Acid Tankers Levelled Differentiated Task Example

Acid Tankers Levelled task

This is a differentiated task Vic and Nim designed in science.

How to ensure progress for all (challenge/flow/independent learning)
Ensure progress for all by checking their understanding on their individual tasks and either increasing teacher input or directing them to resources (page numbers present on their task sheet) in order to move them on.
Flow will be managed by regular questioning of progress and questioning as to how much longer they will spend on each task.
Independent learning will be achieved through the students working on the tasks set on their “Acid Tankers” levelled task sheet to help them achieve progression

How to ensure progress of LA (challenge/flow/independent learning)
The lower ability students in the class will achieve at least level 3/4 through the manner in which tasks are broken down for them (main task success criteria ladder). LA students will work with HA students to improve their answers. HA will model good answers. I will also help them to model good answers.

How to ensure progress of HA (challenge/flow/independent learning)
I believe that there are some higher ability students within the class (past class work). I have therefore set higher order questions on the main task (success criteria) to help enable these students to make progress. These students will also take reasonability in co-coordinating their groups and present findings near the end of the lesson (presentations)

Vick and Nim


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Teach to Learn: Issue 2 – Literacy at Roding Valley High School

Teach to Learn: Issue 2 – Literacy at Roding Valley High School

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Teach to Learn: Issue 1 – Effective Feedback

Teach to Learn: Issue 1 – Effective Feedback

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Differentiation by M Wilson

“Tell me the answer, Sir!”

Imagine this. One evening you are eating your Supper, after a long day at work and school, and Sonny Jim suddenly complains that his teacher refused to help him  in such-and-such a lesson.

“I’m sure that can’t be right, Sonny. Your teacher wouldn’t deliberately not help you. You must have got it wrong”, you reply.

But, no. Sonny Jim is adamant that his teacher did not help him. When Sonny asked his teacher something, they refused to give him the answer. Shock! Horror! What a terrible teacher. You promise to phone school the following day to find out exactly what happened.

Well, in the coming weeks and months I hope that this might be a familiar conversation around the dinner table. As part of our latest INSET teachers and Learning Support Assistants have been looking at questioning skills, and how we support students to become more independent thinkers. Part of this is not providing answers, but to encourage students to think for themselves and work it out independently. We have looked at the oddly named “Blooms Taxonomy”. In 1956 Benjamin Bloom developed a way of ordering questions of increasing difficulty. At the start you have questions relating to Knowledge (“ Tell me three things you know about…”) and at the end you have questions that ask for viewpoints ( “Can you give me reasons for saying that…”). As teachers we sometimes miss the opportunity to develop these vital thinking skills in our efforts to complete a task, or get something finished. Questioning is also a way of checking understanding, of course, and of challenging students of different abilities.

So, the next time you are sitting around the dinner table, and Sonny Jim pipes up that his teacher has refused to help him, just reply, “ Well Sonny, can you give me three reasons why that might be the case?”!

A copy of the recent INSET presentation on differentiation:

Differentiation INSET Dec 2012