Differentiating for Learning in STEM Teaching

Differentiation can occur in regard to:

  1. outcome
  2. intervention – role of adults and students
  3. journey – how
  4. process – ways of access

Frameworks  Рuseful reference points

  1. Blooms Taxonomy
  2. SOLO Taxonomy – Structure of Observed Learning Outcomes

These structures/ quadrants can be used to allow students to choose a suitable pathway forward, depending on their current level of understanding.

  1. Quadrants
    1. Identify 2. Explain
    3. Use… 4. Draw your own…
  2. PACE
    P A C E
    Practice  Apply Correct Extend
    Double my number using cubes

    Solve the word problem on your table.

    Do it using a different method.

    Double muddle! Correct my mistakes.

    Investigate!

    Gold coins are doubling in the pirate chest.

Planning

Using scaffolds – (providing floors not ceilings!) – structure thinking to make meaning

Thinking organisers

  1. True/False cards
  2. Card sorts
  3. Venn diagrams
  4. Double Bubble
  5. SOLO Maps
  6. Hexagons – connect concepts through the use of subject specific vocabulary

Graphic Organisers

Blooms Taxonomy Cognitive Level Type of Activity Thinking Organiser Thumbnail
Remember Define/ Name Mind Map
Understand Explain Concept Map
Apply Sequence/ Sort Flow Chart
Apply Sequence/ Sort T-Chart
Analyse Compare/ Contrast Double Bubble
Analyse Compare/ Contrast Venn Diagram
Evaluate and Create Cause and Effect Fishbone

Through listening to the discussion generated by students working in pairs/ groups on these scaffolds teachers can make judgements about misconceptions/ further challenges needed. Questioning students to build on their ideas, and then allowing time, directing them to resources and peers who can help them, without just explaining answers, can empower students more. Also expecting students to respond orally in fully developed sentences, using appropriate vocabulary, will provide practice for more developed written responses.

 

Help Desk

A space which students can go to to access further resources/ support structures,

E.g.

  • key word lists
  • technoloical support, devices – ipads, tablets, computers
  • text books/ revision guides
  • questions
  • worksheets
  • graphic organisers
  • sentence stems

These can be utilised individual or in pairs.

 

The aim is to enable all learners, including ourselves, to improve.

 

 

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