1. This site uses cookies. By continuing to use this site, you are agreeing to our use of cookies. Learn More.
  2. Hi Guest, welcome to the TES Community!

    Connect with like-minded professionals and have your say on the issues that matter to you.

    Don't forget to look at the how to guide.

    Dismiss Notice


Discussion in 'Further Education' started by Hannadelaney, Apr 14, 2019.

  1. Hannadelaney

    Hannadelaney New commenter

    Hi everyone,

    I have been teaching for 6 years after completing a PGCE in post-compulsory education and training and I've worked in a range of settings both permanently and as a supply teacher/volunteer and basically, one thing that keeps popping up in CPD, walk-throughs and observations in the "actions" column is the word "differentiation".
    Please don't think I'm being a duff teacher but I feel that the question needs to be asked:
    What does differentiation in the class room actually look like?

    SLT whack it on the feedback forms but have I been given the opportunity to watch true differentiation to take its course? Not really.

    Apart from different coloured paper, seating plans, tiered/specific learning objectives and colour coded feedback, what more is there to be done?

    I'm teaching 16-19 y/o GCSE English resit. The difference in grades ranges from a 1 to a 3.
  2. NewbieHoD

    NewbieHoD New commenter

    Ask your Head of Dept to pair you up with someone who's been identified as being good at demonstrating this in observations, and see if you can share some good practice and maybe see them in action.

    As for specifics, one thing I've seen done well is by using differentiated questions. So , perhaps identify 3/4 questions at different levels (grade 2-4, maybe?) relating to the same topic. You could colour code them, or give them some sort of traffic light thing (be be careful to have anything green at the hardest end and red at the easiest end) to help students. The idea is they must complete at least 2/3 questions, and they must start at one level and move up a level based on their own confidence in the topic. Another variation of this is using the same (long-answer) question, differentiated by providing students with varying degrees of support from keyword prompts to writing frames, and assigning students a different version of the question based on your prior understanding of their. This is best done subtly and can incorpoate some group work / Kagan -style activities.

Share This Page