National expectations regarding the teaching of the more able Teaching sixth form students Differentiation Independent learning
Year 10 Newton1.There are 90 students in 10n. How many have the lowest average EPSIU score for: Behaviour Effort Homework?
2. How many said that their target grades are too high?3. How many complained about getting too much homework?
GoodThe teaching is consistently effective inensuring that pupils are motivated and engaged.The great majority of teaching is securing goodprogress and learning. Teachers generally havestrong subject knowledge which enthuses andchallenges most pupils and contributes to theirgood progress. Good and imaginative use ismade of resources, including new technology toenhance learning…. Teachers listen to, observeand question groups of pupils during lessons inorder to reshape tasks and explanations toimprove learning.
Outstanding Teaching results in pupils makingexceptional progress. It is highly effective ininspiring pupils and ensuring that they learnextremely well. Excellent subject knowledgeis applied consistently to challenge andinspire pupils. Resources, including newtechnology, make a marked contribution tothe quality of learning, as does the preciselytargeted support provided by other adults….Teachers systematically and effectivelycheck pupils’ understanding throughoutlessons, anticipating where they may need tointervene and doing so with striking impacton the quality of learning.
NAGTY Schools responsible YG&T for provision Hubs – Excellence East
“Very able pupils in maintained primary and secondary schools are often insufficiently challenged by the work they are set” (HMI, 1992).and“In the majority of schools the expectations of very able pupils are not sufficiently high. The provision for these pupils is patchy and is not often seen as a priority” (HMI, 1992).
Ofsted – 22% of secondary schools do an “adequate” job with their most able students
Conditions for Learning A variety in provision and activities Tasks are varied, customised and well paced
Development for Learning Activities are tailored to meet different learning styles and interests Learners are enabled to take charge of their own learning through: Structured independent and group learning opportunities Learning about learning Systematic self-evaluation to improve personal performance
Knowledge of Subjects/Themes Subject expertise stimulates and challenges through sharing passion for the subject Passion for the subject pervades the learning The curriculum addresses the needs of individuals through: Working with learners to identify their needs Adapting to meet those needs Linking with personal interests and making skilful use of grouping Using a wide range of individual resources and activities to ensure differentiation
Understanding Learners’Needs Recognising that G&T learners need a different starting point for their work
Planning Activities are planned which: Increase complexity and depth Add breadth through a broader range of content, tasks and resources Add tasks that are qualitatively different HOTS, not MOTS
Engagement with learningand learners Teachers deploy a wide repertoire of skills and resources to raise achievement Grouping allows for interaction and independence
Links beyond theclassroom Homework extends interest and raises achievement
National Quality StandardsEffective Teaching and Learning Strategies Entry – Teaching and learning are differentiated; curriculum organisation is flexible with built-in choice, enrichment and guidance. Developing – Teaching and learning are diverse and flexible; lesson plans contain strategies for challenge; independent learning skills are developed; curriculum offers opportunities to work beyond age group, at greater speed, across curriculum subjects, according to interest/ aptitudes Exemplary – teaching and learning are challenging and varied; independent learning is integral to in-class provision; curriculum offers personalised learning pathways to maximise individual potential.
Think of something that first awoke your passion for your subject Think of something that still makes you passionate about your subject Think of something that is good about teaching
When did you last share those things with the students you teach?
Teaching Sixth Form Use of different text books Questioning Independent work, including research High levels of support Modifying and adapting lesson plans Setting learning goals for individuals
Teaching Sixth Form Every Child Matters – “we must focus on enjoying and achieving as a key outcome” Focus on different groups of students A*?
Quality of Provision Results Students’ work Progress within a lesson Progress over time Teaching and learning Curriculum Guidance and support> How the above meet the needs of the most able
Villiers Park – commonproblems Underestimating the Lack of time invested in ability of students developing students as Excessive focus on learners and in inspiring specification passion for the subject Seeing provision for the Students too dependent More Able as extra- on teachers, curricular unaccustomed to Staff (and thus students) challenge being trapped in the Lack of engagement, exam results/ targets lack of independence, cycle lack of motivation Mediocre results > cyclical process
Villiers Park – the way forward1. Activate your most able students2. Don’t allow provision for the more able to be an optional extra3. Reawaken teachers’ passion for their subject4. Focus on teams5. Develop your students as independent learners
In successful schools/classrooms …Students will: Ask about studying Ask questions about the subject at the work covered in university the lesson Ask about careers Go one step beyond related to that subject the specification Tell teachers about Ask for more feedback their extra-curricular on how to improve activities Ask for pointers to Show the passion for more resources the subject that the teacher shows them
Ideas Find ways to incorporate extension work into lessons School should support subject-specific teacher CPD, not just specification-specific Use occasional lessons, or Improves motivation untaughts, or a specific week, to do something “different” – eg independent research/ Improves attainment project work Teachers should show their Improves engagement passion for their subject, not their hatred of the specification Improves independence Present the sixth form as a fresh start, where all students are able and motivated and can become more so
Primary school model What are the Individual barriers? Subject/ Faculty Whole School
I like independent work best. Why? Because you can get on with your work and you don’t have to listen to the teacher and wait for them to finish.
Independence Independent students will work when the teacher is not there Independent students produce better homework Independent students release the teacher to provide more individual extension and support Plan activities that give students an element of control and individual choice – increase the amount of this over time Peer- and self-assessment foster independence when used effectively To be independent, students need to understand how to learn Ensure that students always reflect on their independent learning – use this reflection to plan
Confidence is key tosuccessStudents need to be Students should not be confident… confident … that they can that they will succeed succeed that they can that their ability will become more able never diminish that work will bring that intelligence learning and means progress progress
Independence, motivation andrewardsExtrinsic Motivation Intrinsic Motivation The learner relies on The learner is driven external agents to by curiosity, passion keep their focus. for knowledge and These agents skills and the sense include grades, of making progress. praise and rewards. Learning is valued. Their focus is on Their focus is on the outcomes and process, which products. brings its own rewards.
Independence in the most able Does not happen You don’t stop automatically – they spoonfeeding by need support, taking the spoon away guidance. Again and – you have to teach again, they ask for the child how to use it more advice on how themselves to get top grades, more teacher time, better resources, clear information about what is expected of them, examples of top grade work
London Gifted and TalentedThe more able want: Findings: To make choices Planning for the more about their learning able and To be given genuinely differentiating investigative tasks downwards raises To see the big picture standards most effectively To work with stimulating learning Focusing on the more materials able drives whole school improvement
London G&T – EffectiveProvision Independent Intellectual curiosity learning High challenge Effective questioning Critical and creative Development of thinking expertise Interdependent skills Higher order Real world issues thinking Big ideas and concepts
Personalised Learning –The National Strategy “tailoring teaching and learning to individual need” “Planning for progression and differentiation are fundamental” “teaching and learning is characterised by ambitious objectives, challenging personal targets, rapid intervention and rigorous assessment to check and maintain pupil progress.”
MI, etc.Gardner Left and Right Brain Linguistic Theory Logical/ mathematical Spatial Musical Gregorc Kinaesthetic Concrete random Interpersonal Concrete sequential Intrapersonal Abstract random Naturalistic Abstract sequentialVAK Kolb
Differentiated Provision –Westminster Institute ofEducation1. By level – the level should be high enough to interest and challenge2. By pace – the pace should be adjusted to suit the learner and the level of challenge3. By complexity – this should reflect the capacity of the learner and should encourage creative rather than linear thought4. By depth – this should enable the most able to pursue areas of particular interest to the level of an expert.
Activities for the more able should: Allow individual Open up opportunities response for research Encourage creativity Involve abstract and imagination concepts Meet developmental Involve problem stage rather than solving and decision chronological age making Stress process rather Encourage empathy than content Provide opportunities Encourage higher for leadership level thinking skills Be difficult Provide open-ended Build in failure situations
Differentiation By task – higher level materials and activities By outcome – students respond to the same task at different levels By pace – able students can complete tasks at greater speed By grouping of students within the classroom
Types of Differentiation1. By outcome – same task, 8. By use of research tasks – open different results tasks that students have to2. By task – more able negotiate their way through students work on higher 9. By dialogue/ language – the level tasks exchanges between student and3. By resource – an open task teacher or student and student that can be accessed at operate at a higher level different levels, resources 10. By grouping – able students determine the level together, or as leaders4. By assessment mode/ level, 11. By choice – building in choice eg assessing Year 9 against within tasks and choice about GCSE criteria how students can approach them5. By pace – able students 12. By self-direction – encourage complete work faster greater independence by6. By support – able students allowing the more able to are more independent and propose ways to differentiate a can provide support task7. By extension – HOTS, not 13. By questioning – deeper, more MOTS; depth or breadth open questions for the more able