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We differentiate by find the limit of the quotient of the difference between function evaluated at arbitrarily close values, and the difference between those values, as those differences tend to zero.

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Peer teaching

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Create a debate team. This will help with persuasive writing as well as oral presentations. This will also promote confidence in public speaking.

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The Feynman Technique

https://www.youtube.com/watch?v=87fVz6qHbdA

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Using command terms for questions making sure the students understand the command words. (used in VCE)

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Modification of the Feynman method for learning everything with getting students to teach someone else and then create notes at the end of class after they have found and filled the gaps in their knowledge

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Make them count on their friends fingers and toes too;)

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ability grouping based of a Guttman chart to give different tasks around the same main idea.
data received  from pre testing

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Giving students an advanced list of words/ terms and ask them to find the meanings synonyms and antonyms. They them have to use these in a paragraph related to the topics of the subjects.

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Giving students an advanced list of words/ terms and ask them to find the meanings synonyms and antonyms. They them have to use these in a paragraph related to the topics of the subjects.

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Often students know the content but not the command terms. I explicitly teach command terms and get students across the year to analyse which terms the can and can't do on assessment tasks.

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We explicitly show the students the curriculum, or study design, so that they can see where they are headed and head in that direction

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Spelling tests all the way up to the senior year levels. This will help the seniors in their exams as they will spend less time doubting if they have spelt a word incorrectly. It will also teach them more complicated language to use in their essays/ exams.

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Collaboration between classes on extended projects.

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Ancient History -Using Khan academy for extension work 

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Ancient History -Using Khan academy for extension work 

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We gave students some yellow paint.

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Give students the chance to receive and implement feedback by correcting an assessment task/classwork and giving them a second chance to do it again and show improvement.

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Applied knowledge to technological research, for example genetic technology or coronovirus vaccine.

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Bloom's taxonomy for questions.

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Pushing students to extend their answers to apply examples, then analyse  and evaluate  other student responses as well.

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Difficult exam style questions as revision materials.

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explaining how to answer extended response question and showing worked examples. Asking students to write then marking them, then students rewriting.

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Re-drafting responses to practice SACs

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Giving students who have already mastered the concept that the class is working on. A challenge question that they can work on together on the white board. eg. if the class is working on adding fractions a small group will discuss and work out how to add fractions with algebraic terms

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In Junior science, modelling assessments and expectations similar to those expected in VCE to provide students the opportunity to develop scientific method skills.

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Design their own goals (not just for SEAL students) to accomplish. E.g. learn and implement more complicated words and metalanguage into my essays.

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Design their own goals (not just for SEAL students) to accomplish. E.g. learn and implement more complicated words and metalanguage into my essays.

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More detailed and direct linking between theory, analysis, and self-evaluation, and the practical work being completed by the students.
Greater freedom to expand beyond the initial 'constraints' of the task towards projects more aligned with the students' interests.

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How to answer a Source Analysis correctly as in year 12 exam

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Sometimes providing students access to the curriculum continuum allows them to determine (with guidance) their own entry and exit points. It also means that they can be offered more challenging tasks.

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Setting different restrictions in writing tasks. Some examples include: asking students to draw their evidence from randomly selected pages/areas of the text, asking students to avoid using major characters in their discussion, encouraging students to make links using symbols rather than events.

This encourages deeper thinking about the text and asks students to consider the text as a constructed object rather than simply a container for events and characters.

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Give students time after a SAC to complete a reflection sheet to evaluate their skills and reflective practice. Typically the top students engage in this process more than the lower end and write more insightful comments reflecting on their preparation and techniques.

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Extended response tasks requiring structure

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More time for extended investigations.

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Using worked examples to show a high mark as apposed to low marks and explain the difference.

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Get the students to set their own goals especially related to vocab and literacy. Get them to design some learning tasks for the other students to do related to subject terminology.

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Get the students to set their own goals especially related to vocab and literacy. Get them to design some learning tasks for the other students to do related to subject terminology.

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Providing students with higher order questions that require deeper thinking (task words such as evaluate, analyse, assess).

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More time spent on analysis questions and question creation/setup when the basics are already understood.

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Pre and post testing

writing literacy words into sentences - how many words students can use in a paragraph that link together (linked to term themes)

students create questions from Lesson Objectives for others to answer

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Peer teaching opportunity- Often there will be students who have a higher level of experience or knowledge of a particular skill set, sport or activity. When given the opportunity to consider their skill and having to share their knowledge with their peers requires them to think about how they would break a skill down into all of its component parts in order to successfully teach it to others.

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"Playing" with "real" maths, typically on the whiteboard.  ie working on unsolved, open problems in the hope that we can solve something no one else has, yet, solved.

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opened ended questions in regards to content we are covering.

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Consolidating student knowledge through the use of worked examples at a high standard. Promotion of higher order thinking and then linking concepts to the application of integrating theory into practical classes.
Peer assessing past exam answers and identifying what makes a response strong and what needs to be included.

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Analysis tasks involving rhythmic and melodic dictation. Students listened to short excerpts from popular songs and film themes. Most of the class were able dictate the melodic contour and rhythmic aspects using dots and dashes in year seven. The more adept students used note values and use descriptive language with the appropriate terminology (crescendo, timbre etc) in order to describe how the elements of music have been manipulated. This is important as the music curriculum at levels 7 and 8 focuses heavily on the elements of music. "Analyse composers’ use of the elements of music and stylistic features when listening to and interpreting music (VCAMUR038)". A few used the program online sequencer to input the notes of popular songs. Students were also asked to research instruments in year 7. Most were able to describe the instrument in terms of its parts and describe the mechanics of sound production. Students more comfortable with writing were able to explore more aesthetic aspects by describing why they liked/ disliked the instruments using appropriate musical jargon.

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Food Technology/Advanced Patisserie
use of worked examples for theory and practical components of CATS.
More complex/detailed evaluation of work in class.
Negotiation of certain components/tasks.
Peer assistance and sharing of ideas.

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allow brighter students to assist the weaker students

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When showing worked examples make sure that the work is of the highest quality to give them an idea of what is expected in order to achieve TOP marks.

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Teaching more sophisticated vocabulary and task/text specific vocabulary. Including this on our rubrics and using this in worked examples pushes more students to utilise the metalanguage in their work.

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Spent time in classes allowing students to write a plan, then receive student and teacher feedback and then draft an essay. All students, including the top, had an number of intervention points to receive feedback and develop their skills in planning and writing an essay. Also gave three essay options to allow for a level of student choice

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Open ended questions that allow students to undertake a deeper analysis and elaborate, providing more detail.

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Additional research on inquiry topics

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Encourage students with deeper knowledge and higher skills to teach their peers in small groups so that they can verbalize the concept of the topic and consolidate their knowledge.

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Allowing students to work on negotiated tasks that are able to cater for interest and ability. This means more work because the teacher role becomes more as a facilitator but there is better buy in from students.

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High level reading tasks e.g. Conversation articles written at entry university level.
Student input to the selection of long-form writing task

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Writer's notebooks as an entry task

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pre-testing to see which concepts different students can be extended on or need extra support with

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using Parallel.org.uk to provide engaging and challenging extention puzzles for year 7 students. The questions are well targeted and extremely challenging and provide exellent instructions to get students thinking and used to getting low scores but extatic at highscores

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High level targeted music repertoire that focuses on key skills with complex technical aspects specific to the instrument.

Harnessing stylistic contrast to ensure a broad range of skills.

Classroom leadership within multi level classrooms (yr 11 and 12) where yr 12s teach the yr 11s about music theoretical ideas and concepts.

Composition outcomes that utilise the musical elements used in music performance.

Encouraging improvisation within repertoire.

Providing a wide range of listening material to students with content that is rich in high level virtuositc playing.

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Coding challenges pitched at different levels of complexity, with  extension challenges requiring use of advanced data structures/ control structures.
Also, students asked to provide multiple solutions to same problem, sometimes asked to write in fewer lines of code.

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Letting them go ahead through the text book.

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Having students write their own questions based on the topic and getting to swap and solve these

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Operationalised hypothesis as opposed to a research hypothesis.

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Ancient History - journal task, - higher level writing

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Open ended rich learning tasks with student goal setting and the achievement standards visible.

enriched vocab work for different levels.

expert groups teaching topics to class.

summary notes written in students words.

break out groups with specific targets within the curriculum

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Upper-end differentiation that worked in your class.

E.g. in the year 8 English text response task we changed our rubric in 2018 to include more complex indicators of student success and explicitly taught the class what success for these indicators looked like.
As a result, students like Abbey Rozenboom and Abbey Williams attempted to include greater analysis of the social contexts at work within the film "Bend it like Beckham" and were able to produce more sophisticated essays. This included teaching of key vocab ("marginalisation", "diaspora", "social", "familial" etc) and use of this vocab in worked sentence and paragraph examples.