Activity Demands

Reflective Questions

How do you make sure the level of the activity matches the ability of the learners? 
Does work provide appropriate challenge and enjoyment for all? 
Is work differentiated to ensure achievable goals? 
Is success celebrated or displayed? 
Is there a focus on praising process as well as product? 
Are different learning styles addressed during lessons? 
Do learners engage with all activities? 

Actions/Strategies

Work through – differentiation-an-introduction.pptx (live.com)

Carry out – Learner discussion template – Pace and Challenge.pdf – Google Drive

Carry out – Learner discussion template – Highly-able learners.docx – Google Docs

Suggestions of how we can give choice to our learners:
Who they work with e.g. individual, partner, groups, with a younger/older peer…
Where they work e.g. at a learning station, calm zone, on the floor…
How the present their work e.g. written, oral, visual, audio…
Resources and tools used to complete tasks
Which order they complete a set of tasks e.g. choice boards…
What they want to learn e.g. KWL grid, choice of topic, interest driven tasks…
How they complete homework / choice of tasks

Self-reflect:  To what extent do you allow learners choice in their learning day to day across each of these themes?
RAG status each one above (see RAG image below)

Further Reading/Watching

Learner Participation at St Eunan’s Primary School (youtube.com)

Five ways to put challenge at the heart of your lesson | Tes Magazine

University of Glasgow – Research – Research units A-Z – Scottish Network for Able Pupils (SNAP)

Highly able learners – Audit of provision (1).docx – Google Docs

Highly able learners – top tips classroom poster.pdf – Google Drive

UNESCO – Reaching out to all Learners – Guides 1 and 2