DBI Strategies to try...
1. Allow students different starting points. E.g. more able students are allowed to skip the first few.
2. A writing frame should be provided for some students to give structural support to an extended writing task.
3. Keywords with definitions / images are provided to ensure that pupils with poor literacy or EAL students can access the lesson material.
4. Give clue sheets which allow students to seek support for the task if required.
5. Produce different versions of the information/question sheet to meet different readings ages of students.
6. Arrange students into groups of similar ability. Allocate topics to each group to prepare presentation (complexity to suit the ability of each group).
7. Assigning roles to students in group work tasks according to individual strengths (script-writer, designer, producer and researcher). Perhaps ask the more able student in each group to act as “Team Monitor” and/or the less able student in each group to give feedback to the whole class.
8. Target questions with in your lesson (Blooms Taxonomy). Ask questions which target knowledge and understanding for less able students. More able students are asked to evaluate and create ideas.
9. Instructions provided in multiple formats:
· Written form easy for all to see/read.
· Verbal form given by a leader of learning (teacher or pupil).
· Modelled to allow all to understand clearly.
10. Choice of task - students have the ability to choose a task that they judge meets their own needs.
11. More able students allocated the role of ‘expert’ and given task to teach less able students.
12. Think, Pair, Share (TPS or snowball) allows all students to access and participate in discussion by trying out ideas in small groups before whole class discussions.
13. Students set their own success criteria for a task at a level that gives them all the opportunity to both be challenged and succeed (guidance required by the class teacher).
14. Think time given for all questions (count to 15 after each question), allowing all students opportunity to think about an answer and more able students to construct a more complex response.
2. A writing frame should be provided for some students to give structural support to an extended writing task.
3. Keywords with definitions / images are provided to ensure that pupils with poor literacy or EAL students can access the lesson material.
4. Give clue sheets which allow students to seek support for the task if required.
5. Produce different versions of the information/question sheet to meet different readings ages of students.
6. Arrange students into groups of similar ability. Allocate topics to each group to prepare presentation (complexity to suit the ability of each group).
7. Assigning roles to students in group work tasks according to individual strengths (script-writer, designer, producer and researcher). Perhaps ask the more able student in each group to act as “Team Monitor” and/or the less able student in each group to give feedback to the whole class.
8. Target questions with in your lesson (Blooms Taxonomy). Ask questions which target knowledge and understanding for less able students. More able students are asked to evaluate and create ideas.
9. Instructions provided in multiple formats:
· Written form easy for all to see/read.
· Verbal form given by a leader of learning (teacher or pupil).
· Modelled to allow all to understand clearly.
10. Choice of task - students have the ability to choose a task that they judge meets their own needs.
11. More able students allocated the role of ‘expert’ and given task to teach less able students.
12. Think, Pair, Share (TPS or snowball) allows all students to access and participate in discussion by trying out ideas in small groups before whole class discussions.
13. Students set their own success criteria for a task at a level that gives them all the opportunity to both be challenged and succeed (guidance required by the class teacher).
14. Think time given for all questions (count to 15 after each question), allowing all students opportunity to think about an answer and more able students to construct a more complex response.