Things to ponder We should teach in ways

Things to ponder…. • We should teach in ways that enable all the pupils in our class to learn effectively. Strongly disagree 1 – Strongly agree 5 • It is perfectly practicable to teach in ways that enable all the pupils in our class to learn effectively. Strongly disagree 1 – Strongly agree 5

Common practice • Teachers often use knowledge of pupil differences to keep the class together • Responses are differentiated, but not always in ways that support learning. • When all’s said and done, there’s more said than done!

Why is there a problem? • Is it that we don’t have appropriate tactics? • No • Is it that we don’t have appropriate strategies within which to deploy these tactics? • Maybe

Objectives • To review a range of tactics • To understand the basis and the practice of tactics related to IE and CASE • To understand some strategies for differentiation including: – – – Grouping Remediation and circumvention Outcome and task Non-matching strategies Mastery Learning

Is it that we don’t know what to do? No – we can get guidance from… • Piaget – concrete and formal reasoning

Working at concrete and formal levels Concrete description • Something pink appears on a coin connected to the negative side of the battery Formal explanation • Positive copper ions are attracted to the negative terminal by an electrostatic force. They gain electrons and are deposited as copper atoms – giving a layer of copper which is pink R

Is it that we don’t know what to do? No – we can get guidance from… • Piaget – concrete and formal reasoning • Literature on misconceptions

Discovering pupils’ misconceptions • • R Read the books Read their books & test answers Interviews about instances Brainstorm a topic with the group Concept cartoons Annotated diagrams Concept maps Class discussion of ideas/models/theories

Altering misconceptions – Find out what pupils think – Maintain a supportive atmosphere – Avoid unintentional support for the misconception – Provide a cognitive conflict – Teach the accepted ideas – Show that these ideas work where the pupils’ ideas worked …. – and where the pupils’ ideas did not! R

Is it that we don’t know what to do? No – we can get guidance from… • Piaget – concrete and formal reasoning • Literature on misconceptions • Notions of progression in 4/98

Progression Time

Differentiation Time

Is it that we don’t know what to do? No – we can get guidance from… • Piaget – concrete and formal reasoning • Literature on misconceptions • Notions of progression in 4/98 • Bloom’s taxonomy

Bloom’s Taxonomy • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation R

Is it that we don’t know what to do? No – we can get guidance from… • Piaget – concrete and formal reasoning • Literature on misconceptions • Notions of progression in 4/98 • Bloom’s taxonomy • Literature on DARTs

Differentiation through DARTs • By focussing the pupils on a specific task and providing peer interaction, DARTs will help less able pupils (less able readers). • DARTs can help more able pupils (more able readers) cope with more complex texts. • Underlining is easier than text representation • Listing is easier than table construction • Gap filling is easier than prediction

Differentiation through DARTs • Use the same tasks on different texts • Use the same texts but different tasks eg, for a gap filling exercise: – vary the number of deletions – vary the focus of the deletions (perhaps on concrete aspects of the text for some, and abstract ideas for others) • Use different pupil groupings within the classroom – setted groups for different tasks – mixed ability groups for the opportunity of peer support

Ideas based on learning styles • Visual/aural/kinaesthetic

Visual

Aural

Kinaesthetic

Kinaesthetic • Pupil model of particles in solids liquids and gases • Pupil model of current flow • Pupil model of energy transport in an electrical circuit R

Ideas based on learning styles • Visual/aural/kinaesthetic • Holist/serialist

Holist bulb V lights pushes lights I carries energy

Serialist A F=ma B F=m. (v-u)/t C F. t= Δmv

Ideas based on learning styles • Visual/aural/kinaesthetic • Holist/serialist

Characteristics of children with learning problems • Poor memory – 123123 – oak ash beech iron steel • Tend to be slow – aa AA a. A • tend to be impulsive, non-systematic and imprecise in observation • cannot identify what the problem is

Characteristics of children with learning problems • • Easily distracted by irrelevant information tend not to generalise do not generate problem solving strategies do not select amongst their own strategies are poor at if-then relationships are poor at monitoring their thinking know less – (consequence and cause of the above? )

Instrumental Enrichment Reuven Feuerstein

Discussion in IE – explicit treatment of the general processes, rather than concentration on the topic content. – review of applications to other subjects (bridging). – review of the quality of any methods used by pupils to tackle the tasks set in the lesson. – review of the language used.

Is it that we don’t know what to do? No – we can get guidance from… • Piaget – concrete and formal reasoning • Literature on misconceptions • Notions of progression in 4/98 • Bloom’s taxonomy • Literature on DARTs • IE/CASE • Learning styles AND • Ideas on numeracy and more able pupils (other sessions)

Strategic approaches • Setting? Mixed ability teaching? Wynne Harlen (1997)… • “There is no consistent and reliable evidence of positive effects of setting and streaming in any subject” • “Unless secondary school teachers are able in practice to adapt the curriculum and their teaching methods to the demands that individual pupils’ needs make, it may make little difference to pupils’ achievements how classes are grouped. ”

Why is it difficult to differentiate? • Wide range of relevant pupil characteristics eg prior learning, ability, dispositions, pre-dispositions affected by culture/gender/class, family circumstances, physical disabilities • Some are stable, some alterable • Some may be alterable but are outside our control • Some may be alterable but should not be altered

Strategic approaches • Remediation or circumvention

Remediation • Basis: correct the problem the child has • Suitable if – the characteristic is unstable – AND it is within a teacher’s power to change it – AND it is desirable to change it

Circumvention • Basic principle: help the child to learn the subject despite a continuing problem • Suitable if – the problem is stable – OR it is outside the teacher’s control – OR it is undesirable to change it

Strategic approaches • Remediation or circumvention • Task or outcome

Task and Outcome Differentiation by outcome is planning different outcomes for different pupils – it implies a common approach for all – it requires the identification of valid and satisfying outcomes at all levels – it is more than ‘I do what I do, and they get what they get!’

Task and Outcome • Differentiation by task is planning ways to help all pupils achieve the same goals – it implies varying the teaching method to suit pupils’ needs

ATI results outcome deductive inductive IQ IQ IQ

ATI results outcome Use AO No AO IQ

ATI results outcome organised outcome Low memory load Pupil centred enquiry Anxiety High memory load Anxiety

Strategic approaches • Remediation or circumvention • Task or outcome • Non-matching strategies

Strategies that do not depend on precise matching of approach to pupil • Brainstorm pupils’ ideas and agree which are going to be investigated • Use a range of styles to ensure that no learner is continually disadvantaged • Encourage different kinds of output (writing, diagram, tape)

Strategies that do not depend on precise matching of approach to pupil • Provide tasks at different levels and allow pupils some control over what they do • Provide support for the linguistic and mathematical demands of a lesson (eg DARTs, calculators, spreadsheets) and allow pupils some control over what they use

Strategies that do not depend on precise matching of approach to pupil • Encourage independence to allow you more time to listen and intervene in learning • Involve pupils in self assessment – including commenting on what puzzled them • BE REALISTIC

Mastery Learning Define topic - 10 lessons? Define core objectives 50% Assess prior learning Teach whole class Yes 50% Core Objectives met? Enrichment No Remediation Summative assessment

Objectives • To review a range of tactics • To understand the basis and the practice of tactics related to IE and CASE • To understand some strategies for differentiation including: – – – Grouping Remediation and circumvention Outcome and task Non-matching strategies Mastery Learning

And finally…. • SEN • More able pupils (Gifted & Talented Pupils)

References Bennett SN & Desforges C (1984) The quality of pupil learning (London: Lawrence Erlbaum) Calderhead J (1984) Teachers’ Classroom Decision Making (London: Holt) Haggarty L & Postlethwaite K (2003) Teacher change through Action Research Oxford Review of Education December 2003 vol 29 no 4 pp 423448 Harlen W & Malcolm H (1997) Setting and streaming – a research review (Edinburgh: SCRE) Keogh B & Naylor S (2002) Dealing with differentiation in Amos S & Boohan R Aspects of teaching secondary science (London Routledge Falmer) Postlethwaite K (1993) Differentiated science teaching (Milton Keynes: Open University Press) Postlethwaite K & Haggarty L 1998 ‘Towards effective and transferable learning in secondary school: the development of an approach based on Mastery Learning’ British Educational Research Journal, 24, 3 pp 333353