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OER4Schools/Mixed pace groupwork with and without ICT: Difference between revisions
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Revision as of 13:10, 21 March 2013
, 12 years agoworking on differentiation
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{{activity|otr|: We now read a short text about the issue of pace grouping and differentiation by | {{activity|otr|: We now read a short text about the issue of pace grouping and differentiation by task.|10}} | ||
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There are a number of''' issues raised about pace groups and differentiation by | |||
Scenarios where students within one class are grouped according to their ability (pace-grouping) and set non-differentiated tasks i.e. the same task regardless of their ability, can have unfortunate results such as those illustrated in the video clip of Judith's lesson on division. Students in the low achieving group failed to get any useful results and for this they were laughed at. One way of ensuring that students in all groups have the opportunity of succeeding at a task is to offer different groups different tasks based on their ability. This is called ''differentiation by task''. | |||
There are a number of''' issues raised about pace groups and differentiation by task:''' | |||
* practical difficulties | * practical difficulties | ||
* challenge for teacher of devising several tasks | * challenge for teacher of devising several tasks | ||
* low achievers may be ridiculed | * low achievers may be ridiculed | ||
* challenge of same assessment for all | * challenge of same assessment for all | ||
It need not be necessary to set entirely different tasks for different groups. | |||
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. | 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. | ||
