1.Varied Products/Projects
• Allow students to make choices about how
they demonstrate what they have learned,
whether they write an essay, make a
poster, or act out a scene.
• Be clear about your expectations; then
allow them to meet the requirements in
their own way.
Created by M Featherstone and
H Thompson
• Year 8 Science students
were given the project title
‘Etna’ and over a series of
weeks, their homework
was to create a product
which demonstrated their
independent learning on
this topic, using the ideas
from the Cranium board
game to help them. Here
is just a sample.
How it works
• Nine commands or questions, arranged
like a tic-tac-toe board. Students choose
three to complete, creating a row
vertically, horizontally, or diagonally.
• The tasks are coloured according to
difficulty/length so pupils can be directed
according to their ability.
• The tasks can be class work or home
work.
Created by
H Thompson
Choose something from the
Summarise each paragraph text and transform it into a
in 8 words or less.
script to be performed for
the class.
Give your favourite 5
chapters a title which
suggests what it is about.
Create a quiz based on
what you have learned from
the text.
Write a review of the text,
stating its strengths,
weaknesses and your
personal opinion.
Transform the text into
comic strip using images to
replace words.
Draw a flow chart which
describes the process
described in the text.
Change the audience for
the text that you have read
– e.g. transform a text book
aimed at A Level students,
suitable for a pupils at Key
Stage 3.
Created by M Featherstone and
H Thompson
Answer the questions from
page 65 in the text book.
Create a model of 6 water
molecules and 6 carbon
dioxide molecules and use
them to make a glucose
molecule (using the picture
to help you)
Leguminous plants, such as
clover, are able to survive in
soil in low nitrate
conditions. Explain why.
Create a Venn diagram to
show at least 5 ways that
starch and glucose are
different
Glucose is a soluble
carbohydrate. The diagram
Draw a flow diagram
shows it dissolved in the
showing how carbon dioxide
cytoplasm of a plant cell.
and water are made into
Draw water molecules on
glucose through the process
the diagram to show their
of photosynthesis
movement if glucose was
stored in cells
Answer the questions from
the sheet about the uses of
glucose in the plant
To move nitrate ions into
the plant roots the nitrates
Plants take up nitrate ions
must move from a low
from the soil through their
concentration in the soil to
roots. Use the images to
a high concentration in the
decide why it needs nitrates
roots. Describe the method
and then explain why they
nitrates will move into the
are so important.
cell and how it’s different
Create 5 quiz questions
about the uses of glucose
2.Differentiated Homework
How it works:
• Year 11 students are given a range of
activities to do for homework. Based on
their area of greatest need (ascertained by
examination results or confidence levels),
students choose tasks to complete.
Created by M Featherstone and
H Thompson
Year 10 Independent Learning and Thinking Skills
Narrative and Creative Writing
A series of varied tasks is given to students, with a range of tasks of differing
complexity. Students are challenged to attain as many points as they can in an hour
or for homework
Remember
Make a timeline of your
narrative story
Draw a sketch of two of
the settings in your
narrative
Make a list of all the
features of narrative
writing and all the
features of descriptive
writing
Write down everything
you know about one of
the characters in your
story
2 points
Understand
Summarise the
emotions in your story in
a flow chart
Make a list of the
positive aspects of your
story and the negative
aspects in two columns
Have a list of Do’s and
Don’ts in both
narrative and
descriptive writing
Give reasons for why
your character
behaves as they do in
your story
3 points
Analyse
Write a short
explanation describing
how effective your story
is in creating the
atmosphere you wish to
create
Make up 10 quiz
questions about
techniques you can
use in creative writing
Use a Venn Diagram
to show the key
similarities between
narrative and
descriptive writing
Write the “blurb” for
your narrative story
4 points
Create
Design a front cover for
your narrative story
Write a diary entry from
one of your minor
characters reflecting
on the events of the
story
Mind-map the main
themes of your story,
with examples and
pictures
Plan a sequel to your
narrative writing
5 points
Teach
1point
Create a 5 minute lesson to teach to the rest of the class about
any aspect of narrative and/or creative writing.
Created by M Featherstone and
H Thompson
Look back at the feedback from your essay. Which of the AOs is your
target? This will decide which task you complete during today’s lesson,
to practice the skills you need most. You will be presenting your findings
to the rest of the group at 12.00.
AO1 and AO2 (Language)
Create a page for E-notes which
teaches A Level students how to
write an exam style answer
based on the task you did last
week.
AO2 (Form)
Watch the three different videos of
actors playing Claudius.
Write a critique of each and then
give your own direction to a new
actor taking on the role.
AO2 (Structure)
Track Claudius through the play so
far and fill out the masques
provided to identify how his
character has developed or
changed.
AO3 (Context)
AO3 (Context)
Read chapter 7 from a modern text
Wider reading. You have an essay
transformation of Hamlet. How is
from academic Terry Eagleton, sum
Claudius presented in this version?
up the main points he makes
Evaluate the characterisation given – do
regarding Claudius – do you agree
you think it is a reasonable
with the writer? Why?
interpretation? Why?
A04 (Creative use of language)
AO4 (Creative use of language)
Write the missing scene – what is
Write a review of the production
Claudius thinking during the play
that we saw last week for the
within the play?
Guardian website.
Created by M Featherstone and
H Thompson
3. Seating Plans and Grouping
• Look at the different seating plans for the same
class. Imagine that each seating plan is used
throughout the year.
• Fill out your PMI thinking about why it is good,
bad or interesting to use more than one seating
plan.
• Extension: If you have time, use the blue cards
to arrange the pupils in a different type of
seating plan and fill out your PMI grid
accordingly.
Created by M Featherstone and
H Thompson
Seated by ability
Jodie
B
Hannah
B
Bradley
A
Chris
B
John
B/A
Richard
A*
Stephen
A*
Michael
B
Joanne
B
Rachel
D
Sophie
D/E
Lucy
C
Karen
C
Beth
D/E
Matthew
D
Andrew
C/D
Ian
C
Rida
A*
Megan
A*
Tom
A
Jamie
D
Katie
C
Hamza
D/E
Teacher
Created by M Featherstone and
H Thompson
Reece
C
Seated by motivation/example
Rida
A*
Jodie
B
Megan
A*
Hannah
B
Tom
A
John
B/A
Chris
B
Bradley
A
Richard
A*
Joanne
B
Michael
B
Stephen
A*
Rachel
D
Karen
C
Lucy
C
Sophie
D/E
Beth
D/E
Ian
C
Jamie
D
Andrew Matthew
D
C/D
Katie
C
Reece
C
Teacher
Created by M Featherstone and
H Thompson
Hamza
D/E
Seated by ability grouping
Rida
A*
Jodie
B
Lucy
C
Sophie
D/E
Richard
A*
Joanne
B
Stephen
A*
Karen
C
Chris
B
Ian
C
Jamie
D
Megan
A*
Reece
C
Beth
D/E
Bradley
A
Michael
B
Tom
A
Rachel
D
John
B/A
Andrew Matthew
D
C/D
Katie
C
Hannah
B
Teacher
Created by M Featherstone and
H Thompson
Hamza
D/E
Seated by VAK
Rida
K
Jodie
K
Lucy
K
Sophie
K
Richard
K
Joanne
K
Stephen
A
Karen
A
Chris
A
Ian
A
Jamie
A
Megan
V
Reece
V
Beth
V
Bradley
V
Michael
V
Tom
K
Rachel
V
John
K
Andrew Matthew
K
K
Katie
K
Hannah
A
Teacher
Created by M Featherstone and
H Thompson
HamzaK
Courtney
Grade A*
Kinaesthetic
Learner
Ben
Grade A*
Visual
Learner
Leanne
Grade A
Kinaesthetic
learner
William
Grade A
Kinaesthetic
learner
Reece
Grade B
Auditory
Learner
Lauren
Grade C
Auditory
learner
Adam
Grade A
Kinaesthetic
learner
Stephanie
Grade B
Auditory
Learner
Zeeshan
Grade D
Kinaesthetic
learner
Keeley
Grade B
Visual
Learner
Tom
Grade C
Visual
Learner
Dominic
Grade C
Kinaesthetic
learner
Zoe
Grade B
Visual
learner
Danielle
Grade E
Auditory
Learner
Chris
Grade B
Visual
Learner
Misba
Grade A
Visual
learner
Jake
Grade D
Auditory
learner
Khizar
Grade B
Kinaesthetic
Learner
Laura
Grade C
Visual
learner
Serena
Grade C
Kinaesthetic
leaner
Alex
Grade D
Kinaesthetic
learner
Jamie
Grade C
Auditory
learner
Josh
Grade C
Visual
learner
Hannah
Grade D
Visual
learner
Created by M Featherstone and
H Thompson
4. By Outcome (AFL)
• This is a level assessed task. It is
differentiation according to the level/grade
that pupils are currently working at.
• The aim is that pupils try to achieve their
target grade or beyond (high
expectations). They can also use this to
set themselves targets.
What Happened to the Guard?
Level Assessed Task
Tell Dragon and the gallery owner.
How you know that particles exist
How particles are helpful in solving this
crime
And just why particles matter to
forensic scientists.
To be graded level 4, 5 or 6 your report needs to:
• 4: Say what evidence you have seen that proves that particles
exist. Say what evidence you have seen that proves that
particles can move.
• 5. As above plus:
Use science words to explain how particles from the vial could
have travelled to the guard. Words to use: Diffusion, gas,
particles
• 6: As above plus:
Use the idea of particles to explain how a drug that could fill
the whole room could have fitted inside the small vial.
Learning Outcomes:
• Describe patterns and trends in results
and link this evidence to any prediction
made
• Explain patterns and trends in results
and whether this supports any
prediction made
• Evaluate the strength of your evidence
to support conclusions.
5. Differentiated Starters
As a starter activity, this allows students to identify their
skills base using prior learning. They recognise where
they are and where they need to go next. This activity
will then inform a piece of extended writing.
Be flexible, if someone finishes their starter way before the
rest of the class, they clearly underestimated their skill
and need the next one up.
If the hardest one is too hard, it’s not the end of the world,
in fact it is just the opposite, we should challenge our
students.
Created by M Featherstone and
H Thompson
Look back at a piece of writing in
your book. Are you red, amber or
green?
E
Paragraphs may be used to show obvious
divisions or group ideas into some order
D
Paragraphs are logically ordered and sequenced
(topic sentences are supported by relevant
detail)
C/B
Paragraphs are structured to create deliberate
effects and dramatic impact.
Starter
Read the
Put the
article, draw in paragraphs into
the paragraphs
a logical and
to show where
sequential
they go.
order.
Choose the
order of the
paragraphs
according to
dramatic
impact.
BE PREPARED TO EXPLAIN YOUR
ANSWERS!
Can you make up a sentence to explain what
Architecture is? Use as many words as
possible from the list below?
•
•
•
•
•
•
•
Architecture
Construction
Design
Architect
Think
Style
Environment
•
•
•
•
•
•
•
Tourist
Materials
Strength
Cost
Import
Economy
Purpose
Created by H Thompson
3b
4b
6. By task
• At the start of the lesson, students independently
assess their confidence levels on a particular
skill – either with traffic lights or numbers.
• Students rearrange themselves into groups of
Learning Objectives and complete the
differentiated tasks provided.
• After 20 minutes, students come back together
to work on an extended task, in this example it
was an exam question.
• The plenary reassess confidence levels to
demonstrate progress.
Created by M Featherstone
Today you are setting your own learning objectives from the list below.
These objectives are from the GCSE English Literature mark scheme and
together, they will help you achieve a grade C or above.
Please rate your confidence level for each in the left hand column:
1 = Eh?
3 = I know the basics
5 = Sorted
Confidence at
10.05
Learning Objective
Discuss the plot and its themes in detail.
Select relevant quotations to prove my points.
Present a range of interpretations of language.
Discuss characters and relationships between
them in detail.
Make connections between historical context
and events of the novel.
Created by M Featherstone
Confidence at
11.00
L.O.
Discuss the plot and its themes in detail.
Instructions
You have got Josh and Jacob’s card sort. You can work as a group or
independently – it’s up to you.
•
Put the cards into the correct order.
•
Add anything that you think is missing onto the spare cards.
•
Use the post-its with themes written on them and attach them to the plot
cards where necessary. You will need to create more as there is only
one of each.
•
On the ‘high five’ post-its, write down any patterns that you notice
about the plot and the themes – e.g. does any theme become more
common at particular points in the novel? Why might this be?
Which themes seem to show up more commonly? Why might this
be?
Suggested themes: Loneliness, Friendship, Racism, Cruelty etc.
L.O.
Select relevant quotations to prove my points.
Instructions
1. Read the question and highlight key words.
2. Read the extract and highlight individual words
which relate to the question.
3. Evaluate your quotations – which are fully
loaded with meaning and which have ‘magic’
words?
4. Now, challenge yourself further and choose
ones which aren’t obvious – quotes which
imply information rather than telling us
something overtly.
Created by M Featherstone
L.O.
Present a range of interpretations of
language.
Instructions:
1. You have a series of cards with important
events on them and a series of character
speech bubbles.
2. For each event, write a thought bubble for the
characters and possible readers of the novel –
what would they think about what happened?
Think carefully about their responses.
L.O.
Discuss characters and relationships between them in
detail.
Instructions
1. On the cards, list the names of
characters in the novel.
2. Using the string, connect the characters
and events, thinking about why they are
all connected.
3. On the post-it, explain which connections
you were most surprised by and why you
think they are affected by these events.
Created by M Featherstone and
H Thompson
L.O.
Make connections between historical context and
events of the novel.
Instructions
1. Using what you learned last week about
historical context, link real events and
attitudes from history by attaching post –
its to the event in the novel.
2. What new understanding have you got of
the events in the novel?
7. Anchoring activities
• Read the sheet outlining a typical use of
an anchoring activity/activities. Discuss
PMI.
**Good for BTEC!**
1
Principles of using anchor
activities to create groups
Teach the whole class to work independently and
quietly on the anchor activity.
2
Flip-Flop
Half the class works
on anchor activity.
Other half works on
a different activity.
3
1/3 works on
anchor activity.
1/3 works on a
different activity.
Created by
H Thompson
1/3 works with
teacher---direct
instruction.
1
Using Anchor Activities to
Create Groups – an example
Teach the whole class to work independently and
quietly on their piece of coursework. ANCHOR
2
Flip-Flop
Half the class works
on anchor activity.
Other half works on
a different activity.
E.g. improving a
particular strand
3
1/3 works on
anchor activity.
1/3 works on
improving a
particular strand.
1/3 works with
teacher-direct
instruction.
7. Blooms Taxonomy
• Bloom’s Taxonomy is a spectrum of task difficulty. It
goes from easy tasks such as recalling knowledge to
harder tasks such as evaluating an argument. It deals
with cognitive learning*, but a similar approach can be
used in other sorts of learning.
• ‘Tasks’ include everything you ask students to do: verbal
question and answer, tasks set in the lesson; and full
blown assignments or projects. It also includes tasks for
work inside and outside the class.
• A mix of developmental and mastery tasks ensures that
weak students achieve some success while the able are
stretched.
Hard
Evaluation
(judge, critically appraise)
strengths and weaknesses
advantages and disadvantage
give arguments for and against
fitness for purpose
value for money & value for effort
compare and contrast
consider evidence, bias etc
Synthesis
(create, design, invent)
solve a problem
write an essay, report, criticism
design a leaflet, poster, presentation etc.
give constructive suggestions for improvement in a
given situation
design a policy or strategy or device
do a survey (eg with a questionnaire etc.)
Analysis
(consider the parts separately)
analyse a situation, experiment, case study
etc and describe what is happening.
Classify
categorise
Compare
deduce
give reasons,
give causes and effects
Comprehension
Explain
Interpret
classify
reorganise
Knowledge
state
recall
Easy
A mix of mastery and developmental tasks is required
Mastery so that weaker students can succeed
Developmental to stretch the more able, and to ensure deep
understanding for all students
Set a mix of these tasks for Q&A; lesson tasks; worksheets;
assignments; etc
Developmental Tasks
E..g.
Evaluate the importance of full to high employment.
Report on the leisure time opportunities in Worcester City.
Characteristics.:
they are difficult
they are highly dependent on prior learning
development is slow and requires considerable effort
they create transferable learning of important thinking skills
they are more interesting, even to weak students
they are vocationally and academically relevant
they create deep learning
Mastery Tasks
E.g. Recognise and name the main constituents of a
cell.
Copy and label a diagram of a power station
Characteristics:
They are easy. 100% of students can get them
100% right!
they are not dependent on prior learning
They can be attained in a short time, perhaps
minutes
define
describe
Created by M Featherstone
8. Differentiation by support
• Give out the traffic light cups or cards at the
start of the lesson. All pupils are told to place
their cups on green. During each task/part of
the lesson pupils can be asked to change the
cup to reflect their learning, understanding or
ability to continue with the task.
• RED = No idea
• YELLOW = OK, could you check?
• GREEN = Easy peasy, I am confident
with this task.
• This allows teachers and support staff to
provide support or group students for
intervention where necessary.
Created by M Featherstone and
H Thompson