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Differentiation by Mind Map: Differentiation

1. Remind yourself that you cannot perform miracles

2. When going in cold, try to get to know the students

2.1. do some "getting to know you" activity

2.2. do some group discussions to see what the groups think

2.3. ask the grouop to write down things they want to learn/find out during their lesson with you

3. Getting to know your learners

3.1. time spent w/ students

3.2. time for observation

3.3. size of class

3.4. time for planning of diff ex.

4. What differences are there?

4.1. intelligence/ability/achievement

4.2. concentration levels

4.3. motivation

4.4. age

4.5. speed of working

4.6. vocab acquisition

4.7. language background

4.8. etc.

5. Before you begin

5.1. prepare properly

5.2. is there information about the students?

5.3. ask other teachers

5.4. check assessments, tests and exams

5.5. ask parents personally (mby during home visits)

5.6. ask parents to write you a letter about their child

6. Support learners in their transition

6.1. highlight any learners who have particular needs in transition

6.2. make transition books/leaflets

7. Lesson plans

7.1. have a dedicated "differentiation" folder

7.2. separate differentiated resources/support and tasks dedicated for certain levels

7.3. highlight objectives for every lesson

7.4. define key terms for everyone and more complex ones

7.5. increase in complexity

7.6. Questions for consideration

7.6.1. How can i find out existing knowledge?

7.6.2. What do I want the students to retain from this lesson?

7.6.3. Who might struggle with during the lesson?

7.6.4. Do I need a completely separate task?

7.7. Support staff?

7.7.1. half the class size, double the speaking time

7.7.2. helps anser questions while you are unavailable

8. Differentiated planning

8.1. additional adult input

8.2. extra resources

8.3. extra time

8.4. topping and tailing

8.5. Three-column-method

8.5.1. right column: level above the expected - more abstract thinking - "challenge"

8.5.2. middle collumn: expected level

8.5.3. left column: level below the expected - less abstract thought necessary - easier

8.6. increase complexity

8.7. give different amount of time for the same activity

8.8. worksheets

8.8.1. very adaptable word bank supporting images simplified version add core complex questions

8.9. Using learner's interests

8.10. Group activities

8.10.1. expert groups

8.10.2. Mini lessons

8.10.3. Projects

8.10.4. Differentiated Grouping Attainment based Needs based diversity based roles based interest based mixed attainment vertical

8.10.5. peer group teaching

9. Learning objectives - define the goals

9.1. Statements:

9.1.1. I want them to know how to...

9.1.2. I want them to be fluent in

9.1.3. I want them to understand that...

9.1.4. I want them to be able to...

9.2. Who?

9.2.1. All learners

9.2.2. Most leasrners

9.2.3. Some learners