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th
19 Students are learning how to The Differentiated
September create a believable character. Classroom: Responding to
Period 2 Students are instructed to the Needs of All Learners
Year 9 spend silent time on their Carol Ann Tomlinson
Drama own to create a character (1999)
through explaining a
characters likes, fears, family, Allowing more confident
appearance, age, gender, job students to show their
and home life. characters to the class is
My mentor gives them some extending their synthesis of
guidelines. their knowledge of crafting
They are then encouraged to a character.
discuss their characters with For those who arent as
the people around them. confident, they get to do
In small groups of three-four, this in the group work.
they are told to experiment This caters to all levels in
interacting with each other as the classroom.
these characters for about 5
minutes. This allows the
students to develop the
characters and gain peer
feedback.
We then play a game of Bus
Stop, where there are two
people at the bus stop at all
times and they have to
improvise a short scene of
their characters interacting.
This allows the more
confident students to
perform in front of the class.
th
25 Students are practicing their The Differentiated
September public speaking skills. Classroom: Responding to
Period 4 My mentor encourages them the Needs of All Learners
Year 9 to go up in small groups and Carol Ann Tomlinson
Drama share the speaking between (1999)
them.
This helped boost the By having a good
confidence of some students understanding of the
who would not normally get individuals in her
up and speak. But those who classroom, my mentor
felt confident could speak on caters the task to involve
their own. One student, who different ways of
has severe anxiety, was presenting so that all
instead encouraged to write a students get a chance to
speech and show my mentor. show off their strengths.
After each group or person Some students work better
spoke, my mentor would give in a group, others work
feedback so the whole class better alone.
can hear. This allows students
to learn from others
mistakes, or well-doings.
th
15 Starting the class with a circle Leading and Managing a
November encourages an open and Differentiated Classroom
Period 1 collaborative environment. Carol Ann Tomlinson &
Year 9 All drama classes start with a Marcia B. Imbeau.
Drama roll call with a question e.g. 2010
(Not my Whats your dream job?.
mentors The roll questioning Differentiation happens in
class) technique allows teachers to the feedback to groups.
check in with individuals, and For groups who finish early
allow them to feel included. the teacher gives feedback:
The class play the game Some students re-interpret
Lizard to warm up. Teacher the feedback for the other
makes her intentions clear students who are
behind the warm up game confused.
We are warming our bodies The teacher encourages
and minds up, ready for them to add stuff to the
creating!. Teacher also scene, and extend what
encourages a positive they are doing.
environment at all times.
After this, students get into
their groups of 5 created
yesterday to start working on
their devised piece. All the
groups are of mixed ability;
this allows for peer-learning.
They are given 15 minutes to
work on their performances
to show us so we as teachers
can provide feedforward so
they can progress. This
encourages self-regulation
and self-motivation.
The feedforward is given to
each group. Ends on These
are the things I would like to
see next time Setting
expectations clearly. Teacher
explains to students why we
do feedback/feedforward, so
we can articulate what is
effective and why we do
things onstage.