Ever wondered why it has become common practice to differentiate based on students abilities and knowledge in classroom tasks and activities but at the end of their unit, students are still asked to write the same assessment? Do you want to change that and start differentiation in your summative tasks, too? In this course, we will talk about a number of ways students can choose between summative options and still have the chance to show what they have learned throughout the unit. We will use part of the time for you to brainstorm and share ideas on how you can adapt some of the suggestions for your own practices. If you have already taken the step to give summative options and want to share those ideas with your colleagues, or you want to learn different ideas, this session is for you. Our examples stem from my German MY Language and Literature and Language Acquisition classes.
Using English and maths menus, paired with a clear classroom system for completing and revising work has increased independence and excitement about my students’ own learning. I will share how I organise my English and maths week and how it made my planning, resourcing so much easier (and fun!) and how I was able to increase my time on child during each lesson. Every school setting is different, so I will give you several ways of implementing a system that will work for your and meet your school’s demands. Most ideas are based on the course by “Math with Ms Matherson” whose permission I have to share her approach and system.
