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Differentiating learning is a critical part of ensuring each child is learning exactly what they are ready to learn. I try to differentiate in subtle ways by giving students the same base instructions and challenging them through additional or adjusted learning outcomes.
Reading groups
Students with similar decoding ability and comprehension skills are placed in groups together.
These groups are fluid.
These sessions begin with a mini lesson targeting a decoding or comprehension strategy.
The sessions are very structured and students refer to the timetable below to know what they are working on each session.
Maths
Students are placed in groups with students who have similar areas of need at the start of every Maths unit. These groups are fluid.
I use a star system to show a task or question's level of difficulty.
After successfully completing the work they have been set, they are encouraged to challenge themselves by levelling up.
To differentiate tasks, I adjust the outcomes of the same learning intention so that all students are appropriately challenged.
Differentiated warm ups
This task has many solutions. All students can enter at their level.
Support: Use any numbers to make equations that equal 125.
At level: Use some of the 5 numbers to create an equation that equals 125.
Extend: Use all 5 numbers to make equations that equal 125.
Open-ended warm ups
There is no ceiling for a question like this and it is accessible for students working at any level.
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