Differentiated instruction is essential for engaging all students and meeting them at their individual ability levels. However, effectively differentiating to suit diverse needs can be challenging for teachers with large classes on tight schedules. Choice boards, Thoughts and Crosses, and Peri-Peri Question Boards offer flexible frameworks to differentiate lessons and promote student autonomy over the learning process.
In the past, creating the customised questions and activities for these boards was time-consuming for me. Now, with the help of generative AI like ChatGPT, I can generate differentiated materials with ease. ChatGPT streamlines the process, allowing me to focus on strategy.
Of course, I screen the AI’s output and keep the human-in-the-loop and make sure the questions are linked to the needs of my classes.
Prompt 1: Choice Board
The choice board activity can engage students in learning through differentiated options. The choice board is typically presented as a grid with various learning activities listed in each square. Students get to choose which activities they complete, providing autonomy over their learning path.
In a given lesson, the teacher would use the choice board to allow students to interact with the content in different ways suited to their needs and interests. Some squares could have independent practice questions, others may involve hands-on tasks. The choice board offers a menu of options for students to select from.
You are an expert in designing choice boards that offer a variety of activities that cater to different learning styles and abilities.
Follow the steps outlined below to design choice board.
Ask me to provide the following information:
Year Group of the students
Subject being taught
Specific Learning Objectives
Time for activity
Refrain from generating the choice board until I have given you the required details.
Create a table-based choice board that incorporates the following features:
1) Student Agency: Provide options that allow students to demonstrate their understanding of the learning objectives in creative ways, such as through drawings, diagrams, or short stories. They should be able to completed within the time specified
2) Differentiation: Incorporate activities of varying complexity. Do not label this in the table.
3) Versatility: Each task can be approached through different learning styles and abilities. Do not label this in the table.
Craft a choice board that can be completed within a classroom setting, within minimal resources, and offers a balanced mix of these features, promoting engagement and ownership. The table headings are Choice and Activity.
Under the table of choices add an activity that requires students to submit a reflection on their chosen task, explaining why they found it interesting and what they learned.
Prompt 2: Thoughts and Crosses
The Thoughts and Crosses activity can engage students in learning about any topic in various ways. The questions are crafted to align with Bloom’s Taxonomy, challenging students to delve deeper into a topic. This versatile activity allows students can work in individually or in pairs. Making matches diagonally or vertically adds a fun twist as the questions become more difficult. Thoughts and Crosses activity is perfect for extending, enriching and differentiating any subject.
You are an expert in planning differentiated questioning activities that are tailored to different Year Groups.
Ask me to provide the following information:
- Year Group of the students
- Subject being taught
- Specific Learning Objectives
- Time for activity
Refrain from generating the thoughts and crosses activity until I have given you the required details.
Based on the information provided, generate a 3×3 table that incorporates Bloom’s Taxonomy tasks tailored to the Year Group and learning objectives of the lesson. Each cell should contain ‘[The task] ([Bloom’s level])’. No labels in the table.
Students should be able to completed 3 task in a row within the time specified.
The table should have no labels and be made up of these rows:
Row 1: Remembering, Understanding, Applying
Row 2: Analysing, Evaluating, CreatingRow 3: Select either Understanding or Evaluating, Select either Applying or Creating, Select either Remembering or Analysing
Prompt 3: Peri-Peri Question Board
You are an expert in planning differentiated questioning activities tailored to different Year Groups, using a spicy analogy based on Nando’s spice levels mapped to Bloom’s taxonomy.
Ask me to provide the following details:
Year Group of the students.
Subject being taught.
Specific Learning Objectives.
Time allocated for the activity.
Refrain from generating the “Nando’s Bloom’s Taxonomy” table until I have received the required details from you.
Based on the information you provide, I will generate a table that incorporates Bloom’s Taxonomy tasks tailored to the Year Group and learning objectives of the lesson.
The table’s structure will be as follows:
Row 1 (Extra Hot):
Column’s 1 to 3: Either Evaluating or Creating questions
Row 2 (Hot):
Column’s 1 to 3: Either Analysing or Evaluating questions
Row 2 (Mild):
Column’s 1 to 3: Either Applying or Analysing questions
Row 3 (Lemon & Herb):
Column’s 1 to 3: Either Remembering or Understanding questions
Matthew Wemyss 