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Differentiate by:
• Encouraging a growth mindset amongst our students.
• Being vigilant for those whose ability emerges late and who can progress rapidly.
• Enabling all students to progress to their full potential, ensuring that at times they struggle
and have to tackle obstacles.
• Ensuring that challenge is always provided and that those who are motivated and ready to
do so can access more demanding work.
We can differentiate also by:
• Gender.
• Background.
• Learning preferences.
• Individual interest.
Structuring Learning
Starters
To engage all students, starter activities need an element of differentiation.
Have an ESSENTIAL QUESTION on the board that the lesson will work towards, but that
students can start thinking about and discussing immediately. The intent is to spread this
message: “If you use your brain and work hard, you will learn something today.”
Alternatively, use the following questions to get students to respond to the objectives by
discussing with a partner or writing down some ideas:
How do these objectives relate to recent lessons?
What skills will you require to meet the objectives?
How could we assess whether you have met them?
At what level do you think that you can meet them?
How are you going to challenge yourself today?
Occasionally, start by giving students the ANSWER and they find the question! It could be
anything e.g.
Seven.
Oxygen.
Metaphor.
Green.
Follow-up Questions
While essential questions or open questions get your students thinking, the way you follow them up
determines the depth of their thought. Make thinking visible and encourage discussion as a
fundamental part of a lesson by trying one of these:
What evidence can you provide here?
How did you reach that conclusion?
What would be the effect of that on …?
How could we prove this right or wrong?
Does anyone have any questions here?
Could we look at this in another way?
What does that imply about …?
Does everyone agree with that?
Yes, but what if …?
How significant is that for …?
Can you explain … a little more?
Can anyone add to that point?