Presentation outlining ideas and strategies for use in the geography classroom

1. Inclusion and differentiation
in the Geography classroom
‘Differentiation is the process whereby teachers
meet the need for progress through the curriculum
by selecting appropriate teaching methods to match
the individual student’s learning strategies, within a
group situation’.
Visser 1993
David Drake (AST) – November 2012
Abbeyfield School
NB: This is a collection of resources I have created and have collected – but not sure of all the sources.
Please contact me if you know of the source for me to credit

2. Remember Blooms Taxonomy?
• Bloom’s Taxonomy is a spectrum of task difficulty.
• It goes from easy tasks such as recalling knowledge to harder tasks such as
evaluating an argument.

3. In order to ensure inclusion, there should be a mix of:
Mastery Tasks
• Can be mastered by all learners in a short period of time
regardless of their prior learning.
• Allows weaker learners to succeed.
• Without this success they will probably give up.
Developmental tasks
• Stretch the more able, develop the skills required for
academic success, and for the world of work.
• These tasks develop the skills required for progression to
the next educational level.
• They also create deep learning, that is, real
understanding.

4. Mastery tasks
For example:
• Copy and label a diagram of a hydroelectric power station
‘Mastery’ tasks have the following characteristics:
• They are easy, typically involving only knowledge and
comprehension
• They are not dependent on prior learning
• They can be attained in a short time, perhaps minutes.
• 100% of the students should be able to get them 100% right!
• Because they are time rather than ability dependent mastery tasks
allow weaker students can enjoy the success, reinforcement, self
belief and motivation which makes learning possible.

5. Developmental tasks
For example:
• Survey leisure time opportunities in Your nearest city,
and report on your findings
Developmental tasks have the following
characteristics.:
• They are more difficult
• They are highly dependent of prior learning
• Students can’t get 100%. Development is slow and
requires considerable effort.
• They involve higher order skills such as evaluation,
synthesis, etc.

6. Using a Learning ladder
• Difficult Developmental tasks can be
broken down into introductory mastery
tasks, followed by a simpler
developmental task.
• The mastery tasks should prepare the
student for the developmental task.
• In this way Bloom’s Taxonomy is used
as a ladder allowing all students to climb
to success.

7. Using a Learning ladder
“Survey leisure time opportunities in your nearest city, and report
on your findings”
• List ten or more leisure time activities which are available in
your nearest city
• Find sources of information on other leisure time activities such
as local papers and Tourist Information Offices
• Make a fuller list of leisure opportunities in your city.
• Group these opportunities into general categories such as
sport, music, theatre etc. You will need to make up some new
general categories.
• Group the opportunities by the age of those most likely to be
interested in them
• Group your activities by geographical area, and by cost.
• Think of some other useful ways of grouping the activities.
• Use the above to help you plan a report on leisure activities in
Chippenham. Your plan could either be a mind-map, or an
ordered set of headings.
• Write a report on your survey of leisure time opportunities in
your nearest city, using the writing frame provided

8. Helping students with their writing
• Writing assignments, essays, and reports is a challenge for students at
every level.
• Differentiation requires that we break down the difficult task of writing
extended pieces of work, giving students a ‘ladder’ up to this high-order skill.
There are a number of ways of assisting students with their writing, including:
• Breaking the writing task down into a series of tasks.
• Help sheets
• Planning clocks
• Writing frames
• Showing students exemplar work and asking them to grade this and learn
from it
• Making your assessment criteria and grade descriptors explicit and clear
• Assessment proformas

9. Using a writing frame
Essay Title: “Outline the trend in UK unemployment from 1991-2001. Explain the various causes
of unemployment and describe the approaches governments may use to deal with each type”
Possible sentence/paragraph Essay guidance Possible key terms
starts
Unemployment can generally Explain what unemployment •Workforce
be defined as ………… is •Labour
From 1990 to 2001 UK Describe the 1991-2001 •Sources
unemployment has gone from figures and changes with •Trend
…… to …… highs/lows and trend •Rate
•Percentage
•Increase/Decrease
•High/low point
There are five main types or Go through each type •Technical
causes of unemployment. explaining how it happens •Structural
First there is …… An example with examples •Cyclical (demand)
of this is …… •Frictional
•Seasonal
The government can take Go through the government •Retraining
steps to reduce each type of steps saying how they work. •Taxes
unemployment for …… they Describe any disadvantages •Government spending
can …… . The problem with with each step. •Grants
this method of curing •Sunrise industries
unemployment is that …… •Sunset industries
•Infrastructure
•Interest rates
•Investment
•Inflation

10. Question
•Key ‘instruction/Command’ words?
•Therefore type of question?
•Any terms/names/dates need explaining?
Introduction
First sentence of first paragraph
(Have you made your key point?)
Development/explanation of point?
Evidence to support your argument?
1.
2.
3.
Check: Have you referred back to the question/linked the point explicitly to the question?
Link to next paragraph/point?
First sentence of second paragraph
Have you made your key point?
Development/explanation of the point?
Evidence to support your argument?
1.
2.
3.
Check: Have you referred back to the question/linked the point explicitly to the question?
Link to next paragraph point?
(History essay-planning proforma copied from a form by Solihull Sixth Form College. See:
www.rqa.org.uk, choose Development Projects, then choose Solihull college to see the full
report.)

11. Method for using writing frames
Teacher models the process
through explanation/demonstration
Joint activity
teacher jointly completes writing frame with class
Scaffolded activity
students individually use frames to support their writing – these frames
can be differentiated to support/stretch the full range of students in a
class
Involving students in the process
class given task of creating the frames that will structure the writing
Independent activity
students can now structure their writing without the help of the frame
Source - National Literacy Trust

12. Can promote inclusion well
Assertive Questioning
• Students are asked an open question. Students work on
this individually, or better in pairs, for one to five minutes.
• Teacher asks students if they have an answer. If they
don’t, help is given.
• Teacher nominates students to give their answers, (not
volunteers).
Buzz Group
• Students work in a small group for a few minutes to
answer a question or complete a task.
• The teacher asks for volunteers to give their groups’
answers.

13. Explaining Tasks
• Students explain the key points of a lesson to each other
at the end of that lesson.
• In both cases the teacher then gives model
Individual writing task for students
• Students are asked to write an assignment, essay or
similar in class or on their own.
Worksheet
• Students are given a worksheet with a range of
graduated questions: that is, starting easy and getting
harder.

14. Experiment/practical ‘discovery style’
• Students are given a task to do but not told how to do it.
• Students plan a method, then check this with the teacher before
starting.
• Students who cannot work out how to do it are given a ‘recipe’ style
help sheet or helped in some other way.
Student Presentation
• Students are given a topic to explain to the class. They may work
alone or in a small group to prepare, plan and deliver the
presentation.
• Materials and plans are checked by the teacher before the
presentation.

15. Improving inclusion using weaker methods
Teacher questions, students answer:
• mix mastery and developmental questions; use substantial ‘wait time’ and
have high expectations of the quality of the answers; use ‘assertive
questioning’; etc
Students watching a video or film:
• Give students questions that the film will answer before showing it. Make
some questions mastery and some developmental.
Past Paper exam questions:
• If there are no easy questions, write some, and ask students to do these
before the past paper question. Many exam questions differentiate well, it
depends on the exam.
Experiment/practical ‘recipe style’:
• Use the ‘discovery style’ or set developmental ‘extension tasks’ for students
who have competed the ‘recipe’ satisfactorily.

16. By task
1. Use an able pupil to quickly recap on the previous lesson’s learning
for the other pupils.
2. Many starter activities require pupils to find a number of examples.
An able pupil can be set a higher target, eg Level 4 pupils find five
synonyms for the word ‘pleased’, Level 7 pupils find 10
3. If you are taking feedback during the lesson, enlist an able pupil to
record ideas on the board while you lead the discussion.
4. Ask able pupils to model their writing or thinking, by explaining their
answer/solution to a task to a neighbour.

17. 5. The best way to prove understanding of a topic is to teach it. Get
able pupils to teach the less able a key learning point.
6. Use AG&T pupils to provide the plenary. Alert them at the start of
the lesson to be ready to present their findings to the class at the
end of the lesson.
7. Ask able pupils to come up with questions to ask during the plenary
to test other pupils’ understanding of the lesson.
8. Use higher-level questioning and direct questions at particular
pupils rather than waiting for the hands up approach. Be ready to
probe beyond the first answer in order to make them really think:
‘Why do you think that?’ ‘How did you come to that conclusion?’

18. Anchor activities
A task to which a student automatically moves when an
assigned task is finished
TRAITS OF EFFECTIVE ANCHOR ACTIVITIES:
• Related to key knowledge, understanding, and skill,
• Interesting—appeals to student curiosity, interest, learning
preference,
• Allows choice—students can select from a range of options
• Seldom Graded—teachers should examine the work as they move
around the room.
• Students may get a grade (Effort grade/Credit) for working
effectively, but seldom for the work itself.
• The motivation is interest and/or improved achievement.

19. Examples of Anchor activities
• Reading from supplementary material
• Working on final products
• Free reading
• Journal writing
• Vocabulary extension
• Learning about the people behind ideas
• Independent mini project related to the topic
• Current events reading
• Designing a starter, quiz or plenary
• An idea for an improvement, invention, innovation

20. Bingo extension
Abbeyfield Geography - Anchor activity grid
Letter to the Teaching it to the
Game it Read all about it!
editor Year 5’s
3 minute Newspaper
Make it Skit or interview
biography front page
3 minute
What would you Advertisement/
overview of Free choice
do? Cartoon strip
learning
Letter to the
Poem of the
Acrostic review teacher/Blog Webpage
learning
entry

21. By support & task
1. While other pupils are working on a simple starter use the time to explain to
able pupils how they can excel in the lesson, which lower-level tasks they
can bypass and which tasks they should tackle to stretch them.
2. Ascribe the roles of chairperson or lead learner to able pupils who will then
take on the mantle of responsibility and help maintain momentum and focus
during tasks.
3. Plan your groups carefully. Sometimes able pupils will learn most
productively together, sharing and extending their more developed thinking;
sometimes it is helpful for them to advise a less-able pupil and have to work
harder to successfully articulate their ideas
4. Rather than repeating or summarising instructions yourself in front of the
whole class, get an able pupil to do so.

22. By outcome
1. Use the now familiar ‘Must do’, ‘Could do’, ‘Should do’
ascribed to classroom tasks or homework to direct the
type and length of activities pupils might complete.
2. Provide opportunities for pupils to respond in ways other
than writing: display work, role play, short video films etc.
3. Remember that ‘less is more’ in some cases. Prescribe
the number of words to be used to make G&T pupils
think hard about what they write, and make every word
count.

23. A real example
Context:
Planned for inclusion
Developing independent learning skills
Little teacher input
Mixed ability groupings
Relevant – real life example
OfSted Oct 2012 grading: ‘Outstanding’

24. LO: To describe and explain the causes and impacts of recent weather
events in the UK
Starter - How would you feel?
http://abbeyfieldhumanities.blogspot.co.uk/2012/09/stormy-weather-expected-thi

25. LO: To describe and explain the causes and impacts of recent weather
events in the UK
Success criteria
Your presentation is clear and easy to understand
Your presentation covers both causes and effects
You work well as a team - all contributing equally to the tasks set
You describe and explain the causes and effects - using appropriate
connectives
You link effects with specific places in the UK - labelling the locations
accurately on the map

26. LO: To describe and explain the causes and impacts of recent weather
events in the UK
YOUR TASK:
In your groups, you will need to investigate the causes and effects of
the stormy weather this week
Your resources:
·Sugar paper
·UK blank map
·Newspaper articles
·Laptop
You should designate tasks within the group to work towards a common goal -
making sure that you fulfil the requirements of your role within the team
http://abbeyfieldhumanities.blogspot.co.uk/2012/09/stormy-weather-expected-this-week.html

28. We are a Business and Enterprise School.
In any business, everyone has a specific role and
responsibility so that the business works properly and
targets can be met. So what are the roles and
responsibilities on your table to help with the business
of learning in Geography?

29. Roles and Responsibilities for Geography group work
Geography Classroom Chief Executive – Mr Drake
I am the person with the ultimate responsibility for the working
environment and everyone in it. My job is to make sure that the Assistant
Chief Executive on your table is fulfilling their role as outlined below.
Assistant Chief Executive (one person)
You have the job of ensuring that those on your table do their jobs properly.
You are the Chief Executive’s main assistant. You should help others and
solve problems to make sure that the whole table meets the aim of the
lesson set by the Chief Executive. You are the only person who is allowed
to ask the Chief executive a question during tasks. You therefore need to
ensure that you listen to instructions very carefully so that you can deal with
any issues or questions that arise on your table.

30. Health and Safety Quality Assuror Resources Co-
Officer (up to 2 people) ordinator
(up to 2 people) You are the person with (one person)
You are the person the responsibility for You are also
who is responsible for ensuring that the work responsible for
the safe management produced by all collecting any
of the table during members of the table is equipment including
tasks. You need to of good quality and exercise books,
make sure that the completed to a high textbooks,
table is working in a standard. You must worksheets and
constructive way, ensure that work paper. Any
following the Code of completed in exercise equipment required
Conduct and working books follows the by members of the
hard and safely, to presentation rules as table must be
complete the tasks outlined on the yellow collected and
that have been set. wall poster. You may returned by you. It is
also be called upon to also your
give out credit stamps responsibility to
and stickers. ensure that the
resource tray is kept
clean and tidy.

31. LO: To describe and explain the causes and impacts of recent weather
events in the UK
Level 3 - You can identify areas affected and list some causes and
effects
Level 4 - You can describe some causes and effects
Level 5 - You describe in detail the causes and effects. Plus you
are beginning to explain the impacts on people
Level 6 - You describe and explain in detail the causes and
effects. Annotating the map to illustrate the areas affected
Level 7 - You describe and explain in detail the causes and effects
of the stormy weather. You also offer ideas of how such impacts
can be reduced in the future

32. Additional information
My AST website for lesson ideas, training materials etc:
Search for ‘Humanities AST Wiltshire
http://humanitiesastwiltshire.blogspot.com
Abbeyfield Humanities website for lesson resources:
Search for ‘Abbeyfield Humanities
http://abbeyfieldhumanities.blogspot.com
On Twitter:
@_DavidDrake
@AbbGeography
@TeachingBites

33. Inclusion and differentiation
in the Geography classroom
‘Differentiation is the process whereby teachers
meet the need for progress through the curriculum
by selecting appropriate teaching methods to match
the individual student’s learning strategies, within a
group situation’.
Visser 1993
David Drake (AST) – November 2012
Abbeyfield School