Differentation strategy of the week... Different start-points for different groups of students. E.g. more able students allowed to skip the first few questions to access the higher order thinking more quickly.
I tried this in History with a top set Year 9. Often, some students in this class speed through the questions set but are not necessarily motivated enough to do the extension task which they see as optional. By starting them further along, it became clear to them that the "extension" was part of the expected work for them and so they were more appropriately challenged.
We do this regularly in Mathematics lessons. You must give the pupils some guidence first as to what would be a good starting point. Using the 5 finger AFL technique ask pupils with less confidence to start at the beginning. Pupils with more confidence start a few questions later and those who are really confident further still.
On questionning: questions can be easily graded. Satr with lots of support 1. First give a choice in terms of the answer you expect. Is it A or B? 2. Yes or no answers is another option
I have seen this strategy used in classrooms and it appears to be very effective especially in mixed ability sets, with those that need a challenge getting it, while those that struggle are able to manage the tasks and feel as though they have "achieved" something.
This seems more appropriate for subjects that use lists of questions in class. In Geography there is rarely opportubity to apply this. However, I do put extension tasks in activities without labelling them as such. Students tend to just move on to them naturally that way rather than seeing them as optional. It also means that students you might not have expected to attempt it might give it go. You and they might well learn something ne that way.
I tried this in History with a top set Year 9. Often, some students in this class speed through the questions set but are not necessarily motivated enough to do the extension task which they see as optional. By starting them further along, it became clear to them that the "extension" was part of the expected work for them and so they were more appropriately challenged.
ReplyDeleteWe do this regularly in Mathematics lessons. You must give the pupils some guidence first as to what would be a good starting point. Using the 5 finger AFL technique ask pupils with less confidence to start at the beginning. Pupils with more confidence start a few questions later and those who are really confident further still.
ReplyDeleteLove this idea and should be an easy starter to prepare , will try it thanks!
ReplyDeleteOn questionning: questions can be easily graded.
ReplyDeleteSatr with lots of support
1. First give a choice in terms of the answer you expect. Is it A or B?
2. Yes or no answers is another option
Have used this technique before. It works well and has the bonus of not having to prepare separate worksheets.
ReplyDeleteI have seen this strategy used in classrooms and it appears to be very effective especially in mixed ability sets, with those that need a challenge getting it, while those that struggle are able to manage the tasks and feel as though they have "achieved" something.
ReplyDeleteThis seems more appropriate for subjects that use lists of questions in class. In Geography there is rarely opportubity to apply this. However, I do put extension tasks in activities without labelling them as such. Students tend to just move on to them naturally that way rather than seeing them as optional. It also means that students you might not have expected to attempt it might give it go. You and they might well learn something ne that way.
ReplyDelete