Download ppt - Hinge questions

Transcript
Page 1: Hinge questions
Page 2: Hinge questions
Page 3: Hinge questions

Hinge Hinge questionsquestions

Page 4: Hinge questions

Differentiation by processes Differentiation by processes usedused

PresentationPresentationLanguageLanguageActivitiesActivitiesQuestionsQuestionsTeaching methodsTeaching methodsThinking processes Thinking processes

It’s about varying your It’s about varying your RESOURCESand approach RESOURCESand approach

to activitiesto activities

Page 5: Hinge questions

“What the learner does is more important than what the teacher does”Geoff Petty

The greatest sign of success for a teacher is to be able to say ‘The children are now working as if I did not exist’

Maria Montessori

What are differentiated resources?

They are resources that address the wide range ofKnowledge, Ability levels, Interests andLearning styles students bring to the classroom and that address different instructional strategies.

Page 6: Hinge questions

OFSTED REPORT – June 2010OFSTED REPORT – June 2010

Students enjoy lessons Students enjoy lessons and do particularly well where and do particularly well where teaching is challenging and encourages teaching is challenging and encourages them to them to participate participate activelyactively in learning. They are very keen to in learning. They are very keen to learn new things but can learn new things but can become disengaged when become disengaged when lessons fail to challenge or motivate them. lessons fail to challenge or motivate them. This was noted across a number of lessons where, for This was noted across a number of lessons where, for example, teachers made use of effective strategies for example, teachers made use of effective strategies for questioning students or encouraging them to reflect on questioning students or encouraging them to reflect on their own learning. their own learning. Where teaching was not as effective, teachers Where teaching was not as effective, teachers did not did not provide enough challenge for students of different provide enough challenge for students of different ability ability and information and communication technology and information and communication technology was not used effectively enough to support teaching was not used effectively enough to support teaching and learning.and learning.

Page 7: Hinge questions

OFSTED REPORT – June 2010OFSTED REPORT – June 2010

The quality of teaching The quality of teaching is good overall is good overall across across the school. In lessons observed where teaching the school. In lessons observed where teaching was good or outstanding, teachers had was good or outstanding, teachers had confident subject knowledge and formed very confident subject knowledge and formed very good relationships with students. good relationships with students.

There There were clear and effective learning were clear and effective learning objectivesobjectives and and lessons had challenge and pace lessons had challenge and pace with well-managed activities. with well-managed activities.

These lessons were characterised by These lessons were characterised by active and active and purposeful activities.purposeful activities.

Page 8: Hinge questions

By the end of todays TLC session:By the end of todays TLC session: All of you will be able to pinpoint how you can All of you will be able to pinpoint how you can

combine many tools to aide differentiation in combine many tools to aide differentiation in your lessonsyour lessons

Most of you will be able to incorporate Most of you will be able to incorporate at at least least 1 or 2 in future lessons1 or 2 in future lessons

Most of you will be able to reduce planning & Most of you will be able to reduce planning & preparation time by using many new or old preparation time by using many new or old amendable templatesamendable templates

Some of you will be able to highlight where Some of you will be able to highlight where and how they could use and how they could use more than 2 more than 2 of the of the differentiation strategies and resources from differentiation strategies and resources from today’s sessiontoday’s session

Easy differentiation ToolkitEasy differentiation Toolkit

DifficultDifficultQuite difficultQuite difficultEasiestEasiest

Page 10: Hinge questions

Differentiation of startersDifferentiation of startersO Expect pupils to articulate rules or patterns to

clarify understanding orally or in writing or in a few sentences on MWB’sMWB’s

O Have tasks or examples that require higher-order thinking skills.

O Use differentiated or open-ended questioning.O Make a statement and ask for it to be

justified.O Exploit the power of the follow-up question:

‘What makes you think that?’O Have a range of tasks based on the same

text or focus.O Ask abler pupils to articulate the skills

involved in completing particular tasks.

Page 11: Hinge questions

Differentiate your starter:Differentiate your starter:Use as a pre-emptive tool towards a new topicUse as a pre-emptive tool towards a new topicGet the pupils to find out the terminology needed before teaching a new topicGet the pupils to find out the terminology needed before teaching a new topicRe-use it later as a revision toolRe-use it later as a revision toolHomework toolHomework tool

Page 12: Hinge questions

Habla: en parejas menciona los trabajos en españolHabla: en parejas menciona los trabajos en español (In pairs name as many jobs in Spanish you can think of)(In pairs name as many jobs in Spanish you can think of)

Un médico

A doctor

Una azafata

A…

Success Criteria:Success Criteria:Name as many jobs as you can in Spanish Name as many jobs as you can in Spanish between you in 1 minutebetween you in 1 minuteName new ones you found or more obscure vocabName new ones you found or more obscure vocab

Rally RobinRally Robin

Page 13: Hinge questions

Green = 1 point, Orange = 2 points, Red = 3 points

Los documentales

Los concursosLos concursos

Las series dramáticasLas series dramáticas

Los culebrones

Las películas

Los programas culturales

Los programas de ciencia ficciónLos programas de ciencia ficción

Las series

Las telenovelas

Los programas policiácosLos programas policiácos

Las noticias

Las comedíasLas comedías

Page 14: Hinge questions

STEP 1: AfL Traffic Light templatesSTEP 1: AfL Traffic Light templates

• Simply type in your own objectives/ sentences

• Benefits: Instant differentiation by objective/ task/ Instant differentiation by objective/ task/

outcomeoutcome Perfect AfL practice in your lessonPerfect AfL practice in your lesson Dyslexia friendly backgroundsDyslexia friendly backgrounds Creates a challenge and sense of aiming Creates a challenge and sense of aiming

higherhigher Can be used as a starter/ MWB activity/ Can be used as a starter/ MWB activity/

hinge question background/ plenaryhinge question background/ plenary

Page 15: Hinge questions

Whole class differentiationWhole class differentiationO Use differentiated questions.O Differentiate expectations/ objectives. (Colour

code)O Prepare questions targeted on particular pupils

that reflect their needs and personalities.O Prime able pupils for contributions that extend the

experience of all.O Pitch texts just above the independent reading

level of the class.O Avoid over-exposure of able pupils.O Involve pupils in modelling if appropriate.

(Washing lines – MWB’s)(Washing lines – MWB’s)O Ask able pupils to articulate explanations and

principles.O Make it possible for able pupils to enter tasks at a

higher point. (Hinge Questions)(Hinge Questions)O Model problem-solving at different levels.

Page 16: Hinge questions

I do well in

I get goodmarks in

I am passionate about

I am crazy about

I enjoy

I love

Challenging

Interesting

Fun

The teacher isKind

Useful

Practical

Me encanta el español porque es desafiante y divertidaMe encanta el español porque es desafiante y divertida

Page 17: Hinge questions

Elige la respuesta corectaElige la respuesta corecta(choose the correct answer)

1. ¿Cómo se dice: ‘I live in a house in the countryside’?¿Cómo se dice: ‘I live in a house in the countryside’?a) Vivo en un piso en la ciudadb) Vivo en una casa en el campoc) Vivo en un chalet en el norte de la ciudadd) Vivimos en una casa en las montañas

2. ¿Cómo se dice: ‘he lives in an old block of flats in the ¿Cómo se dice: ‘he lives in an old block of flats in the centre’?centre’?

a)a) Vive en (un piso en) un bloque antiguo en las afuerasVive en (un piso en) un bloque antiguo en las afueras

b)b) Vivo en (un piso en) un bloque moderno en el centro Vivo en (un piso en) un bloque moderno en el centro de la ciudadde la ciudad

c)c) Vive en (un piso en) un bloque antiguo en el centroVive en (un piso en) un bloque antiguo en el centro

d)d) Viven en un chalet en las montañasViven en un chalet en las montañas

Page 18: Hinge questions

MWB

Page 19: Hinge questions

Mirad (look)

Tengo un hamster.

Aim higher: Aim higher: Say what colour / Say what colour / how old/how old/ what it’s name iswhat it’s name is Or Or what pet you would like?what pet you would like?

Page 20: Hinge questions

Write!

Escribid

Page 21: Hinge questions

Verificad (check)

Tengo un hamster.

Page 22: Hinge questions

Differentiation of groupsDifferentiation of groupsO Types of group make-upO Ability group (according to the subject, the

aspect of the subject, the topic, the kind of task…)

O Mixed ability groupO Gender groupO Mixed gender groupO Friendship groupO Expert groupO Age group

Page 23: Hinge questions

Differentiation of groupsDifferentiation of groupsO Grouping in two strands:O CollaborativeCollaborative vs. Co-operativeCo-operative Group WorkO Although these terms are often used

interchangeably, a helpful distinction can be made:

O Collaborative Work Collaborative Work - work shared by two or more pupils whose design, planning and / or materials etc. are left to the group to decide.

O Co-operative WorkCo-operative Work - work shared by two or more pupils where the task and / or resources etc. and possibly the children's roles are specified by the teacher.

Page 24: Hinge questions

Differentiation of groupsDifferentiation of groups

Envoy

Snow-ball

Cascade

Goldfish

Carousel

Paired tutoring

Students as teachers

Pair swapping

Allocated roles

Jigsaw

Page 25: Hinge questions

Differentiation of groupsDifferentiation of groupsO Issues to consider:

O Why are the children grouped in a particular way?O What are the advantages and disadvantages of grouping

in different ways according to gender, ability etc?O How do you plan to divide your time between different

groups?O Are the groups fixed / dynamic?O Are the planned groups working effectively?O Is the grouping appropriate to the learning intention?O Is the grouping appropriate to the activity?O How do you prepare for, and manage group work?O How do you give the class a clear rationale for why you

have decided that working in groups is an appropriate way to do the task and for the selection of group members?

O How do you know if the groups are working effectively?

Page 26: Hinge questions

Discuss the Ground Rules for discussion and respect in your groups. As a team check that the words you used to categorise each group of individuals are acceptable and understandableAlso decide on 5 Ground rules5 Ground rules that are necessary in order to create fair discussion.

Next, plan Who is going to take which role when planning the role for the new character in your soap!

1. Chief Producer: highlights task and keeps it orderly

2. Team Leader (final decision maker!!)

3. Scribe

4. Note taker?

5. Ideas people (x2)

This also helps differentiateThis also helps differentiate in Learning Style (VAK)in Learning Style (VAK)

Page 27: Hinge questions

Habla: en parejas give your opinion on school Habla: en parejas give your opinion on school subjectssubjects (Talk about your school subjects and the other person takes notes)(Talk about your school subjects and the other person takes notes)

¿Cual es tu asignatura preferida y por qué?

Por un lado me gusta el español porque es…

¿Y tú?

Pues…

Success Criteria:Success Criteria:Mention as many subjects as you canMention as many subjects as you canGive more than one opinionGive more than one opinionSay what the teacher is likeSay what the teacher is likeSay what you like and don’t likeSay what you like and don’t like

Mixed Pair ShareMixed Pair Share

Page 28: Hinge questions

Habla: En parejas: Habla: En parejas: (In pairs answer the following (In pairs answer the following questions)questions)

¿Dónde vives exactemente?

Vivo en Leeds en el norte…*

¿Cómo es tu casa?

En mi casa hay/ tiene…

5 minutes to cover all success criteria:5 minutes to cover all success criteria:*say where (north, south.., what type of house, where exactly is it?)*say where (north, south.., what type of house, where exactly is it?)

*mention what there is on different floors of the house.. Abajo hay…*mention what there is on different floors of the house.. Abajo hay…

Timed pair shareTimed pair share

Page 29: Hinge questions

Differentiating the PlenaryDifferentiating the PlenaryO List 3 things you learnt todayO Draw a spider diagram showing what you have

learnt todayO Students put questions on post-it notes at lesson

start after aims/objectives have been shared by teacher (good base-line exercise)

O Miniwhiteboards –answer question from lesson aimO Write definitions for 3 new terms learned todayO Show extract from anonymous student’s work –

class identify 2 strengths and 2 weaknessesO True or false? Relevant or irrelevant? Alike or

different? Fact/opinion?O Hinge questionsO Draw a timeline or chart showing cause and effect,

sequence, chronological order

Page 31: Hinge questions

Differentiating BEYOND the Differentiating BEYOND the classroomclassroomOHomework tasks

O On the internet: Stixy.com/ answergarden.ch/ Realsmart Cloud

O YoutubeO WikispacesO BlogsO Create the next starter for a new topicO More able children are given a

homework to read something to feed back and teach the lesson (Co-Construction)

O Build a prezi highlighting the main points of a new topic/ revision topic

Page 32: Hinge questions
Page 33: Hinge questions

TLC Communities

Page 34: Hinge questions

Busca y corrige el error Busca y corrige el error Find and correct the error(s)Find and correct the error(s)

• No me gusta el español porque la divertidoNo me gusta el español porque la divertido• No me gusta el espaNo me gusta el español porque ñol porque eses divertido divertido• Odio la geografía porque el proffesora es estrictoOdio la geografía porque el proffesora es estricto• Odio la geografía porque el Odio la geografía porque el profesorprofesor es estricto es estricto• No me gusta la informatica porque es abburidaNo me gusta la informatica porque es abburida• No me gusta la informática porque es aburridaNo me gusta la informática porque es aburrida• Me encantan las ciencias las ciencias porque es Me encantan las ciencias las ciencias porque es

divertidadivertida• Me encantan las ciencias porque son divertidasMe encantan las ciencias porque son divertidas• Me gusta absoluto el inglés porque el profesor son Me gusta absoluto el inglés porque el profesor son

simpáticosimpático• Me gusta mucho el inglés porque el profesor es Me gusta mucho el inglés porque el profesor es

simpáticosimpáticoDifícil ~ DifficultDifícil ~ DifficultBastante difícil ~ average (quite difficult)Bastante difícil ~ average (quite difficult)Fácil ~ easyFácil ~ easy

AFLAFL

Page 35: Hinge questions

Traduce las frases siguientesTraduce las frases siguientes

• I am passionate about history because the classes are I am passionate about history because the classes are interestinginteresting

Me apasiona la historía porque las clases son Me apasiona la historía porque las clases son interesantesinteresantes

• I do well in Spanish because I go abroad a lotI do well in Spanish because I go abroad a lot Se me da bien el español porque voy al extranjero muchoSe me da bien el español porque voy al extranjero mucho• I get good marks in Sciences because they are practical I get good marks in Sciences because they are practical

and usefuland useful Saco buenas notas en las ciencias porque son prácticas y Saco buenas notas en las ciencias porque son prácticas y

útilesútiles• I am very weak at ICT because it is challenging and I I am very weak at ICT because it is challenging and I

don’t really understand the teacherdon’t really understand the teacher Estoy muy flojo/a en la informática porque es desafiante Estoy muy flojo/a en la informática porque es desafiante

y no entiendo bien al profesory no entiendo bien al profesor• Maths enrages me because it is boring and the teacher is Maths enrages me because it is boring and the teacher is

unkind and strictunkind and strict Me dan rabia las matemáticas porque son aburridas y el Me dan rabia las matemáticas porque son aburridas y el

profesor es desagradable y estrictoprofesor es desagradable y estrictoDifícl ~ Difficult (A/A*)Difícl ~ Difficult (A/A*)Bastante difícil ~ quite difficult (B)Bastante difícil ~ quite difficult (B)Fácil ~ easy (C) Fácil ~ easy (C)

*GCSE*GCSE

Page 36: Hinge questions

The Olympic Games Dave: Quick History of the games (Group Activity – Coaching – Co-

construction with students – use of youtube via kid explaining the history as pre-knowledge?)

Adam: Metres per race ran or activity thrown (Hinge questions) Robin: Anthems of the Olympics (Kagan Structure) time pair share Mich: Greetings of each country (MWB’s) Alison: Countries the Olympics have been in most to least?

(Kinaesthetic game on wksheet/ preferably PP or prezi) Brigitte: Spelling of game names???/ definition of game names?/

(Answergarden) Mark: Real Smart outlining the Olympic Games as a homework activity

(Out of school differentiation) Kevin: AfL objectives Dan/ Rob: Names of games – Prezi and explain in groups what each

game is/ technique/ equipment used and feed back (Pair share/ Kagan)

Page 37: Hinge questions

How you use one or more of the various tools in the presentation to differentiate for your students?

What resources/ ideas you have used in your lessons to ‘Differentiate for Engagement’ and could make available for AND explain to others?

Would you be happy explaining how a resource to differentiate was used in a subject which is not your main discipline?

Ideas on delivering a 45 minute session to your TLC community in the form of a lesson using differentiated resources in the presentation or from your own ideas

Do you feel this would be better done using a universal/ generic topic for all staff (eg Global warming)? And if so any suggestion as to which topic are welcomed (Christmas/ The Olympics??)