Differentiation and the Secondary Curriculum: Debates and by Susan Hart

By Susan Hart

Differentiation is a key a part of potent educating and is presently an INSET precedence for lots of secondary colleges. through giving real-life examples, this e-book makes hyperlinks among the speculation of differentiation and a few of the wide variety of fine perform already taking place in colleges. It explores the that means and matters surrounding phrases like 'differentiation' and 'equal possibilities' and gives sensible techniques for tackling this frequently tough region. The textual content offers necessary case reviews written by means of practicing lecturers and offers beneficial examples of established INSET actions.

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It is professional dialogue which helps us to see new possibilities, which gives us the courage and impetus to try out new possibilities and which supports us in honestly evaluating and refining developments. CONCLUSION As a result of our work so far, we are now in a much stronger position to ease the transition of pupils from primary to secondary school because we have a more explicit awareness of the knowledge and skills that different areas of the curriculum demand. We have begun to develop the means to assess pupils’ entry skills and enable them to develop the skills which they need in order to participate fully in the learning opportunities provided.

I observed a group of children carrying out a mathematics task which they interpreted in a way which was quite different from the teacher’s intentions. The teacher’s monitoring of the group during the lesson did not alert her to the fact that they were not doing the task as she had intended, and therefore not gaining what she had intended from its completion. Indeed, the finished product looked much as she expected. The group received justified praise for having cooperated well, and were themselves pleased with what they had produced, thinking it was exactly what the teacher wanted.

EXAMPLE: CLASSICAL STUDIES A good example of a text-based resource which supports differentiated learning along the lines suggested in this chapter is the British Museum publication The Romans (Jackson et al. 1986). I have seen this used successfully for work in classical studies, with a Year 8 class which included children with learning difficulties. As the book is primarily visual, it instantly removes the tension which weaker readers experience on being presented with a textbook. Although the instructions have to be read, they are not particularly long or difficult, and paired or shared reading could overcome this, as would the teacher reading the instructions out loud.

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