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https://stivodifferentiation.wordpress.com/differentiation-tips/
Differentiation by outcome or response . ... Differentiation by task. Here a variety of tasks are provided that cover the main content area, in provide for the range of individual students in the group. One particular consideration is the starting point. More able students could start ‘further along the road’. ... Differentiation by support.
https://resourced.prometheanworld.com/differentiation-classroom-7-methods-differentiation/
This method of differentiation allows different materials, platforms and tools to be used to bring about the same learning outcome, and give pupils confidence in their digital skills. 5. Verbal support. Verbal dialogue is central to this method of differentiation.
https://fiendishlyclever.com/teaching-tips/differentiation
Differentiation by support. Giving all students the same task and teacher directing more attention to specific students/groups of students. Could also be giving weaker students supporting materials for a task or specialist apparatus (e.g. a digital thermometer)
https://best-practice.middletownautism.com/approaches-of-intervention/differentiating-the-curriculum/
Task: Differentiation by task involves presenting different tasks ... Outcome: Differentiation by outcome can mean all students working towards a shared outcome or an ... the student with autism and the amount and form of structure the student will need to succeed and differentiate through task and support accordingly. Read previous ...
https://catalogue.anspear.com/education/samples/S_494342.pdf
offered in the format outlined above – differentiation by paired task, outcome and classroom organisation. In this way, teachers can try out all the approaches and will start to experiment applying the ideas offered for one part of the curriculum to other areas. Differentiation – An Approach to …
https://craigndave.org/our-pedagogy/differentiation/
Not to be confused with differentiation by task, differentiation by resource is about providing different supporting materials to enable all students to complete the same task. We often do this with different sources of information. Using our videos as a source, online syntax guides, text books and getting groups looking at different scenarios.
https://learningspy.co.uk/english-gcse/building-challenge-differentiation-thats-quick-and-works/
Jan 19, 2013 · The point I was making is that this essentially – certainly as understood within my school – is differentiation by outcome: the physical ‘task’ you have set them is the same with the difference-maker being what you expect them to understand by it, put into it …
https://pdfs.semanticscholar.org/6854/518bcf9b00ee277e09c31e28fa059153fc31.pdf
Three main approaches to differentiation have been identified. These are differentiation by task, differentiation by outcome and differentiation by support (Harrison, 1997). For Tomlinson (1995, 1999) a differentiated classroom reflects a variety of instructional approaches to …
https://www.teachertoolkit.co.uk/2018/01/14/differentiation-what-works-and-why/
Differentiation by Task Does Not Guarantee Efficacy. During my NQT year, I can clearly remember a feeling of smug satisfaction when I thought I had ‘cracked’ differentiation with my neatly planned (and sadly all too frequently worksheet-based) activities which simply progressed from shorter to longer tasks for the pupils to complete.
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