w/h/s problems and solutions. but now education is a ladder, and we expect every learner to climb as...
DESCRIPTION
Think of it in terms of mastery v development. Warm: Allows for mastery of a task Scorching: Develops this mastery in the most challenging way Hot: Develops this mastery in a more independent wayTRANSCRIPT
W/H/SProblem
s and solutions
‘But now education is a ladder, and we expect
every learner to climb as fast and as high as they
are able.’
• Think of it in terms of mastery v development.
Warm:Allows for mastery of a
task
Scorching:Develops this mastery in the most challenging
way
Hot:Develops this mastery in a more independent
way
W/H/S• Think of it in terms of mastery v
developmental• Scorching: should be totally dependent on
prior learning and having mastery of the previous two options.
• Scorching tasks should not be totally achievable straight away for all students.
• Warm should still have challenge!Crucially, all tasks should allow for developmental
progress
What is W/H/S?• W/H/S overall is the
creation of three different routes by which the students can make progress. Students or teachers can choose which route to follow for the best outcomes.
Common mistakes in a nutshell!
Warm:Write one paragraph
about Othello
Hot:Write two
paragraphs about
Othello
Scorching:Write three paragraphs
about Othello
W/H/S is not…• …random• …all/most/some in different colours• …a way to cap progress for any
student
Warm: model to your students!Assess a piece of
work Group DIRT targets into
W/H/S
YOU direct students which to choose
Students can then ‘progress’
to the next developmental
stage
Plan your lesson objective/key
learning question Plan 3 different
challenging routes to the same learning
outcome
Group students from the
beginning of the lesson
Plenary shows each
students how they
have made progress
1.
2.
Hot: introduce the element of choice!
Introduce new skills/content or advanced skills/content
Create 3 different ways to test the mastery of these skills/this content
Allow students to choose
which route they will attempt
In the plenary,
assess how successful they have
been in mastering
and developing their skills
3.
Using teacher or self-assessment activity, students
recap their targets/progress
Students choose W/H/S task to match
their own target/progress
Student completes task
and self-assesses
Teacher marks and
gives feedback
and advice
4.
Scorching: freestyling!
Introduce key learning
question
Provide three routes of
development and challenge
Students choose their
route in groups or
independently
Students move through the rate of challenge in
subsequent lessons at their
own pace
5.
Warm:
Complete a task which
addresses mistakes or
misconceptions in your assessed
work
Hot:
Complete a task which
develops the strengths of your work to
a higher level
Scorching:
Complete a task which
develops the strengths of
your work and introduces
some new skills or concepts
1.
You direct the students based on targets from assessment
Warm:Using the support
material, formulate an answer to the key learning
questionTEACHER GROUP
Student A, B and C
Hot:Using a selection of more difficult
support material, formulate an
answer to the key learning question
Student D, E, F
Scorching:Using less or
more abstract material,
formulate an answer to the key learning
questionStudent G, H, I
2.
Group them to complete the same task with different material
Warm:
Attempt the new
skills/content using a familiar
routine or method
Hot:
Attempt the new
skills/content using a more complicated
method
Scorching:
Attempt the new
skills/content through a new
method
3.
Create three different ways of mastering new material
Warm:Using your
targets from the last lesson,
complete an activity which
tests and proves
mastery of a previously
unstable skill
Hot:
Using targets from the last
lesson, complete an
activity which proves
mastery of a previously
unstable skill
Scorching:
Using targets from last lesson,
complete an activity which develops the
previously mastered skill
4.
You/they set the targets, they choose a route to prove they have met target
Warm:
Respond to the Key
Learning Question
by…analysing
Hot:
Respond to the Key Learning question by…
evaluating
Scorching:
Respond to the Key
Learning Question by…
creating
…or justifying or suggesting or defending!5.
Students engage with a challenge, and choose how to meet it based on self-assessment of their skills
W/H/SProblem
s and solutions
Lots of differentiation ideas on T&L
portal!