Inductive learning learners are given examples and they work out

the rules

Deductive learning learners are given rules which they then apply

differentiation the practice of meeting a variety of student

accommodation
(to) scaffold learning
learner styles/preferences
higher order tasks (Hint: Bloom’s
Taxonomy)
needs in a class of differing abilities, motivations
and background knowledge
allowing students different levels of support
depending on their abilities i.e. allowing extra
time for an activity/test, providing some
students with vocab for following lesson etc.
provide support when needed (e.g. question
prompts/writing frames) and gradually remove
this support allowing learner to independently
produce language
preferred ways of learning e.g. with images
(Visual), speaking and listening (Auditory),
moving around and handling objects
(Kinesthetic)
Tasks that are more cognitively demanding i.e.
analysing, evaluating, and creating original work

lower order tasks (Hint: Bloom’s tasks that are less cognitively demanding i.e.
Taxonomy)
remembering, understanding

nominate select a student by name to answer a question

motivation the reason why a student is learning and

consequently their attitude towards learning

L1 A student’s mother tongue/native language

Learner outcomes What you want the learners to achieve by doing

a particular task

dictogloss an activity that involves the teacher reading out

a text at normal speed, the students listening
and then reconstructing the text
mingle a whole class activity in which the students talk
to each other in small groups and change
partners frequently e.g. “Find someone who...”
information gap A gap in knowledge that provides a reason for
two learners to communicate.