Differentiation - Revision history

Bjoern: subjects, ages, types

2012-09-28T15:16:27Z

subjects, ages, types

← Older revision		Revision as of 15:16, 28 September 2012
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	{{Rinfo		{{Rinfo
			\|type= Teacher Education

	\|attribution={{PaulWarwick}}		\|attribution={{PaulWarwick}}
	\|title= Differentiation		\|title= Differentiation
	\|topic= Differentiation		\|topic= Differentiation
	\|subject= primary, ~~science,~~ teacher education		\|subject= primary, teacher education, science
	\|resourcenumber= TE0047		\|resourcenumber= TE0047
	\|tagline= Developing effective techniques for differentiation by task and outcome		\|tagline= Developing effective techniques for differentiation by task and outcome
	\|final=yes		\|final=yes
	\|age=		\|age=
	\|content= Differentiation Techniques.doc - practical examples of differentiation applied to the science curriculum.		Primary, \|content= Differentiation Techniques.doc - practical examples of differentiation applied to the science curriculum., Higher
	\|Learning Objectives= By the end of the session you should be able to:		\|Learning Objectives= By the end of the session you should be able to:
	# Distinguish between two types of differentiation – by task, and by outcome		# Distinguish between two types of differentiation – by task, and by outcome

Bjoern: Adding attribution

2012-09-28T13:53:00Z

Adding attribution

← Older revision		Revision as of 13:53, 28 September 2012
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	{{Rinfo		{{Rinfo
			\|attribution={{PaulWarwick}}
	\|title= Differentiation		\|title= Differentiation
	\|topic= Differentiation		\|topic= Differentiation

SimonKnight at 10:45, 20 September 2012

2012-09-20T10:45:24Z

← Older revision		Revision as of 10:45, 20 September 2012
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	\|resourcenumber= TE0047		\|resourcenumber= TE0047
	\|tagline= Developing effective techniques for differentiation by task and outcome		\|tagline= Developing effective techniques for differentiation by task and outcome
	\|~~image~~=		\|final=yes
	\|age=		\|age=
	\|content= Differentiation Techniques.doc - practical examples of differentiation applied to the science curriculum.		\|content= Differentiation Techniques.doc - practical examples of differentiation applied to the science curriculum.

SimonKnight at 09:04, 18 September 2012

2012-09-18T09:04:45Z

← Older revision		Revision as of 09:04, 18 September 2012
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	\|subject= primary, science, teacher education		\|subject= primary, science, teacher education
	\|resourcenumber= TE0047		\|resourcenumber= TE0047
			\|tagline= Developing effective techniques for differentiation by task and outcome
			\|image=
	\|age=		\|age=
	\|content= Differentiation Techniques.doc - practical examples of differentiation applied to the science curriculum.		\|content= Differentiation Techniques.doc - practical examples of differentiation applied to the science curriculum.

SimonKnight at 09:00, 18 September 2012

2012-09-18T09:00:55Z

← Older revision		Revision as of 09:00, 18 September 2012
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	\|format=		\|format=
	\|strategy=		\|strategy=
	\|resources= [[file:Differentiation Techniques.doc]]		\|resources= [[file:Differentiation Techniques.doc]] or in [[Differentiation/Document\|WikiText form here]]
	}}		}}
	[[Category:Primary]] [[Category:teacher Education]]		[[Category:Primary]] [[Category:teacher Education]]

SimonKnight at 09:19, 23 July 2012

2012-07-23T09:19:08Z

← Older revision		Revision as of 09:19, 23 July 2012
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	\|other=		\|other=
	\|format=		\|format=
	\|strategy= The small group nature of this task allows teachers to share ideas, and attempt to conceptualise two different types of differentiation, together. It also affords the sharing of best practice in differentiation. Teachers are first asked to consider differentiation ‘by task’ by thinking about self-sustaining activities which pupils could manage with little support. They are also asked to consider differentiation by outcome, and ‘hierarchies of achievement’ for particular topics. The practical nature of the task offers a concrete outcome for teachers to take away and use in their practice. The resource could be used as a prompt to start teachers off, a comparator for teachers working on similar topics, or just as an additional set of possibilities.		\|strategy=
	\|resources= [[file:Differentiation Techniques.doc]]		\|resources= [[file:Differentiation Techniques.doc]]
	}}		}}
	[[Category:Primary]] [[Category:teacher Education]]		[[Category:Primary]] [[Category:teacher Education]]

SimonKnight at 09:53, 18 July 2012

2012-07-18T09:53:02Z

← Older revision		Revision as of 09:53, 18 July 2012
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	\|format=		\|format=
	\|strategy= The small group nature of this task allows teachers to share ideas, and attempt to conceptualise two different types of differentiation, together. It also affords the sharing of best practice in differentiation. Teachers are first asked to consider differentiation ‘by task’ by thinking about self-sustaining activities which pupils could manage with little support. They are also asked to consider differentiation by outcome, and ‘hierarchies of achievement’ for particular topics. The practical nature of the task offers a concrete outcome for teachers to take away and use in their practice. The resource could be used as a prompt to start teachers off, a comparator for teachers working on similar topics, or just as an additional set of possibilities.		\|strategy= The small group nature of this task allows teachers to share ideas, and attempt to conceptualise two different types of differentiation, together. It also affords the sharing of best practice in differentiation. Teachers are first asked to consider differentiation ‘by task’ by thinking about self-sustaining activities which pupils could manage with little support. They are also asked to consider differentiation by outcome, and ‘hierarchies of achievement’ for particular topics. The practical nature of the task offers a concrete outcome for teachers to take away and use in their practice. The resource could be used as a prompt to start teachers off, a comparator for teachers working on similar topics, or just as an additional set of possibilities.
	\|resources= [[Differentiation Techniques.doc]]		\|resources= [[file:Differentiation Techniques.doc]]
	}}		}}
	[[Category:Primary]] [[Category:teacher Education]]		[[Category:Primary]] [[Category:teacher Education]]

SimonKnight at 09:51, 18 July 2012

2012-07-18T09:51:45Z

← Older revision		Revision as of 09:51, 18 July 2012
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	\|format=		\|format=
	\|strategy= The small group nature of this task allows teachers to share ideas, and attempt to conceptualise two different types of differentiation, together. It also affords the sharing of best practice in differentiation. Teachers are first asked to consider differentiation ‘by task’ by thinking about self-sustaining activities which pupils could manage with little support. They are also asked to consider differentiation by outcome, and ‘hierarchies of achievement’ for particular topics. The practical nature of the task offers a concrete outcome for teachers to take away and use in their practice. The resource could be used as a prompt to start teachers off, a comparator for teachers working on similar topics, or just as an additional set of possibilities.		\|strategy= The small group nature of this task allows teachers to share ideas, and attempt to conceptualise two different types of differentiation, together. It also affords the sharing of best practice in differentiation. Teachers are first asked to consider differentiation ‘by task’ by thinking about self-sustaining activities which pupils could manage with little support. They are also asked to consider differentiation by outcome, and ‘hierarchies of achievement’ for particular topics. The practical nature of the task offers a concrete outcome for teachers to take away and use in their practice. The resource could be used as a prompt to start teachers off, a comparator for teachers working on similar topics, or just as an additional set of possibilities.
	\|resources= Differentiation Techniques.doc		\|resources= [[Differentiation Techniques.doc]]
	}}		}}
	[[Category:Primary]] [[Category:teacher Education]]		[[Category:Primary]] [[Category:teacher Education]]

SimonKnight at 09:51, 18 July 2012

2012-07-18T09:51:27Z

← Older revision		Revision as of 09:51, 18 July 2012
Line 15:		Line 15:
	\|format=		\|format=
	\|strategy= The small group nature of this task allows teachers to share ideas, and attempt to conceptualise two different types of differentiation, together. It also affords the sharing of best practice in differentiation. Teachers are first asked to consider differentiation ‘by task’ by thinking about self-sustaining activities which pupils could manage with little support. They are also asked to consider differentiation by outcome, and ‘hierarchies of achievement’ for particular topics. The practical nature of the task offers a concrete outcome for teachers to take away and use in their practice. The resource could be used as a prompt to start teachers off, a comparator for teachers working on similar topics, or just as an additional set of possibilities.		\|strategy= The small group nature of this task allows teachers to share ideas, and attempt to conceptualise two different types of differentiation, together. It also affords the sharing of best practice in differentiation. Teachers are first asked to consider differentiation ‘by task’ by thinking about self-sustaining activities which pupils could manage with little support. They are also asked to consider differentiation by outcome, and ‘hierarchies of achievement’ for particular topics. The practical nature of the task offers a concrete outcome for teachers to take away and use in their practice. The resource could be used as a prompt to start teachers off, a comparator for teachers working on similar topics, or just as an additional set of possibilities.
	\|resources=		\|resources= Differentiation Techniques.doc
	}}		}}
	[[Category:Primary]] [[Category:teacher Education]]		[[Category:Primary]] [[Category:teacher Education]]

SimonKnight: Created page with "{{Rinfo |title= Differentiation |topic= Differentiation |subject= primary, science, teacher education |resourcenumber= TE0047 |age= |content= Differentiation Techniques.doc - ..."

2012-07-18T09:50:51Z

Created page with "{{Rinfo |title= Differentiation |topic= Differentiation |subject= primary, science, teacher education |resourcenumber= TE0047 |age= |content= Differentiation Techniques.doc - ..."

New page

{{Rinfo
|title= Differentiation
|topic= Differentiation
|subject= primary, science, teacher education
|resourcenumber= TE0047
|age=
|content= Differentiation Techniques.doc - practical examples of differentiation applied to the science curriculum.
|Learning Objectives= By the end of the session you should be able to:
# Distinguish between two types of differentiation – by task, and by outcome
# Identify examples of ‘by task’ and ‘by outcome’ differentiation, and apply these concepts to new topics.
# Explain some reasons why we might deploy one or other type of differentiation.
|useful information=
|related resources=
|other=
|format=
|strategy= The small group nature of this task allows teachers to share ideas, and attempt to conceptualise two different types of differentiation, together. It also affords the sharing of best practice in differentiation. Teachers are first asked to consider differentiation ‘by task’ by thinking about self-sustaining activities which pupils could manage with little support. They are also asked to consider differentiation by outcome, and ‘hierarchies of achievement’ for particular topics. The practical nature of the task offers a concrete outcome for teachers to take away and use in their practice. The resource could be used as a prompt to start teachers off, a comparator for teachers working on similar topics, or just as an additional set of possibilities.
|resources=
}}
[[Category:Primary]] [[Category:teacher Education]]