In last week’s post – here – I looked at how we might mark students’ written work strategically, considering not just the feedback we will give them, but also the practicalities of how we expect them to respond to our feedback. This week I am going to backtrack a little to consider how we might ‘differentiate’ our feedback during the writing process.
Differentiation was once my teaching bête noire. The very mention of the word would immediately feed my perception that I was a terrible teacher for failing to ‘meet the needs of every child’ in every lesson. To compensate, once in a while I would be seduced by the insidious ‘differentiation by task’ trap. Three different tasks (one for the top, one for the