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OER4Schools/Mixed pace groupwork with and without ICT: Difference between revisions
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OER4Schools/Mixed pace groupwork with and without ICT (view source)
Revision as of 15:11, 21 March 2013
, 12 years agostill working on differentiation
JanetBlair (talk | contribs) m (still working on differentiation) |
JanetBlair (talk | contribs) m (still working on differentiation) |
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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 | 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 consequences 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:''' | There are a number of''' issues raised about pace groups and differentiation by task:''' | ||
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A very important point to consider in all of this is 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. | A very important point to consider in all of this is 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. | ||
'''Differentiation by support''' is a refinement of differentiation by task... | '''Differentiation by support''' is a refinement of differentiation by task and involves different levels of support being given to different groups according to their ability as all groups work on the same/a similar task. For example, lower achieving students may be given more information to help them solve a problem or they may have access to workbooks or text books. They could also be given resources that make it easier for them to complete a problem or the teacher could choose to work with one particular group whilst other groups work independently. | ||
'''{{activitytag|Differentiation by outcome}}''' occurs when students 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: | '''{{activitytag|Differentiation by outcome}}''' occurs when students 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: | ||
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* some students SHOULD make sure to use powerful verbs in their writing | * some students SHOULD make sure to use powerful verbs in their writing | ||
* a few students COULD use direct speech to make their piece more interesting | * a few students COULD use direct speech to make their piece more interesting | ||
Students could work in mixed ability groups encouraging each other to achieve their respective goals. | |||
Teachers should emphasis that they want students to progress and be challenged appropriately so that no students stops working once they have achieved the minimum criterion for success. We will consider success criteria again in a future session. | Teachers should emphasis that they want students to progress and be challenged appropriately so that no students stops working once they have achieved the minimum criterion for success. We will consider success criteria again in a future session. | ||
