2,188
edits
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 08:33, 12 June 2013
, 11 years agoammended for 'low ability'
JanetBlair (talk | contribs) m (removed the term 'ability' and replaced with 'pace' as per SH) |
JanetBlair (talk | contribs) m (ammended for 'low ability') |
||
| Line 141: | Line 141: | ||
{{background|text= | {{background|text= | ||
Scenarios where students within one class are grouped according to | Scenarios where students within one class are grouped according to the pace at which they work (pace grouping) and set non-differentiated tasks i.e. the same task regardless of their pace of working, can have unfortunate consequences such as those illustrated in the video clip of Judith's lesson on division. Students in the slower pace 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 pace of working. 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: | ||
| Line 147: | Line 147: | ||
* practical difficulties | * practical difficulties | ||
* challenge for teacher of devising several tasks | * challenge for teacher of devising several tasks | ||
* | * students that work at a slower pace 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. For example, in a maths lesson, all groups could be set questions on multiplication, with the | 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 students who are working at a slower pace being given fewer questions. | ||
A very important point to consider in all of this is that | A very important point to consider in all of this is that “pace” or "ability" is variable and 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 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. | '''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. | ||
| Line 168: | Line 168: | ||
* 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 | Students could work in mixed pace 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. | ||
| Line 181: | Line 181: | ||
{{todo|We need to say a lot more about differentiation by outcome.}} | {{todo|We need to say a lot more about differentiation by outcome.}} | ||
{{activity|wcd|: Discussion on differentiation.|10}}. There is research evidence to show that teachers' expectations can influence how students perform. Consider this in the context of pace groups and differentiation: | {{activity|wcd|: Discussion on differentiation.|10}}. There is research evidence to show that teachers' expectations of students can influence how students perform. Consider this in the context of pace groups and differentiation: | ||
* Can differentiation be used successfully by teachers to set high expectations of all students | * Can differentiation be used successfully by teachers to set high expectations of all students? | ||
* Will this be easier to achieve by using pace | * Will this be easier or more difficult to achieve by using pace groups? | ||
= Judith's workshop reflections on pace groups = | = Judith's workshop reflections on pace groups = | ||
