Mrs Humanities

Because I'm married to the job


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Resource – Differentiation Strategies CPD

differentationDifferentiation. I’ve only recently began to recognise how misconstrued my understanding of differentiation was in my first few years of teaching.

I guess my original understanding was that it meant providing different work for students based on their needs and abilities. At times, as a result I would find myself planning lessons in such a way that I’d essentially be teaching multiple lessons in the same lesson in order to cater for the ‘All, Most, Some’ learning objectives my first school required. No wonder I found it such hard work. Then when I started teaching mixed ability groups, it got even worse but I got really good at differentiation by task. However that’s not how differentiation works I’ve come to realise. There’s far more to it than that.

In my formative years of teaching, I went by the rule ‘differentiation by outcome is not acceptable’, I can’t remember if it was my first school that had this rule or whether I’d learnt it on my PGCE course. Either way, actually it is okay, especially now that in Geography and History at GCSE all students undertake the same questions, there is no differentiation between those doing higher tier and foundation. They all do the same, yet their outcomes will be different!!!! It’s now all about scaffolding students to achieve.

But differentiation goes beyond that.

When I was training to teacher I learnt that differentiation was ‘the process by which differences between learners are accommodated so that all students in a group have the best possible chance of learning’ as described by the Training and Development Agency for Schools and that differentiation could be by task, support and outcome.

  • differentiation by task involved setting different tasks for students of different abilities
  • differentiation by support meant giving more help to certain students
  • differentiation by outcome meant setting everyone the same task and allowing student response at different levels

But I’ve learnt that differentiation is far more than this, it’s a teacher’s response to learner’s needs and therefore can be planned or unplanned, long term or short term, explicit or subtle.

It is impossible to differentiate for every student and every need all of the time but being able to adapt and respond in the moment is just as important as planning support in advance.

In fact you may differentiate in any number of ways

– Task
– Instruction
– Resources
– Process
– Outcome
– Seating plan
– Groups
– Feedback
– Subject Content
– Questioning
– Assessment
– Dialogue
– Environment
– Rules and Routines
– Interests
– Approaches to learning
– Pastoral Support

As I put together resources for a CPD session this week, it go me thinking.
– Is it possible to evidence all of this?
– Should we be asked to provide evidence of differentiation in books?
– How is differentiation observed and recognised in lesson observations?
– Is differentiation often to focused on being able to see it through different tasks/support materials?

In particular I started thinking about the fact that if all students sit the same exam at GCSE the key focus should be on scaffolding to succeed rather than capping students with different tasks that suit their ‘ability’.

If I’m honest I would say my differentiation technique now which has been developed over the last 5 years is to teach to the top and differentiate down through scaffolding to support all students to achieve the highest possible grade/level/mark.

Anyway I’m starting to digress. I’m sure your here for the resources.

The CPD session gave an introduction to differentiation for NQTs and ITT students with practical ideas to take away.

 

Now if you’d like a copy of the PowerPoint click here. 

I hope you find the resource of use.

Feel free to share your thoughts on differentiation.

Mrs Humanities

 

 

 


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Resource – GCSE Structure Sheet

GCSE structure sheetOne of the challenges I imagine many Geography teachers across the country are faced with is the challenge of getting their students to answer the 9 mark questions of the new 1-9 GCSE Geography examinations.

I’ve produced this support sheet to provide guidance to my students but I hope it will be of use to others.

support sheet In addition I’ve included a generic mark scheme for 9 mark questions that can be applied and amended to any 9 mark question based on the AQA assessment objectives.

levels for 9 marker

You can download the word version here  and the PDF here.

Hope it’s of use to you and your students.

Mrs Humanities


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Resource – Harry Potter Map Skills Assessment

Geography Teachers, have you ever come across the Harry Potter Contour Mapping Lesson on the TES site? I’m sure you have. Well some time ago I created this assessment based on the maps provided in the resource.

Since it’s just been sitting on my hard drive for the last year and a bit I thought I’d share it with you.

map skills test

For the word version click here and for the PDF version click here

Hope you can make use of it.

Mrs Humanities
Please note: I don’t own any of the images in the document and if I’d known I would be sharing it to help others, I would have included the original sources.


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Resource – Access to Education

Access to educationAt my last school I taught and developed Opening Minds, our citizenship and RE curriculum. As part of the year 7 provision they explored human rights with particular focus on education. One of my favourite lessons which led to much discussion and questionning from the students happened to come from a very simple lesson looking at access to education over time in the UK.

Students first mind mapped what they knew about education in the UK. There were many misconceptions with many believing that education had been accessible by all for a very long time.

slides

We then looked at these misconceptions by exploring a timeline of education in the UK.  Students were given a set of cards to arrange into chronological order, after which they discussed what they discovered.

timeline cards images

Finally students completed a timeline on access to education in the UK. Students were scaffolded dependent upon their varying abilities and skills associated with chronology and production of timelines evident from their Humanities lessons.

You can download the resources here.

Hope you can make use of the resources.

Best wishes,

Mrs Humanities

 


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Resource – Exploring England Year 7 SoW

exploring england
It occurred to me this morning that I have so many resources that I put loads of time and effort into but since moving schools in September 2016 I no longer use. I thought I ought to start sharing a few more of them.

Now I can’t promise they are any good but they might be a starting point for you.

To start with I’m sharing my Scheme of Work on Exploring England. Whilst the topic is called Exploring England, it looks more at the the United Kingdom as a whole with some exploration of the geography of England.

Lesson 1 explores the differences between the British Isles, the UK, and Great Britain. Students have to locate their location on a global, national and local level.

Lesson 2 explored human and physical features of the British Isles.

Lesson 3 takes a look at the population distribution of the UK and in particular England.

Lesson 4 encourages students to look at migration to the British Isles over time.

Lesson 5 looks at migration in more recent times and the stories of migrants, encouraging students to explore push and pull factors.

Lesson 6 is an an opportunity for some directed improvement and reflection time of any assessed work.

Lesson 7 is the summative assessment for the topic.

Lesson 8 explored symbols of Britishness and encourage students to understand the concept of multiculturalism.

Lesson 9 encourages students to reflect on their knowledge and understanding of England to explore tourism to and within the UK.

Lesson 10 finishes the topic with a look at UK governance.

In addition you will find a learning matrix for the front of student books. Simply highlight the achieved criteria in one colour and the next steps in another. Easy to use and clear for students to identify next steps if asked.

matrix

You can access the resources, click here.

Feel free to use as you will.

Hope you can find some use out of them.

Mrs Humanities