Here is a method I use regularly in my maths lessons to ensure that I am meeting the needs of all pupils whilst allowing them access to the same learning.

A way this can easily be done within maths lessons is by using parameters. The original task is open-ended, it can be completed quite procedurally without providing challenge for higher attaining pupils so this is where we can start adding parameters. You could also begin to add parameters that are impossible and allow the pupils to investigate and reason as to why that is the case. 

We can also use parameters to make the task more accessible so it is another level of scaffold and allows them to engage with the task. They can also be used to guide a pupil’s thinking and allow them to think in a particular way e.g. systematically. 

Children’s working memory has a limited capacity and due to this when taking part in a demanding task or handling lots of information, the working memory can be overwhelmed for lots of pupils. With cognitive overload in mind, silent modelling works well with younger students as it allows their working memory to narrow down its focus and doesn’t overwhelm it.