JambleD&T + NQT
Differentiation -
The basics.....we're all different, we have always been different & will continue to be...that's what makes us interesting! When we plan a lesson it is vital that we remember that these differences are what make our job so interesting. Pupils will need tasks & activities, explanations and delivery in different ways in order for them to best understand, to make the most progress and to access a creative response.
All children have different backgrounds, personalities, skills, knowledge and ability. We also have to consider that some pupils are stronger at different stages of the design process. It isn't easy for us to manage this, to get it exactly right.
Think about the styles of learners we have, visual, kinaesthetic ....Think about the questions we ask and how we can ensure an open answer (Bloom's Taxonomy).
Are we pitching the explanations to encourage understanding from the least & most able?
Are our worksheets & activities broken down enough to ensure understanding & access as well as pushing the more explorative minds?
Do not differentiate by completion of a product, we have to look at skills & challenge.
The basics.....we're all different, we have always been different & will continue to be...that's what makes us interesting! When we plan a lesson it is vital that we remember that these differences are what make our job so interesting. Pupils will need tasks & activities, explanations and delivery in different ways in order for them to best understand, to make the most progress and to access a creative response.
All children have different backgrounds, personalities, skills, knowledge and ability. We also have to consider that some pupils are stronger at different stages of the design process. It isn't easy for us to manage this, to get it exactly right.
Think about the styles of learners we have, visual, kinaesthetic ....Think about the questions we ask and how we can ensure an open answer (Bloom's Taxonomy).
Are we pitching the explanations to encourage understanding from the least & most able?
Are our worksheets & activities broken down enough to ensure understanding & access as well as pushing the more explorative minds?
Do not differentiate by completion of a product, we have to look at skills & challenge.
Time Management -
Assessment for Learning -
Planning -
SEN/G&T/FSM/PP -
Lesson Objectives -
Behaviour for Learning -
Organisation -
Standards -
Seating Plans -
Open Evenings -
Observations -
Unions -
Controlled Assessments -
Improving Practise -
Pastoral -