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When students complete work, they go to my challenge wall and choose from 7 new challenge tasks with a differing range of difficulty

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I like to use a carousel activity to gather data about where the class, and individuals within the class, are already at with the work we are about to study. I write key concepts on different A3 sheets and then assign a group to that sheet for 2 minutes. They write down everything they know in their team's colour; the teams then rotate to the next concept until all have been visited. I usually find that using the same activities I save for revision lessons, but doing them at the start of a unit, helps me to make some valuable assessments on how I need to differentiate my instruction.

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Where appropriate, I have found great success in allowing students choice in how they apply knowledge or skills. For example, when teaching language analysis skills, I might ask them to then find an article on a topic of their own choosing to do their own analysis of. As well as allowing students to enjoy their learning more, it also has additional confidence building benefits. A student who thought they couldn't analyse language, suddenly found himself demonstrating great understanding of the conventions and implications of the language associated with sports commentary. The skill was contextualised within a field he understood and so became easier to apply in unfamiliar scenarios.

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Put them in relatively weaker groups, so that they can deepen their learning via teaching their peers.

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Put them in relatively weaker groups, so that they can deepen their learning via teaching their peers.

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Ask them to create, to practice higher level of thinking, rather than simple skills practices.

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Ask them to create, to practice higher level of thinking, rather than simple skills practices.

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Teacher gives back grading criteria with marks for each sub-section. Students then self-assess in their own time with a focus on the areas in which they lost marks and identify specific reasons why they did not reach the next level in each section. Could also be set as peer assessment for a homework activity to promote discus

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Scenario 1

Look at their data/prior learning
Speak to previous teacher.
Benchmark test/quiz
Survey on their interests/opinions

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Before trying any strategies, I would try to identify whether this is due to motivation (do they want to learn), readiness (is the work beyond their current understanding? Is it too easy?) or learning profile (do they identify as benefiting from the strategies that you are using? Do they feel it is a good use of their time?).

I might do this by talking to the student and those that know them (e.g. tutor).

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I ask student's to look through there own work and 'self -feedback' This is because one piece of feedback cannot fit all!

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Test

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Awareness of Cultural Context

Recognising the different cultural context and the challenges it brings can be revealed when you have taught something once so you can adapt your planning/teaching.

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We different students by set different learning objectives. We care about students’ interests becoz it is important for student learning. We try to make it more relevant to students’ life and their future.

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Find a link to real-life and / or their personal interests to help motivation. Separate these 4 students into different groups each with at least one very motivated student.

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Give students tasks where students can easily get started, but very difficult for them to finish with a high standard. Usually a task involving creation, reflection, etc wo
uld do.

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Trigger cards and Challenge cards.  Groups get the same task for a discussion and the teacher scans for those struggling and those finding it relatively easy.  Trigger cards are only given if absolutely stuck.  They contain one clue that will get them past the first hurdle to solve the problem - they still have to work!  Challenge cards involve applying what they have learned to an unfamiliar situation, so it is higher up in Bloom's taxonomy.  It should also be interesting, to further fuel their interest in Biology.  

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Trigger cards and Challenge cards.  Groups get the same task for a discussion and the teacher scans for those struggling and those finding it relatively easy.  Trigger cards are only given if absolutely stuck.  They contain one clue that will get them past the first hurdle to solve the problem - they still have to work!  Challenge cards involve applying what they have learned to an unfamiliar situation, so it is higher up in Bloom's taxonomy.  It should also be interesting, to further fuel their interest in Biology.  

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Provide a framework and guidelines while leaving room for individuality

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Research task using technology. real time and real life scenarios. eg China v USA trade wars. E commerce eg 1.3 trillion US dollars spent in China in 2018. Google Chinese Barbie !!!! 

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Research task using technology. real time and real life scenarios. eg China v USA trade wars. E commerce eg 1.3 trillion US dollars spent in China in 2018. Google Chinese Barbie !!!! 