About this Event
Audience: School Leader, Teacher
Years: Y1, Y2, Y3, Y4, Y5, Y6, Primary, Early years
Delivery: Face to face
Location: Leeds
Is adaptation simply differentiation with a different name? What’s the difference between the two ideas?
During this session we will explore how to adapt a range of questions so that the majority of your pupils progress at broadly the same pace through a lesson and block.
When looking at arithmetic-focussed questions, are some pupils simply ‘kept busy’ with pages of calculations, while you work with those who need extra support? How can we avoid this, so that all pupils are appropriately challenged? When tackling problem solving questions, do some pupils finish in a matter of seconds, while others simply do not know where to begin?
We will look at a range of strategies to scaffold learning for pupils who may struggle, as well as to extend for pupils who grasp concepts more quickly, by providing thought-provoking activities, and in doing so allow all pupils to remain at the same part of the learning sequence. By encouraging thinking, your pupils will learn more and therefore remember more. Throughout the session, we will look at pupils’ work, to see the outcomes of adaptive teaching.
In afternoon we will explore how we can take what we’ve learnt in the morning and apply it to a lesson. We will consider how the White Rose Maths small steps can be adapted to meet the needs of different pupils. Drawing upon mastery teaching principles and showcasing a range of White Rose Maths resources, we will scrutinise the process of lesson design. This session aims to share effective teaching strategies and ideas, which can enhance the delivery of engaging and purposeful maths lessons, then giving you time with an expert to plan a lesson of your own.
Please note that in order to book this event, you will be asked to provide certain personal data which may be disclosed to White Rose Maths for the purposes of administering the event.
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Event Venue & Nearby Stays
The Granary, Leeds, United Kingdom
