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Task What are the benefits/limitations to working with mixed ability groups and set ability groups.

Differentiation Gary Kinchin

Key Questions What is it that makes it difficult for some students to learn and achieve success? How can you ‘set up success’ to enable all students to learn effectively? How do you seek to include all pupils?

Differentiating your teaching Differentiation means….. “…the matching of work to the differing capabilities of individuals or groups of pupils in order to extend their learning” (Capel, 1997; 308). Needs to be seen alongside how you use progression

Differentiation is…… An ongoing process that needs to be planned for and is characterised by flexibility The means of maximising learning for all students taking account of individual differences in learning style, interest and motivation

Why Differentiate? Classes will have a wide range of diverse needs. Differentiation is needed in order to provide physical activity which offers pupils appropriate opportunities to develop and flourish individually (Capel 1997)

How to differentiate…

By task… Different tasks (or different versions of the same task) in terms of difficulty are set The “all, most, some” approach is often used to distinguish the range of learning across different groups within the class Typically expressed as learning aims May also involve the provision of a choice of tasks

By outcome… Pupils receive the same task but different outcomes are expected according to ability e.g. how to include partner balances into a gymnastic routine A slight concern is that the number of responses might differ [Group A: six ways, Group B: 2 ways]

Plan and carry out a sequence of gymnastics in which weight is taken on different body parts By task Use large body parts Use stable bases Unstable bases Inverted [headstand] By outcome More challenging balances Variety of balance Greater control

Example from Macfadyen & Bailey (2002; p.114)

By resource…. Task the same, resources vary. For example in an analysis of performance lesson the following might be used; Analysis checklist Images of performance Pupils locate peers with similar strengths/areas for development

By grouping… By friendship groups Size of groups [smaller: easier for pupils to be involved] Group by ability in a dance routine - Careful not to de-motivate lower ability learners

By support… Might involve the use of a different range of support personnel Peers Learning support assistants SENCO

Others… By space… By speed…

STEP principle S space T task E equipment P people

Strategies to help differentiation Knowing the students, being aware of their ability Knowing students previous performance and past experiences Have expectations about achievement, attitude and behaviour Knowing the subject matter  

Those early lessons… Consider how the activity can be broken down to accommodate varying abilities Plan activities that are likely to challenge the majority of pupils Plan adaptations for the most/least able Think about the end product, have a progression that all abilities can drop into