Differentation strategy of the week... All keywords are presented with definitions. Images are also provided to ensure that EAL students or students with poor literacy can access the lesson material.
An alternative means of providing keywords with definitions is for students to work in groups as a starter to represent their understanding of a keyword using playdough. Their creation can stay on their desk for the duration of the lesson. It is possible to differentiate this activity by allocating two roles - the most able student in each group can be instructed to 'lead' but not touch and the least able student can be allocated as the spokesperson to feedback on their representation to the class.
Such a simple technique. I write key terms and a simple definition on the board before lessons, or during the lesson as they come up. I also have keywords for the current topic on washing lines in my room. Both of these can either be used actively during the lesson or be there for a pupil to look at independently without drawing attentions to there gaps in knowledge.
Great idea. In maths we could even extend it to key mathematical phrases which all pupils often get confused/misintepret such as evaluate and collect like terms.
There is a massive potential overlap here with creating ‘display for learning’. As teachers we must present information in as many different formats as possible so that everyone’s learning style is catered for.
An alternative means of providing keywords with definitions is for students to work in groups as a starter to represent their understanding of a keyword using playdough. Their creation can stay on their desk for the duration of the lesson. It is possible to differentiate this activity by allocating two roles - the most able student in each group can be instructed to 'lead' but not touch and the least able student can be allocated as the spokesperson to feedback on their representation to the class.
ReplyDeleteSuch a simple technique. I write key terms and a simple definition on the board before lessons, or during the lesson as they come up. I also have keywords for the current topic on washing lines in my room. Both of these can either be used actively during the lesson or be there for a pupil to look at independently without drawing attentions to there gaps in knowledge.
ReplyDeleteGreat idea. In maths we could even extend it to key mathematical phrases which all pupils often get confused/misintepret such as evaluate and collect like terms.
ReplyDeleteThere is a massive potential overlap here with creating ‘display for learning’. As teachers we must present information in as many different formats as possible so that everyone’s learning style is catered for.
ReplyDelete