Differentiation can ensure a classroom of mixed ability students are all stimulated and stretched, and this can be achieved regardless of ability when setting tasks, if executed as though one were climbing a ladder in order to reach the top, or objective of the lesson. (Petty, 2009). - Within the MFL department we operate an ‘ALL, MOST, SOME’ to differentiate our tasks, (see appendix 2 & 3) adding a challenge at the bottom for the most able or for native speaking students. This ensures that every single student…
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