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OER4Schools/Mixed pace groupwork with and without ICT: Difference between revisions
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Scenarios where students within one class are grouped according to their ability (pace | 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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* 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. For example, in a maths lesson, all groups could be set questions on multiplication with the lower achieving students being given fewer questions which are of lower demand than those given to the higher achieving students. The same lower demand questions could also have been given to the higher achieving students earlier on in the topic so there need not be much extra work in drawing them up. | It need not be necessary to set entirely different tasks for different groups. For example, in a maths lesson, all groups could be set questions on multiplication, with the lower achieving students being given fewer questions which are of lower demand than those given to the higher achieving students. The same lower demand questions could also have been given to the higher achieving students earlier on in the topic so there need not be much extra work in drawing them up. | ||
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. | ||
