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However, as Bates and Munday (2005, p.39) point out, ‘In order to achieve a curriculum that is truly inclusive, and that motivates and stimulates our most able pupils, extension through challenge should be fully integrated into lesson planning.’.  This is a view supported by Tomlinson et al. who highlight the potential whole-class benefits of provision for the gifted and talented; "What benefits the health of the regular classroom contributes to the robustness of learning for all students, including the gifted. Therefore, rich content, regular expectations for critical and creative thinking, development of meaningful products, establishing expectations for high quality and hard work are goals shared by both sets of educations." Tomlinson et al. (2004, p.5)
However, as Bates and Munday (2005, p.39) point out, ‘In order to achieve a curriculum that is truly inclusive, and that motivates and stimulates our most able pupils, extension through challenge should be fully integrated into lesson planning.’.  This is a view supported by Tomlinson et al. who highlight the potential whole-class benefits of provision for the gifted and talented; "What benefits the health of the regular classroom contributes to the robustness of learning for all students, including the gifted. Therefore, rich content, regular expectations for critical and creative thinking, development of meaningful products, establishing expectations for high quality and hard work are goals shared by both sets of educations." Tomlinson et al. (2004, p.5)


=Differentiation and Questioning=
=Strategies for Differentiation=
'''How do questions engage pupils and promote responses?'''<br />
Differentiation may often require planning to be successful.  For example, using differentiated worksheets or essay scaffolds will require some forethought in creating these prompts.  However, an awareness of class abilities, and the use of effective AfL to assess where students are, and what they need to do to improve their learning, should also be considered as a constant source of differentiation. In some contexts this assessment may be 'whole class' - for example the use of mini-whiteboards, or clickers; in others, it may be shared, but individual for example via the use of targeted questioning systems or peer assessment, while other sources may be individual including self-assessment.
{{adaptedfrom|Teaching Approaches/Learning Objectives|PlanningQuestioning|Using questioning effectively involves planning in two ways, first, in terms of thinking about the sorts of questions you might ask, and any Differentiation which might go into those. Second, in terms of building a classroom environment which is conducive to effective [[Teaching Approaches/Questioning|Questioning]] and high quality [[Teaching Approaches/Dialogue|Dialogue]].}}


{{adaptedfrom|Questioning Research Summary|Intro|'''Effective questioning'''<br />Research evidence suggests that effective teachers use a greater number of open questions than less effective teachers. The mix of open and closed questions will, of course, depend on what is being taught and the objectives of the lesson. However, teachers who ask no open questions in a lesson may be providing insufficient cognitive challenges for pupils.}}
The [[Category:Differentiation|Differentiation]] Category pages provide some resources for thinking about differentiation.  Included in these documents is a discussion of differentation by task (varied tasks for different capabilities), or by outcome (varied targets or expectations for what is to be achieved).  'By outcome' should not be taken to mean that pupils should be left to get on with their work and lower ability pupils expected to achieve less, but rather that all pupils are working towards improving specifc aspects of their work in a targeted way.


=References=
=References=
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