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=Differentiation, Group Work and Assessment= | =Differentiation, Group Work and Assessment= | ||
Most teachers should be familiar with Black and Wiliam’s work on [[Teaching Approaches/Assessment|Assessment]] for Learning (AfL) and their oft-cited paper, Inside the Black Box (2001). However, it may not be apparent how assessment relates to differentiation, and in particular inclusive differentiation (that is differentiation that brings students together on tasks as opposed to segregating learners). Given the benefits of [[Teaching Approaches/Collaboration|Collaboration]] and [[Teaching Approaches/Group Talk|Group Talk]] for all abilities, it is not clear that the 'let them get on with it' approach to differentiation is satisfactory. This is particularly the case given that it has been pointed out (e.g. by Bob Slavin) that effective group work should be orchestrated in such a way that its objectives stretch all pupils, through ensuring the key objective is group learning, as opposed to simply 'coming up with' or being able to parrot a correct | Most teachers should be familiar with Black and Wiliam’s work on [[Teaching Approaches/Assessment|Assessment]] for Learning (AfL) and their oft-cited paper, Inside the Black Box (2001). However, it may not be apparent how assessment relates to differentiation, and in particular inclusive differentiation (that is differentiation that brings students together on tasks as opposed to segregating learners). Given the benefits of [[Teaching Approaches/Collaboration|Collaboration]] and [[Teaching Approaches/Group Talk|Group Talk]] for all abilities, it is not clear that the 'let them get on with it' approach to differentiation is satisfactory. This is particularly the case given that it has been pointed out (e.g. by Bob Slavin) that effective group work should be orchestrated in such a way that its objectives stretch all pupils, through ensuring the key objective is group learning, as opposed to simply 'coming up with' or being able to parrot a correct | ||
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Blanchard, J. (2008). ‘Learning awareness: constructing formative assessment in the classroom, in the school and across schools’. Curriculum Journal, 19, 3, 137. | Blanchard, J. (2008). ‘Learning awareness: constructing formative assessment in the classroom, in the school and across schools’. Curriculum Journal, 19, 3, 137. | ||
Tomlinson, C. A., Reis, S. M., & National Association for Gifted Children, U.S., (2004). Differentiation for Gifted and Talented Students. London, UK: Corwin Press. | Tomlinson, C. A., Reis, S. M., & National Association for Gifted Children, U.S., (2004). Differentiation for Gifted and Talented Students. London, UK: Corwin Press. | ||
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