Page 27 - SoW Form 4

Strategy 2: Differentiate by the task pupils are given

It is possible to use the same source material and expected outcomes but to adapt and differentiate the way the task works for pupils. This
takes slightly more preparation for the teacher but the tasks can often be reused for more than one class.

Examples of task differentiation include the following:

i) Give pupils standard ‘gap fill’ tasks but add in multiple-choice options for the less proficient pupils. For example:

 I 1._____ (think) that identical twins are fascinating. They 2.______ (have) the same DNA, but they…
 I 1. think/am thinking that identical twins are fascinating. They 2. have/are having the same DNA, but they…

ii) For grammar analysis boxes where the use of a grammar form has to be completed or matched to a reason , give the activity as it is to all
pupils but give the correct answers to less proficient pupils and add additional, clear examples that they match to the analysis. Give more
proficient pupils sentence writing, e.g. requiring them to write new sentences based on the prompts a-d (habits, scientific facts, etc.) using
the present simple.

iii) For activities involving filling in a table or categorising, add some items into the table in advance for less proficient pupils but leave other
pupils to do all the items themselves, and add some additional items for more proficient pupils.

iv) For a standard writing activity, pupils write an email using the prompts provided but give less proficient pupils a skeleton or an outline to help
them organise their ideas. Ask more proficient pupils to write responses to other proficient pupils’ emails.

Sometimes, you can also give different tasks to more proficient and less proficient groups of pupils according to their needs and interests: see
strategy 6 for more on this.
Another way to differentiate by task, if using the same task for the whole class, is to include some open-ended items which allow for a large
number of correct responses. This can vary in terms of the amount pupils produce or the complexity of their answers.

Tasks might include:
 brainstorming lists
 creating mind maps
 thinking of examples
 playing games requiring personalised answers, e.g. about their families / favourite food
 doing a presentation of information

Secondary Form 4 Scheme of Work 14