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OER4Schools/Mixed pace groupwork with and without ICT: Difference between revisions
From OER in Education
OER4Schools/Mixed pace groupwork with and without ICT (view source)
Revision as of 16:44, 21 May 2012
, 13 years ago→Further reading
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There are a number of''' issues raised about pace groups and differentiation by group:''' | There are a number of''' issues raised about pace groups and differentiation by group:''' | ||
* practical difficulties | * practical difficulties | ||
* challenge for teacher of devising several tasks | * challenge for teacher of devising several tasks | ||
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* challenge of same assessment for all | * challenge of same assessment for all | ||
Also consider that “ability” and “pace” are variable and they can grow; pupils underachieve for lots of reasons, including absenteeism as in Judith’s group, and lack of home support. But their achievement levels may rise if expectations are high and support is given. | Also consider that “ability” and “pace” are variable and they can grow; pupils underachieve for lots of reasons, including absenteeism as in Judith’s group, and lack of home support. But their achievement levels may rise if expectations are high and support is given. As a consequence, '''a teacher needs to provide for all students to develop their ability to the next level and beyond. '''Pupils should always have a next step and a new ''challenge'' to move on to. Whatever level a learner is at, they can ''stretch'' themselves and you can ''support'' them to improve it. | ||
As a consequence, '''a teacher needs to provide for all students to develop their ability to the next level and beyond. '''Pupils should always have a next step and a new ''challenge'' to move on to. Whatever level a learner is at, they can ''stretch'' themselves and you can ''support'' them to improve it. | |||
'''Differentiation by outcome. '''Pupils do the same task but they respond differently, reach different levels and produce a variety of results. The task needs to be open-ended for this to work; it should allow learners to explore and be original. It can be done with ICT or without but it needs a clear time frame. For example: | '''Differentiation by outcome. '''Pupils do the same task but they respond differently, reach different levels and produce a variety of results. The task needs to be open-ended for this to work; it should allow learners to explore and be original. It can be done with ICT or without but it needs a clear time frame. For example: | ||
* collaborate to write a story or a report (using Etherpad) | * collaborate to write a story or a report (using Etherpad) | ||
* create a piece of art with the title “new beginning” | * create a piece of art with the title “new beginning” | ||
* investigate how plants grow | * investigate how plants grow | ||
Set clear expectations of appropriate kinds of outcomes! Challenge and support students to reach the highest level they possibly can. | |||
''Acknowledgement: Some of these ideas derive from the ''Differentiation Pocketbook'' by Peter Anstee. Teachers’ Pocketbooks, Alresford, Hampshire, UK.'' | |||
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