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Description of activity:  \n• Look at the progress maps provided in this pack.  \n• Discuss ways which you could use these in your lessons.  \n• Attempt to create a progress map for a future unit of work, alternatively look at the progress [maps available on](maps available on mixedattainmentmaths.com/mixed-attainment-lessons.html)[ ](maps available on mixedattainmentmaths.com/mixed-attainment-lessons.html)[mixedattainmentmaths.com/mixed-attainment-lessons.html](maps available on mixedattainmentmaths.com/mixed-attainment-lessons.html) and adapt oneof these to suit a future unit of work.  \nActivity 2  \nArea for development – engaging all pupils in the class discussion element of the lesson through open , ‘do now’, starter activities.  \nDescription of activity:  \n• Look at the examples of the ‘ask a question/make a comment’‘do now’ activities.  \n• Consider/discuss the range of responses the pupils in your classes might give.  \n• Design your own ‘ask a question/make a comment’ try to adapt one of your existing ‘do now’activities when doing this.  \nActivity 3  \nArea for development – using a range of different types of differentiation within a lesson. Description of activity:  \n• Read the description of the different types of differentiation which can take place in a lesson.  \n• Discuss whether there any which you use more than others, why is this?  \n• Discuss whether are any which you rarely or never use, why is this?  \nActivity 4  \nArea for development – creating multiple entry point tasks.  \nDescription of activity:  \n• Look at the examples of multiple entry point tasks.  \n• Discuss: Which is the most open?  \n• Discuss: Which provides the greatest opportunities for problem solving and/or reasoning.  \n• Discuss: What further adaptions might you make.  \n• Consider the concrete resources/manipulatives that are available to you in your department. Create a multiple entry point task using these.  \nActivity 1  \nArea for development: Using progress maps to enable pupils to regulate their learning.  \nProgress maps are a useful tool in classes with a range of attainment as they ensure that all pupils are supported and challenged. Progress maps make the teacher aware of each individual pupil’s prior knowledge at the start of a unit of work and they enable the teacher to track indivi","cbCaiv0msE50MU81","https://ap.wps.com/l/cbCaiv0msE50MU81","pdf",1852403,"English","# About this resource\n## Follow on pathways\n### Activity 1\n### Activity 2\n### Activity 3\n### Activity 4\n# Discussion Points\n# Task","[{\"question\":\"What is the purpose of this facilitation pack for the virtual community event?\",\"answer\":\"It helps teachers share learning from the event and deliver their own CPD session for colleagues. It provides activities and resources linked to the virtual community topics so the content can be applied in school or college.\"},{\"question\":\"What resources are included for presenters and participants?\",\"answer\":\"The pack includes a PowerPoint from the meeting with notes for the presenter, follow-on pathways for developing event topics, and a pre and post meeting confidence check questionnaire to benchmark colleagues’ confidence.\"},{\"question\":\"How can progress maps be used to support mixed attainment pupils?\",\"answer\":\"Pupils complete a mini assessment to identify their start point, choose tasks each lesson based on what they need to learn next, and tick/date progress statements. The teacher monitors task choice and pupils are assessed again at the end of each unit to compare progress across the unit.\"}]","GCSE MATHS - Virtual community: KS3 & KS4 - stretch and support in mixed attainment classes - Facilitation pack - Published: Autumn 2022 | PDF",1792468284]