced students need occasional support in the form of advice, assurance or evaluation by the teacher.

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Very interesting sugesstions. It can be done from time to time. I guess we would have to continously accustom the students to differentiation strategies. This is a challange for students, but for teachers as well.

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I was unaware of these tools. I have already applied some similar ones, but I found several tasks in this tool that deserve to be explored in mathematics.

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Adaptive support and Variation in form are the steps that I use the most when differentiating a task.
I will explore and try the projects concerning the languages, especially the memory game. My students love memory games, but I always prepare those. This time, they will.

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This is first time to see this tool. I my history teacher and I try use it in my classroom.

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I would implement in learning all strategies that would be interesting for students. I have not heard of these tools before, but I am willing to investigate them.

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It's the first time I see this tool and it's very interesting.

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This toolkit is a great help to understand the principles of differentiation of tasks and materials.
I usually have such tasks in my classes - teaching English is both challengang but gives me as a teacher lots of opportunities to help students progress.

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Interesting

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I would like to explore language projects in TETT. I downloaded 2 projects now and I will apply them this week to my students. One is World Orientation and the other one is Modern Foreign Languages:Introducing oneself

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It's the first time I heard about this tool. It seems very interesting.
As a primary English teacher I would like to explore the modern foreign language TETT.

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A great discovery the TETT. There are some proposals that I have alreday included in my lessons, but I have discovered new ones that I will include.

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Reversal works really good in History and Social Studies lessons. We try to present overall, basic knowledge of the topic first, and then look for specific examples (historical or current) to apply students' knowledge.

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This is the first time I heard for this tool. I will try to use it more. Adaptive support sounds like something that could suit the best different needs of students.

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Adaptive support, variation in form and variation in perspective are some of the aspects of the toolkit and its 6-step approach to practical differentiation that I try to apply myself to my teaching. Expanding my educational repertoire and reversal seem quite intriguing to me and I think I should deal more with them.

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The omission part is what I could and need to change. I feel like I give too much of explanation because of the non- existant average student. What I also think could be useful to implement is a check part. Also variation in form would be useful as well as variation in perspective- to make the whole approach more clear and structured. I have read the ambition part and also thought this could improve my teaching as it seems to me that the non- existant average student is always present in my head and tends to lean on towards the weaker and not really interested into subject students.

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I think the omission part is particularly relevant to my way of teaching. Especially with grammar-centred lessons I usually start with an explanation, even though the book provides inductive activities. I could try to postpone that and gauge my help to that part of the class who really needs it while giving some other tasks to their level.

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The toolkit's focus on addressing cultural and linguistic diversity suggests a commitment to creating a culturally sensitive and inclusive classroom.
The toolkit's emphasis on tailoring projects to meet individual student needs suggests a commitment to customization and flexibility in teaching.
The toolkit also incorporates formative assessment strategies to gauge student progress and adjust instruction accordingly

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I didn't know TETT, and it is really interesting discovery for me. I will use it in my clases as soon as possible.

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Each student should be alble to create its own path regarding to what they want to learn. This is really difficult, so what I usually ask is for a different result. Students can show me multiple ways to aprroach the meaning of the task. I think it's inclusive and respectuful to different skills and multiple intelligences.

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Considering that I work with students who have difficulties in the reading/writing acquisition process, I could explore a task in which the pupils are instructed to make a memory game, with sets of two cards belonging together (picture and word.) With the example I explored, we can see how to operationalize the activity for students with different performances.

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I always explain the steps of the task at the beginning of the activity: from the topic and instructions to the evaluation Rubrics, so the students have a clear idea of the aim of the activity and what they have to achieve. I let them collaborate to create a more inclusive environment and I let them support each others.

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TETT is really interesting. I do many activities and i use differentiated instruction during my teaching. I prefer giving to the students tiered assignments and open-ended tasks in order to create an inclusive and engaging classroom where the gifted pupils will discover and explore the new knowledge. Supporting them and enriching opportunities for learning is a step for personal development and creation.

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I usually use variation in form and perspective. I have read the examples. I can implement the lessons in Languages and Social Subjects.

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I design an assignment customized for the
middle tier of students. And add extra challenges to this assignment for gifted students, or offer tasks that include open-ended inquiries to stimulate imaginative answers, promote teamwork within small groups, and stimulate exploration using different methods.

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I find TETT quite interesting. I actually use some of these approaches already, but never knew that was part of practical differentiation. Lots of times i start a new subject with Reversal and i employ variation in perspective depending on the class i am teaching. I also like to check the results, and make amendments to my teaching plans.
In schools I am teaching biology and therefore I likes the biology based projects. Specially the "origin of life" which involves philosophical, religious and social science aspects apart from the scientific ones.

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I really like the idea of 'Reversal' being deliberately used. I often find myself using it incidentally, to motivate students, but will definitely incorporate it more deliberately into my practice from now.

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Speaking about the Practical Differentiation, I usually use the first step: every time I start a new activity, I explain to my students what they will have to do from beginning to end, describing the various phases, indicating the tools and resources we will use, establishing the final product.
The other 5 steps are really interesting, but I have to admit that I never used them during my lessons and activities.
I will try with the second step, about eliminating help for those who don't need it. I think this is a good way to encourage students to do their best and to let them feel capable and autonomous.

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I love the TETT, I think they are great activity and I am sure I will use them in my class. For languages, foreign languages and also for STEM.

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I love the TETT, I will definitely use some of the ideas from here during my future lessons!

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I love the Latin
Relative and interrogative pronouns I sometimes do it with my students but duiring English lesson. It gives them a lot of satisfaction and motivation when they figure out for themself grammar. MODERN FOREIGN LANGUAGES
First language lesson: introducing oneself. It is worth trying to give them links before lessons to some materials, videos and ask them to make notes.

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In terms of the Toolkit for Teachers (TETT), I resonate the most with the concept of "Choice Boards" and "Flexible Grouping." These strategies empower students to make choices in their learning, aligning with their interests and abilities. Flexible grouping allows for collaborative learning experiences and caters to diverse student needs. Implementing these strategies in my teaching would help create a more inclusive and engaging classroom environment, where students have some control over their learning paths.